Abby Morgan

Elementary Education Lesson PlanLanguage Arts

READINESSBig Idea: We Were Made To Grow – I “Mustache” You A Question

I. Goals/Objectives/Standards a. Goal(s) – Students will read for deeper understanding and master weekly

spelling sheet. b. Objective(s) –

i. Students will verbally or through written work, ask questions before, during, and after reading.

ii. Students will locate answers to questions in a text and write those questions on a graphic organizer.

iii. Students will correctly write the answers to pre-developed questions using a graphic organizer.

iv. Students will correctly write spelling words on their iPads.c. Standard(s) –

i. 3.RL.2.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (Guided Reading Group 1, Read to Self/Someone)

ii. 3. RN.2.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (Guided Reading Group 2, Read to Self/Someone)

iii. 3.W.6.2c Using conventional spelling for high-frequency and other studied words and for adding affixes to base words. Using spelling patterns and generalizations when writing. (Word Work station)

II. Materials/Management

Time: 60 minutes. See each section for specific times.

Materials for Overall Lesson: Anticipatory Set – No materials needed Minilesson

o The Day the Crayons Quit o Anchor Chart

Stationso Read to Someone/Read to Self

Questioning Handouto Word Work

iPads Spelling List

Space: Students will be seated throughout the classroom. The students at the guided reading station will sit at the kidney bean table. All other students are free to move throughout the room.

Behavior Management Procedure:

Sign LanguageStudents who need my attention throughout the lesson will use the following hand signals:

Two fingers: I need a pencil. Two-crossed fingers: I need to use the bathroom. Three fingers: I need a drink of water. Four fingers: I need a tissue. Five fingers: I have a question.

Clip Up, Clip Down SystemA storage closet is divided into six different levels. “Fan’tashe-tic” is listed at the top and “Parent Contact” resides at the bottom. Clothespins with the students’ names are clipped to the left and right edge of the green section labeled “Ready to Learn & ‘Stache Some Knowledge.” During the course of the day, the clothespins move up and down the chart based upon the students’ behavioral choices. Good behavioral choices cause the clothespins to move up one level. Conversely, an inappropriate behavior will cause the clothespins to move down a level. At the end of the lesson, students will color in a blank mustache indicating what level they achieved.

RotationsStudents will rotate at the sound of our classroom doorbell.

GroupingStudents in the guided reading groups will be grouped by reading level. The students will see their grouping on a PowerPoint slide projected onto the Smartboard. I will monitor the other stations while my students in my guided reading groups are reading independently.

III. Anticipatory Set (5 minutes)

(Incorporating the students’ mustache language because that is their classroom theme this year )

I need my “statche-tastic student” to come to the front of the class. Please take a seat in our share chair. I “mustache” you a question? I want to know more about you and why you are the “statche-tastic student” this week. What should I do to learn more about (student name)? Correct! I need to ask questions. What are a few questions I could ask (student name) him or her to get to know him or her?

Gather questions from the class.

If I were to think of these questions, but never ask them, would I be able to uncover the answers? No! Developing questions, but not seeking out the answers does me no good. So now that we have questions, I need to ask them! (Student name), (ask two to three questions the students developed).Through this conversation or transaction, I learned more about (student name).

Thank you for being my awesome volunteer! You may return to your seat.

IV. Purpose Statement Today, we are going to ask questions about our texts and read for answers so we can become better readers! We will also practice our spelling words so we can expand our written work!

V. I Can Statement I Can…

Ask questions before, during, and after reading. I can answer questions about my text during, and after reading. Correctly write my spelling words.

PLAN FOR INSTRUCTION

VI. Adaptation to Diverse Students – Remediation: Students who may need extra support will be placed in “Read to Someone” so they have a buddy to help guide their thinking. Enrichment: Students who are exceling and need more of a challenge will be asked to group their questions into QAR categories as discussed in an earlier lesson.

VII. Lesson Presentation (Input/Output)

Minilesson (8 minutes)o I am going to model how to ask questions and answer questions

before, during, and after I read. You need to pay careful attention, because you will be doing the exact same thing during your Daily Five literacy stations.

Open to one letter from The Day the Crayons Quit. Formulate questions based off of pictures and the title of the story.

As I read, I want you to be looking for the answers to my questions. If you hear an answer, put one silent thumb up.

Read the letter. Address the questions and answers. Show the chart the students will be using at the “Read to Self” or “Read to Someone” station. Explain the Word Work station and put the group listings on the Smartboard. Send students to their first rotation.

Workstations (20 minutes each) Read to Someone/Self

1. Students will self-select a text, develop questions and read to find answers. They will use their questioning handout to guide them through the activity. The students will recieve

Word Work1. Students will get into pairs and practice their

spelling words. They will use their iPad whiteboards and quiz one another. The students will switch roles as a teacher (person giving the words) and student. If they finish early, they will play Pictionary with the words and the partner will have to guess which spelling word they are describing.

