Self-Regulated Strategy Development (SRSD)Lesson Plan Template

Lesson Title: RAP Paraphrasing Strategy Subject: ELA Grade Level(s): 5/SPED
Developed by: Mariel R. Renon Date Developed: 05/07/18

INSTRUCTIONAL OBJECTIVES
1) STRATEGY OBJECTIVE: ​Given a paragraph at student’s instructional level, student will identify and apply each step of the RAP
paraphrasing strategy.

2) SKILL OBJECTIVE: A ​ fter reading a paragraph at student’s instructional level, student will paraphrase the main idea and details in
their own words and in one sentence 2 out of 3 trials.

PLAN OF INSTRUCTION

The Teacher Will…. The Student(s) Will… (say, write, point,

Develop Background Knowledge: ● Have student look at text – ● Look at pictures (if any) and read the
intro/assess prior knowledge of text pictures (if any) and title. title
content, necessary vocabulary, what ● Ask student what they predict the ● Answer/share what they think the
strategies are, strategies students are story will be about. story will be about.
currently using. ● Ask student if they have any ● Share if they have any wonderings of
wonderings about the text that the text they are about to read.
they will be reading together.

Discuss It: ​Introduce the strategy, ● Introduce and explain the RAP ● Be introduced to the RAP strategy
benefits (why student should use it), strategy: ● Be “familiar” or understand the strategy
when it can be used, student effort and o Read a paragraph and ask questions if they are unsure.
self-talk o Ask myself “What is the
main idea and two details
to support it?”
o Put it into my own words –
summarize it in my own
words
● Explain that the RAP strategy is
used when we are trying to
understand​ what we read –
comprehension.
o Remind students that the
RAP strategy is something
they can use in their life –
middle school, high school,
college, etc.
o Ask if they have any
questions are is confused on
any part.

Model it: ​demonstrate steps, instructor ● Use the text ​Hawaii’s Fire Show ● Observe the teacher.
think aloud for each step (kidbiz article)
● Do think aloud:
o Read paragraph(s) aloud
o After each paragraph, ask
“What is the main idea and
details I can use to support
it?”
o Model if more information
needs to be found for the
main idea and/or details by
rereading or doing a think
aloud about what they
understood from that
paragraph.
o Say what they think is
helpful and what they think
is not helpful – text
evidence/key details.
o Say it and write the
summary in own words.

Memorize it: s
​ tudent memorizes​ ​strategy Phrase/song: “If you don’t understand, Listen and try out the mnemonics. Decide if
mnemonics and what they mean just RAP about it.” they like it or brainstorm together on what
Read, Ask questions, Put it in my own will help the student remember the
words = RAP strategy best.

Support it: ​Guided practice collaboratively ● Do the same steps in the ● Join the teacher with the next
using with student, ​support with visual or modeling section, but student will paragraph(s) and summarizing each
graphic organizer now have an active role by paragraph(s).
o Reading a paragraph
o Helping to do next part of
the strategy
o Helping to find main idea
and details
o Helping to summarize

Establish independent practice: ● Follow the “I do, we do, you do” I do – Student will observe.
How will independent practice be model.
incorporated in current and future o Teacher will model, alone, We do- Student will join the teacher.
lessons? using think alouds of how
to use the strategy (I do). You do – Student will independently read and
o Teacher will then model, use the RAP strategy with an independent
but have student work with and instructional level text.
teacher on what to do for
the RAP strategy (We do).
o Teacher will have student
try it out on their own –
reading and strategy (You
do) multiple times and
texts (independent and
instructional). Eventually
this will be considered an
assessment if student can
do everything
independently and without
teacher support.
Can continue to provide guided support
depending on student understanding
of how to use the strategies.
INSTRUCTION MATERIALS NEEDED (INCLUDE READING LEVEL ) Note, first introduction of strategies are best with materials at
students’ independent reading level, and then move to student’s instructional level.

Independent reading level text: Hawaii’s Fire Show

Instructional reading level text: Are Sports Better Than One?

*There are both an independent and instructional for each article.

ACCOMMODATIONS OR MODIFICATIONS (COULD BE TIME, MATERIALS, HOW STUDENT RESPONDS, SKILLS OBJECTIVE)

● Student is able to mark the text – write their summary on the margins of the article/text, underline what they think is
important.
● Make a checklist for student(s) to use to make sure they go through the thinking process and steps of the RAP strategy.

