Unit 2 Week 4 Reading Group Activity Lesson Plan

Tiffany L. Kielhorn
October 23, 2019

Primary Subject Area and Grade Level:

Third Grade Day 3 Reading Lesson Plan for Unit 2 Week 4 Wonders.

Interdisciplinary Connections: Listening and Speaking Skills, Comprehension and

Collaboration, Vocabulary Acquisition and Use, Conventions of Standard English,
Production and Distribution of Writing, Research to Build and Present Knowledge
(1a: Demonstrating Knowledge of Content and Pedagogy)
Lesson Duration: 40-45 Minutes
(1e: Designing Coherent Instruction)
Relevance/Rationale: The lesson will consist of 3 work stations / centers that the
class will have been rotating through for the 2 day prior. Each skill will have taught
on Monday before the groups start. The 3 Letter blend Word Sort will give extra
practice for the spelling test. Matching vocabulary along with matching root words
to the correct suffix will allow for a better understanding of these concepts and
reinforces previous knowledge. Mastering the skill of identifying the Author’s
Purpose will give students practice in expressing important ideas and identifying
text evidence to support their writing. The whole lesson will allow students to
monitor their own understanding of what they are reading and will assist in decision
making practices and learning concepts such as sequencing. Working within a group
a group encourages social interaction and these concepts can be used in many
different subjects, such as science, math, and social studies as well as in real life
situations, through college, and a professional career.
(1b: Demonstrating Knowledge of Students)
Outcomes/Objectives:
I can describe the connection between two sentences or paragraphs in a text.
I can answer text-based questions about a story.
I can make inferences based on what I read.
I can summarize an excerpt from a story and find the main idea and author’s
purpose.
I can use the multiple reading strategies to understand what I am reading.
I can identify and demonstrate the meaning of suffixes by appropriately
adding them to base words.
I can identify and use spelling patters correctly.
(1c: Setting Instructional Outcomes)
Content Standard(s) and/or Common Core Learning Standard(s):
RL3.1 Ask and Answer questions to demonstrate understanding of text,
referring explicitly to the text as the basis for understanding.
RI3.2 Determine the main idea of a text; recount the key details and explain how
they support the main idea.
RI 3.8 Describe the logical connection between particular sentences and
paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a
sequence).
RF3.4-Read with sufficient accuracy and fluency to support comprehension.
RL3.4-Determine the meaning of words and phrases as they are used in a text,
distinguishing literal from nonliteral language.
SL3.1-Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 3 topics and texts,
building on others’ ideas and expressing their own clearly.
SL3.1.I- Produce simple, compound, and complex sentences.
SL3. 2-Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
SL3.2.E-Use conventional spelling for high-frequency and other studied words and
for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).
SL3.2.F -Use spelling patterns and generalizations (e.g., word families, position-
based spellings, syllable patterns, ending rules, meaningful word parts) in writing
words.
(1c: Setting Instructional Outcomes)

Use of Formative Assessment to Inform Planning: In this lesson as with previous

weekly stories, we will discuss several different concepts and utilize various
strategies to find a deeper understanding of the story. The genre, authors
purpose, the main idea of the story, setting, character traits, and comparing and
contrasting characters or themes of different stories are all previous skills that
the class has been introduced to this semester. The have also “summarized“
vocabulary words by creating their own sentences. In this lesson, the goal is give
students the opportunity to practice and evaluate their own understanding with the
help and assistance of their peers and their teacher. While identifying the
Author’s Purpose of a selection is a new concept, the support of group work should
assist in accomplishing this new skill. Planning the activities for groups and
designating each student a specific role will hopefully allow them to be more
comfortable and confident in tackling this challenge.
(1f: Designing Student Assessments)
Class Information: See Evaluwise Pre Conference responses
(1b: Knowledge of Students)

Overview: This lesson will take place on Day 2 of our weekly story. The students
will build on prior knowledge of using their own words to describe or define a
vocabulary word to summarizing a part story in order to identify the main idea.
This lesson will also include the introduction of Academic Vocabulary word
Paraphrasing.
(1a: Demonstrating Knowledge of Content and Pedagogy)

Technologies and Other Materials /Resources:

Group worksheets
Power Point for Vocabulary and suffix instruction
Group Jobs
ELMO
Website for test review:
Wonders Curriculum
(1d: Demonstrating Knowledge of Resources)