Guided Reading Lessons:

Group One

Title of Text: When I Grow UpAuthor: Cheryl RyanIllustrator: Chris GineText Type or Source: Fiction/RealisticPage Count: 10 pagesWord Count: 121Target Strategy: Make, revise, and confirm predictions.

Grade Level: 3Fountas and Pinnell Level: EStandard: 3.RL.2.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.Students:

Prereading:Welcome to your guided reading group! Today, we are going to dig deeper into our “We Were Made to Grow” unit by reading a short selection titled, When I Grow Up. To begin, I want you to think about things you are able to do now as a third grader that you could not do as a second grader or younger student. Name a few examples.

Listen and respond to student responses.

Now I want you to consider things you cannot do today that one day when you are older, you will be able to do. Name a few examples.

Listen and respond to student responses.

I really appreciate and enjoyed hearing your thinking. I know one thing I really looked forward to when I was in third grade was having a locker at the middle school. I wanted so badly to store my things in a shiny red locker. I also could not wait to begin switching classes. I thought it would be neat to have more than one teacher to visit each day. Those were two things I was excited for when I grew up.Let us do a brief book walk to get familiar with the text. I would like everyone to examine the cover of the book.

What do you think we might read about based on the title and cover image, (Student name)?

Student answers.

Introducing Strategy: Excellent! Remember, effective readers make predictions, or guesses, about what they think will happen in the story. When we make predictions, we can sometimes help ourselves and others make decisions, solve problems, and learn new information. When we make predictions, sometimes we might predict something that did not happen or was not true, but that is okay! Knowing how to make a prediction is more important than whether the prediction is correct. Listen to me as I make a prediction using my schema about our reading. We just finished talking about the importance of predictions, and I know that a good reader makes predictions about the text prior to reading. When I look at the cover of our story, I notice a small girl with her mom. They are eating what looks to be cookies, and I think the little girl is listening to her mom talk. From what I see and the title of the selection, I predict the story will be about a mom sharing all the things she wanted to be as a child when she grew up.

Do you guys think my prediction is reasonable?

Was my prediction based off of real evidence from the text? What did I use to make my prediction?

Students answer.

Yes, my predictions were reasonable because I used text features like the title and pictures to make an educated guess. When I made a prediction, I was thinking about my book and now have a greater purpose for reading. I am excited to find out if I am correct! Now I want you practice making a prediction. Use the title and front cover picture to make your prediction. When you have thought about your prediction, feel free to share your prediction with the group. Yours might be the same as mine, or yours might be totally different. As long as you can support what you think with reasoning, your prediction is valid.

Give students time to develop their predictions

Would someone like to share his or her prediction?

Allow students to share and support their predictions.

We are almost ready to read.

Introducing Vocabulary: A few words and specific text structures appear frequently. Everyone turn to page 3. You will notice quotation marks that signify someone is talking. You will notice that when someone is speaking, the author uses this punctuation. Find the word “asked” on your page. We know that “to ask” means to question a person. There will be a lot of questioning and answering throughout the story. Turn to page 5. Put your finger on the word “shopping.” Let us say “shopping” together. Now look at the word at the end of the sentence. This word is “myself.” Point to the word and read the word. When we read and say aloud a word, we lock that word in our brains for when we read. Turn to page 6, point to the seventh word on the page. Do your best to sound out the word. If you get stuck, use the picture as a clue to the word.

Allow students to try their best to sound out the word.

Boys and girls, the word is movie. Touch the word and say movie.

Have students complete the action.

Nice work! If throughout the reading, you stumble upon words you might not know, add the word to your word card. We will discuss these unknown words after we read.

Purpose: As you read, remember to think about your prediction, and if you notice your prediction is wrong, go ahead and revise it. Read to see if your prediction is correct.

Please stop reading when you have read page 4 and either revise or confirm your prediction. When you are finished, you will continue reading the selection.

During Reading:Section 1: Students will read pages 1-4. They will stop at the end of page 4 to revise or confirm their prediction.

Question: Consider how you would feel if your parents answered similarly to the young girl’s parents. Would you agree? Do you think there are reasons why we would need to wait to do something until we are more grown up?

Prompt: Read to see if the parents’ answers change to the young girl’s questions. Predict what other questions the young girl might ask. Remember to support your predictions with reasoning.

Section 2: Students will read through to the end of the text. Prompt: Check your prediction as either being correct or needing revision.

Responding:1. What words, if any, were unfamiliar to you or you had trouble with?2. Were your predictions true or did they need to be revised? 3. What did you find helpful in making a prediction?4. What was the girl old enough to do?5. Did the ending surprise you? Why or why not?6. What did you like about this text?

Exploring (If time does not allow, the students will complete this during their next guided reading lesson):

Students will reread page 8. They will consider the job they would like to have when they grow up.

Applying (The students will complete this during their next guided reading lesson): To practice making and revising predictions, the students will read The Boy Who

Cried “Wolf!” As they read, they will create a prediction using the chart below.

