Lesson Plan Format NAME: Ashlee Prudhomme Lesson Topic: Main idea and details of atext Grade level: 3 Grade Total Time: 35-40 Minutes # Students: Whole group Learning Goal: (Content Standard/Common Core) CCSSEL RACY.RI32 Determine the main idea in a text; recount key details and explain how they support the main idea. (CCSS.BLA-LITERACY.RI3.7 Use information gained from illustrations and the words in a text to demonstrate understanding of the text ‘Target Goal or Skil Essential Question(s): What do good readers do? Topical question(s): How do people's experiences shape their lives? (Criteria / Look Fors! Performance Tasks) Disabilities/Diverse Needs Represented Student Accommodations and/or Modifications Student will practice reading a text and identifying the main idea and details. Formative Assessmei What’s My Idea? Game ‘Summative Assessment: prrererrretrretrrtrrerirer irra Instructional Procedures (including specific | times) Introduction: (including motivational hook where applicable) Learning Activities: Introduction: Introduce the theme for the week of People. ‘Students this week we will be discussing the theme of People. Our key question will be How do people’s experiences shape their lives? Whole Group (introduce Weekly Theme and Key Question Explain that this week the class will be learning about how people’s experiences shape their lives, Introduce or review that shape means to influence or cause a change and an experienceWhat's My Idea? Skill: Main Idea and Details ~ ~ GRADES 2-3 Directions . Sort the picture cards by matching sets. Each set has a matching border. Create a stack of cards for each matching set. . Players will take turns turning over the cards in the first set. Players will describe what they see in the picture. . As each card is turned over, the players will discuss what they have in common (the main idea). The guesses can be changed until all cards are turned over. After all of the cards in the set have been turned over, the students will agree on a main idea for the cards. Game will continue with each set of cards. . EXTENSION: Players will create their own set of cards to add to the deck. Radding A-Z Redding A-Z © ecrnng AL Avi reserves wrmreodings-zcomoo LV Buippsy ~~ Z-y Burppay Z-v Gulppay —~ _-~ Z+y Buippay ~~ g i yot2g pe 0867 vO woisg pun oop UO ecco Soocesneeneonconsoonersocceeeenaai _proinctnencenctesentii f Z-v Guippey Z-v Bulppay ‘90189 pu Dep LON wwwrcadingo- xen Pteang AE Msgs orn.-'Zy Guipoay +, ,- Z-y Guippay--, ,- Z-yGuppay-. =, - Z-y Guippay-. . = . . 7” . t = 1 I ~ Vv? ROP OSETUEN mIRC PHD CEPT LEN . wowapooruon 8 8 syeisapunospr EN © .Z-y Burppsy +, + Zy Gupoay--, + Z-y Guipoay-. —- ~ Z+y Bulppey - . ~ . * l , tt ~ ' © ecrnng AL Alig reserved, ‘12g puD B2Pr UO “¢Lesson Plan Format NAME: Ashlee Prudhomme Lesson Topic: Main idea and details of atext Grade level: 3 Grade Total Time: 45 Minutes # Students: Small group Learning Goal: ‘CCSSELA-LITPRACY.RI32 Determine the main idea in a text; recount (Content key details and explain how they support the main idea. Standard/Common CCSS.ELA-LITERACY 13.7 Core) Use information gained from illustrations and the words in a text to demonstrate understanding of the text Target Goal or Skill: [> Essential Question(s): | Whai do good readers do? Topical question(s): How do people’s experiences shape their lives? Instructional Student will practice reading a text and identifying the main idea Objective(s): and details. Assessment Formative Assessment: (Criteria / Look Fors/ Graphic organizers Performance Tasks) ‘Summative Assessment: FREESE EE ETE TEETER TTS ESTE Student Accommodations and/or Modifications Instructional Introduction: Main idea and details Invite students to discuss the topic of games. Ask them to name their favorite indoor games. Choose one game and have Introduction: students think of reasons that game is a favorite. ‘Then draw three (including motivational _| boxes in a row on the board. Label the organizer with the name of hook where applicable) _ | the game. Write students’ responses in the graphic organizer. Explain that a main idea is what a paragraph or text is mostly about and that details tell more about the main idea, Add the label Detail Learning Activities: to cach of the three boxes and say: These are all details about one kind of game. What is the main idea about this game? Elicit from students a main idea. Then draw a long rectangular Main Idea boxClosure: above the three smaller boxes and write the main idea in i that the sentences in the smaller boxes all tell more about that main idea. Keep the graphic organizer for use later in the lesson. Introduce the Comprehension Skill: Main idea and details + Explain that every book has a big idea, which is the most important thing the book is about. Read the title to students. Explain that the title often provides clues about the book’s big idea. Invite students to share what they think might be the main idea of this book. + Give students these tips for practicing the skill. ‘Think aloud: When I begin to read, I first stop to ask what the passage is all about. Then I figure out what the author wants me to know about this topic. Write the following examples on the board and have students tell which is the topic and which is the