ASSESSMENT (HOW WILL STUDENT DEMONSTRATE THEY MET OBJECTIVE(S))

● Student is able to paraphrase the main idea with key details independently using a new text at both their independent AND
instructional level.
Self-Regulated Strategy Development (SRSD)Lesson Plan Template
Lesson Title: Word Attack Strategies in Context Subject: ELA Grade Level(s): 5/SPED
Developed by: Mariel R. Renon Date Developed: 05/07/18

INSTRUCTIONAL OBJECTIVES:
1) STRATEGY OBJECTIVE: ​Given a unknown word in a text at student instructional level, student will choose and apply one of
three strategies (Name each letter, say small words/word parts you know, first sound + cover word+ read sentence) to decoding
the word, 3 out of 4 times.

2) SKILL OBJECTIVE: ​Given an initially unknown word in a text at student instructional level, student will identify the word, 3 out
of 4 times.

PLAN OF INSTRUCTION

The Teacher Will…. The Student(s) Will… (say, write, point,

Develop Background Knowledge: ● Have student look at text – ● Look at pictures (if any) and read the
intro/assess prior knowledge of text pictures (if any) and title. title
content, necessary vocabulary, what ● Ask student what they predict the ● Answer/share what they think the
strategies are, strategies students are story will be about. story will be about.
currently using. ● Ask student if they have any ● Share if they have any wonderings of
wonderings about the text that the text they are about to read.
they will be reading together.

Discuss It: ​Introduce the strategy, ● Introduce and explain the three ● Be introduced to the strategies
benefits (why student should use it), different strategies: ● Be “familiar” or understand the
when it can be used, student effort and o Name each letter strategies and ask questions if they are
self-talk o Say small words/word unsure.
parts you know ● Share which strategy they think will be
o First sound + cover word+ most helpful for them and why.
read sentence
● Teacher will also provide a visual
of the strategies for student to
look at and refer to.
● Explain that these are strategies
that can be used when coming
across an unknown word.
o Remind students that if one
strategy doesn’t work, there
are other ones that they can
use.
o Remind students that it is
okay if one strategy works
better for them, than the
other ones.
o Remind that adults need to
even use strategies when
coming across difficult or
unknown words.
o These strategies are ones
that can be used in their
academic career.
● Ask student out of curiosity which
strategy they seem to like or think
they would have an easy time
using and why.

Model it: ​demonstrate steps, instructor ● Use the text ​Hawaii’s Fire Show ● Observe the teacher.
think aloud for each step (kidbiz article)
● Do think aloud:
o Read paragraph(s) aloud
o Stop and say, “I’m not
sure what this word is. I’m
going to use the ​name
each letter strategy
(teacher will model all
three strategies)
o Use the visual list of the
three strategies while
doing think aloud

Memorize it: ​strategy mnemonics and what ● Have student say strategies. ● Read the strategies over – in their
they mean head and aloud.

Support it: ​Guided practice collaboratively ● Do the same steps in the ● Join the teacher by reading their
using with student, support with modeling section, but student will paragraph(s) and trying out the
graphic organizer now have an active role by strategies when they come across
reading every other paragraph of words they are unsure of.
the text.

Establish independent practice: ● Follow the “I do, we do, you do” I do – Student will observe.
How will independent practice be model.
incorporated in current and future o Teacher will model, alone, We do- Student will join the teacher.
lessons? using think alouds of how
to use the strategy (I do). You do – Student will independently read and
o Teacher will then model, use any or all of the three strategies that was
but have student do the introduced in the beginning.
next paragraph – take
turns reading every other
(We do).
o Teacher will have student
try it out on their own –
reading and strategy (You
do) multiple times and
texts. Eventually this will
be considered an
assessment if student can
do everything
independently and without
teacher support.
● Can continue to provide guided
support depending on student
understanding of how to use the
strategies.

INSTRUCTION MATERIALS NEEDED (INCLUDE READING LEVEL )

I do (what I’m using to model with student): Use the text ​Hawaii’s Fire Show​ (kidbiz article) - students independent level

We do (What student and I are using for strategies): Use the text ​Hawaii’s Fire Show​ (kidbiz article) - students independent level

You do (What student will do/read independently for assessment): ​Are Many Sports Better Than One?​ (kidbiz article) - students
independent level

*There are two copies of each article, leveled at student’s independent and instructional reading level.

ACCOMMODATIONS OR MODIFICATIONS (COULD BE TIME, MATERIALS, HOW STUDENT RESPONDS, SKILLS OBJECTIVE)

● Depending on student and student stamina, give breaks and/or limit amount of paragraphs read.
● Checklist of the three strategies for student to refer to or even to keep track of which ones they used/didn’t use (eventually
checklist will be taken away as the strategies become embedded in their learning).

ASSESSMENT (HOW WILL STUDENT DEMONSTRATE THEY MET OBJECTIVE(S))

● Given an unknown non-fiction text at their instructional level, student will be able to use any one of the strategies - Name
each letter, say small words/word parts you know, first sound + cover word+ read sentence, independently.