Name___________________Text Title __________________

I predict… Because… What actually happened…

Title of Text: Bedbugs Bite!Author: Joan LinckText Type: Nonfictional/InformationalPage Count: 16Word Count: 631Target Strategy: Ask and answer questionsGrade Level: 3 Fountas and Pinnell Level: NStandard: 3.RN.2.1 Ask and answer question to demonstrate understanding of a text, referring explicitly to the text as basis for the answers. Students:

Prereading:

Welcome to your guided reading group. Today we are going to dig into a nonfiction text about bedbugs! Someone please remind me what a nonfiction text is.

Call on one student to answer. Respond accordingly.

Correct! A nonfiction text is a text that is based on facts, real events, or real people. Have you guys ever heard the rhyme, “Good night, sleep tight. Don’t let the bedbugs bite!” Although this is a funny tune some people like to sing, bedbugs are a very real thing. Here is a picture of a real live bed bug!

What do you notice about the bug? Does it look like any other insects you have seen before? What questions do you have about bedbugs?

Write down students’ questions. Hand students their copy of the book.

Let’s take a look at the title page. Remind me of the title. Who is our author?

Turn to page 3. You should notice the Table of Contents. What does the Table of Contents tell us? Based on what you see in the Table of Contents, what do you expect to read

about in this text?

Introducing Strategy: The strategy we will be using today is asking and answering questions. Good readers help themselves to understand what they are reading by asking questions before, during, and after reading. In doing this, they grow in their knowledge about the content. As you interact with the text by asking questions, you will better understand and remember what you read. Listen to me as I think aloud. Before I start

reading, I consider the topic or title of my text. Based off of what I see, I formulate questions that I might want to learn or have answered when reading. From what I see on the cover and title page, it appears this book is about a type of bug found in beds. I want to know how big this bug is and where it comes from. As I read, I will be curious to see if I can answer these questions. We have covered some questions we might have already, but now after looking at the Table of Contents, are there any you would like to add to your list? If so, lets add them to our group list!

Add additional questions to the board.

Introducing Vocabulary: Please turn to the glossary on page 16. What is a glossary, (student name)?

Call on a student to answer.

Great thinking! A glossary lists vocabulary words we will come across in the reading. Lets scan through these words and then we will work our way through the text.

Read through the vocabulary words and answer questions as necessary.

Purpose: Everyone flip your books back to the cover page. You may begin reading to find out more about bedbugs. Ask and answer questions while you read.

During Reading:Section One:

Prompt : Read until the end of page seven. When you finish, go back and see if the text answered any of your questions. Highlight or circle the answers in your book. If you develop more questions, write those down. If you come across a word you do not know, draw a question mark by the word.

When students get to this point, check their work, and discuss their answers or questions.

Section Two: Prompt : Read the remainder of the book looking for and writing answers to your

questions. Add at least one question as you go.

Responding:1. What questions did you have that you found answers for?2. What do bed bugs do?3. What can you do if you have bedbugs?4. How do bedbugs travel to different beds?5. How are bedbugs and mosquitos different?6. What could you do if you did not find the answers to your questions?7. How does asking and answering questions as we read help us in our reading?

Exploring (If time does not allow, the students will complete this during their next guided reading session):

Students will reread page 8 and 9. They will consider the similarities and differences between our growth and a bedbug’s growth.

Applying (The students will complete this during their next guided reading session):

Provide a Scholastic News Weekly Reader article for students to practice asking and answering questions.

VIII. Check for understandingFormative: Students will answer teacher-led questions during our whole-group minilesson and closure. I will encourage them to think critically to engage with the text. From their answers, I will gauge their understanding of asking and answering questions.Summative: I will collect the students’ Questioning forms from their “Read to Self” or “Read to Someone” stations. Based on their level of questioning and responding, I will either review the concept or teach an additional lesson of how to ask richer questions.

IX. Review learning outcomes/Closure

The students will return to their seats after their second Daily Five rotation. When all students are in their “Ready to Learn” positions, begin closure.

Today, what was our focus as we read? What strategies were we using to become better readers? Take the next minute to turn and talk to a partner and discuss how asking and answering questions help us in our reading. Share one question and answer you developed during your “Read to Self” or “Read to Someone” station. When you are finished, please turn in your Questioning sheets for me to assess.

PLAN FOR ASSESSMENT

I will assess my students by looking through their questioning sheets and examining their whole group discussion. Based on their written work and they oral responses, I will guage their understanding of developing and addressing questions.

REFLECTION AND POST-LESSON ANALYSIS1.        How many students achieved the lesson objective(s)? For those who did not, why

not?2.        What were my strengths and weaknesses?3.        How should I alter this lesson?4.        How would I pace it differently?5.        Were all students actively participating? If not, why not?6.        What adjustments did I make to reach varied learning styles and ability levels?a.       Bloom’s Taxonomyb.       Gardner’s Multiple Intelligences7. Did I plan too much?8. Were students able to maneuver through my stations without heavy support?9. Was my minilesson effective in emphasizing and teaching questioning and answering?