Week 2 Lesson Plan #3 Reading and Comprehension


The lesson lasted 40 minutes


  1. To help the student understand different reading strategies
  2. By the end of lesson, student should be able to show evidence of using at least two strategies while reading


  1. Reading Strategies bookmark
  2. Post reading sheeta
  3. myON Reader Lexile assessments


  1. Give student a copy of the reading strategies bookmark and a post-reading sheet
  2. Locate and bookmark all assessments
  3. Prepare the students up to enable application of myON reader
  4. Ask the student to take the Lexile assessment in order to indicate the average level of reading
  5. Work with the student to review the suggestions and terms located on the reading bookmark provided.
  6. Will ask the student to read one of myON reader digital book of her choice, strictly using some of the suggestions and terms identified in the bookmark
  7. Remind the students to ensure to pick important lessons from the reading as well as to ask questions after reading the entire book.
  8. Ask the students to use the post reading sheet to show what they have learned and as well as indicate some of the questions they have from the reading.
  9. Discuss with the student some of the reading strategies that they used and why they used them.
  10. Ask the student to prepare her own list of reading strategies to identify her favorite

Lesson Plan #2

Reading and Word Recognition

The lesson lasted 40 minutes


  1. To help the child learn how to create a personal dictionary
  2. At the end of the lesson, child must understand how to use the personal dictionary

Materials Required

  1. Envelope
  2. Glue
  3. Post reading sheet
  4. Reading Material: The Little House by Virginia Lee Burton


  1. Stick the envelope to the back of a book that the student uses often during the reading sessions-the envelope will work as the place where the student will store the post reading materials
  2. Will teach the student to identify frequently used words as well as new words to the post reading sheet
  3. Remind the student that every child can be a good reader and there are some fun easy ways to achieve this.
  4. Take the reading bookmark used in the previous lesson and glue it to the book also. The reading bookmark will contain all the word recognition strategies to assist the student develop a personal dictionary.
  5. Let the child read the text of the day once by himself
  6. Read the book the second time together with the student to help them understand the text.
  7. Let the child note down all the strange words, as well as common phrases and words on the post reading sheet.
  8. Work with the student using word recognition strategies from the reading bookmark to help the student figure out new words.
  9. Let the student keep the reading sheet in the envelope glued behind the book for future reference.
  10. Ask the student to repeat the same process any time they read


The lesson went on very well and the student enjoyed reading a new story through the myON Reader Lexile Framework. Most importantly, she was able to learn new reading strategies as well as utilize them in her reading exercise. The ultimate goal of reading any text is comprehension and reading strategies are important methods as they help improve comprehension. They help the student understand what a text is about and, therefore, are critical elements (Lyons, 2003). Some of the reading strategies that Arwa applied in her reading include looking at pictures to derive clues, looking ahead to see what is coming in the text, reading a word severally to try understand it, and sounding out some words. Arwa was excited all through the process of making the personal dictionary. She was able to note down 6 new words and phrases during the lesson. I helped her understand the new words using different word recognition strategies especially picture clues and reading out loud. From the lesson, I learned that with tools like the personal dictionary, and the reading strategies bookmark, a teacher can be able to provide the best support and encouragement as well as evoke positive learning attitude from the student (Rodgers A. & Rodgers E., 2004)


Lyons, C. (2003) Teaching struggling readers: How to use brain-based research to maximize learning. Heinemann.

Rodgers, A. & Rodgers, E. (2004) Scaffolding literacy instruction: Strategies for K=4 classrooms.

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