Grouping Strategy: Students will be grouped based on the assigned tasks. For
example those with exceptional handwriting will be asked to be the Recorder.
Readers will be those that read with higher fluency to ensure clear understanding
and Presenters will be those that are normally willing to present. Leader Materials
manager will be those that tend to be more organized and on task.
(1e: Designing Coherent Instruction)

Academic Vocabulary: Author’s Purpose, message, paraphrase, purpose, main idea,

supporting details, test evidence, suffixes, blends, strategy, paragraph,
punctuation, sequence, order, details will all play a part in this lesson. The students
will be introduced to the word paraphrase and its meaning. They will use their
previous knowledge from lessons that required them to summarize the meaning of
vocabulary words to connect to the concept of using paraphrasing to summarize
text evidence to justify their answers for Author’s Purpose.
(1a: Knowledge of Content and Pedagogy; 1b: Knowledge of Students)
Lesson Procedures: The lesson will begin quickly reviewing the lesson that took
place on Day 1 and Day 2 reviewing procedure and group rules and roles. We will
discuss and review the Spelling, Vocabulary , Grammar and Reading skills that we
have been learning and get them ready to begin. I will ask for volunteers to quickly
model what is expected and discuss and clarify any questions. During this short
discussion with the class, I will checking for understanding. Next, I break them up
into their group assignments and make sure they know their individual roles that
have been assigned. The materials needed for the task will then materials will be
distributed. I will assess readiness and assist with struggling students using the
following questions:
• What clues help us determine the Author’s Purpose? (feelings)
• Do you know the 3 these letter blends?
• Can you combine 2 sentences into 1?
• What is a suffix and how can you figure out what one is correct?
• How do we know what is important information and where can we find it? (Read
and REREAD the directions and questions & the information is in the text)
• What do we do if we are stuck? (Raise your hand / Ask your team or teacher)

The groups will be given 15-20 minutes to read the directions . After time has been
called the presenters will read what the groups have produced and we will
determine if we think the group has come up with an answer that is acceptable
together. Immediate feedback and correction will be given.
(1a: Demonstrating Knowledge of Content and Pedagogy; 1e: Designing
Coherent Instruction)

Differentiation: Resource students will be allowed to finish their tests on Friday

during resource. Those that struggle with oral reading and/or comprehension will
not be assigned to read in groups. Those students have also been placed into groups
with peer that will assist them in being successful. Students that struggle with
writing will have the option to fill in certain parts of the activity by cutting and
pasting rather than writing out the answers. I will also do one on one practice with
struggling students, during RTI time in the classroom. Students will be motivated
to actively participate by providing their own feedback and assessment of their
own contribution to the group activity. . (1e: Designing Coherent Instruction)

Assessment Criteria for Success:

• I will formatively assess student learning throughout the lesson using a
checklist, observation, questioning and discussion.
• Students will be given a Unit 2 week 4 assessments that will demonstrate if
they successfully met the outcomes?
 • Students should demonstrate both independently and in groups after
reading and discussion.
- the understanding of the Author’s Purpose in a given story
- identify 3 Letter Blends and suffixes
- demonstrate combining 2 sentences w/ 2 subjects nouns into 1 sentence
• Students will assess their own performance of their group work and how
they feel they could improve as well as, which role they think they would be
most comfortable in next time using Exit Slips that will be used after each
group session.

(1f: Designing Student Assessments)

Anticipated Difficulties: I anticipate that students may encounter difficulties

understanding group roles and some may fail to participate actively due to being so
focused on the group role. in order to prevent this from occurring I will be sure to
assign roles rather than allowing them to chose because this is a fairly new concept
However the long term goal is for students to chose their role within the group. I
will also assist groups and members individually as needed throughout the task.
(1a: Demonstrating Knowledge of Content and Pedagogy)

Reflections:
1. Was the instructional objective met? Do the exit slips tell me what I need to
know and if students learned what was intended?
2. Were the students productively engaged? How do I know?
3. Did I alter my instructional plan as I taught the lesson? Why?
4. What additional assistance, support, and/or resources would have further
enhanced this lesson?
5. If I had the opportunity to teach the lesson again to the same group of
students, would I do anything differently? What? Why?
(4a: Reflecting on Teaching)