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- Read an article as a class and understand what was have read

- Answer questions on a worksheet based on what was read as a class

- Use different strategies in order to be an effective reader

- Answer questions asked by the teacher

- Ask questions
- Learn about First Nations

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1. Reading for Meaning

1.3 identify a variety of reading comprehension strategies and use them appropriately before, during, and after reading to understand texts.

1.4 demonstrate understanding of a variety of texts by summarizing important ideas and citing supporting details

1.6 extend understanding of texts by connecting the ideas in them to their own knowledge, experience, and insights, to other familiar texts, and to the world around them

3. Reading With Fluency

3.2 predict the meaning of and rapidly solve unfamiliar words using different types of cues

4. Reflecting on Reading Skills and Strategies

4.1 identify the strategies they found most helpful before, during, and after reading and explain, in conversation with the teacher and/or peers or in reader's notebook, how they can use these and other strategies to improve as readers      A. Heritage and Identity: First Nations and Europeans in New France and
Early Canada

A1.3 explain some of the ways in which interactions between and among First Nations and Europeans in New France are connected to issues in present- day Canada

A2.1 formulate questions to guide investigations into aspects of the interactions among and between First Nations and Europeans in Canada prior to 1713, from the perspective of the various groups involved

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- Predict                                - Identify
- Visualize                            - Make predictions
- Make connections           - Describe
- Question                            - Express Opinion
- Analyze

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Language Demands
- Discussions as a class
- Discussion with a partner

- Being able to summarize a reading through speaking

- Making text to text connections

- Making self to text connections

Broad Skills

- Listening to an article being read

- Reading questions

- Writing down answers to questions

- Speaking about what was read as a class and how to comprehend it

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Specific Language Structure/ Subject Specific Vocabulary

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Specific Language Structure/ Subject Specific Vocabulary

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Specific Language Structure
- Sequencing of what happened in the article (first, second, finally)

- Finding the 5 W’s in an article (who, what, where, when and why)

Subject Specific Vocabulary
- Visualize

- Summarize

- Predict

- Connect

- First Nation

- Click and Clunk (Understand/ Don’t Understand)

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- Asking students to raise their hand to answer what they think clicking an clunking is while reading an article

- As an effective reader what can we ask ourselves to make sure we understand the reading?

- Talk to your elbow partner, discuss some strategies you use if you don’t understand what you are reading?

- Does the paragraph click or clunk?

- Can someone summarize the article so far?

- Does this remind you of articles we have read or anything else?

- What were your answers on your worksheet/

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This was a lesson that I did in a grade 5 class as a shared reading activity, it connected with our writing unit as we were learning about articles and our social studies as we were studying first nations. While analyzing this lesson, I realized it may have been beneficial to use a lesson plan that wasn’t specific to reading or writing. I wasn’t surprised by the amount of language demands but it did have me thinking of how I could modify this lesson for an ELL. Depending on the level of the ELL, I think I would provide them with a shorter, more basic English article. I would have the ELL highlight or circle the 5 Ws, we would go about the discussion in the same way but in more basic terms. It is important to engage ELLs in academic conversation so I would be sure to still do this but at their level. I would also still expect ELLs to write answers to questions that correlate with the article that we read together. I would be sure to have the lesson objectives as well as the academic language posted on the board. Having the ELL discuss with another classmate or having activities to give them the opportunity to practice their academic language would be very helpful for this lesson. I think this analysis taught me the amount of language that is involved in every lesson and basic words/ academic words may be very off putting to a ELL. As teachers, no matter the subject we are teaching we are always language teachers which means finding different ways to modify lessons and accommodate for ELL.