main idea. plants (topic) Plants need many things to grow. (main idea) Then explain that the author will give details that tell more about the ‘main idea, Point to “Plants need many thingsCito grow” and think aloud: One detail that supports this is “a plant needs sunlight.” Then prompt students to suggest other supporting details, such as “a plant needs water to grow.” Say: Now you'll practice finding the main. idea and details in two passages. When you know the main idea, you'll be sure of what the author wants you to know. + Model how to identify details. Think-aloud: Model with the Projectable PDF Display the Projectable “Unusual Birds” and read the first sentence aloud. Have students tell what they know about penguins. Prompt students to listen for the topic, the main idea, and important details as you read the passage aloud. Then say: What is one word that tells the topic of this passage? (penguins) Think aloud: The passage has two paragraphs. Maybe there are two main ideas. In the first paragraph, Tread that penguins are unusual birds. I think that’s the main idea. If that is the main idea, the other sentences will tell more about why penguins are unusual. Model underlining the first sentence to identify it as the main idea. Read the paragraph again. Ask students to find details and read them aloud. Remind them to check that the details support, or tell more about, the main idea. Highlight the details. Repeat this process in the second paragraph. Tell students that often, the first sentence of a paragraph states the main idea of that paragraph. Review the main idea of each paragraph and challenge students to state the main idea of the whole passage: What important idea does the author want you to know about penguins? (Penguins are unusual birds that are good swimmers.) Read-Aloud:Practice with the Reproducible PDF Distribute the practice passage “For Your Health” to pairs of students. Read the title aloud. Ask students to brainstorm three things people can do to stay healthy. Say: The topic of this passage is health. Now you'll read to find out ‘what the author wants you to know about health. Have students work individually to underline the main idea of each paragraph and highlight supporting details. Check their thinking by asking students to state the main ideas of the paragraphs. Then guide the class to develop a sentence that expresses the main idea of the whole passage and write it on the board. Introduce the Main Idea and details graphic organizer: Have students review the graphic organizer about favorite games. Ask them to write two paragraphs about that topic, Explain that each paragraph must have a main idea statement and at least three supporting details. After they write, have students write an overall main idea statement at the bottom of their papers. ‘Students can read a partner’s composition and decide if the overall main idea statement tells the whole main idea or some of the main idea. ‘Academic Language and Student Language Demands required in the lesson Details, main idea, influence, support ‘Communication Skills (see Handout) Subject specific vocabulary, general academic vocabulary, expressive communication, receptive communication 5 Questions (Bloom’s or DOK) What is the main idea of a story? How is the main idea supported? Identify the main ideas and details? What makes a detail important to the story? Where can you find details in a story? ‘Curriculum (APA) eg. Investigations in Number, Data, and Space, (2012). Pearson Reading A-ZBooks, worksheets, vocabulary flash cards, white boards, dry erase markers NotesNeauiny ae Model rassage Skill: Main Idea and Details Grade 3 Name Unusual Birds Penguins are unusual birds. Most birds can fly in the air. Penguins stay on land or in water. Penguins have round bodies and webbed feet. They look funny when they walk on land. Their short legs make them rock from side to side when they walk. Their wings are like flippers. They help penguins keep their balance. Many penguins live in cold, icy places. If they want to move quickly over the frozen ground, they slide on their stomachs. They push and steer with their flippers and feet. This helps them move even faster. Penguins are very good swimmers. Their webbed feet are perfect for steering. Their feathers lock together to become like a smooth skin. Water slides easily over them. The short feathers on their flippers help keep their bodies from sinking. When penguins are underwater, they seem to fly.Neauiny ae practice Fassage Skill: Main Idea and Details Grade 3 Name For Your Health Taking care of your health is important. When you're healthy, you’re ready for work and fun. You have more energy for active games like soccer. Exercise keeps your body fit. Your brain also benefits when you stay healthy. And a strong brain is helpful in school! The right foods help you stay healthy. Fruits and vegetables help your body fight some diseases. The proteins in fish, beans, and some grains are good for your muscles. Foods with lots of sugar and fat don’t help you stay healthy. Keep this in mind when you choose what to eat. Water also keeps your body healthy. It helps your heart beat, and it helps you digest food. You can drink water, but you can also get water from food. Both fruits and vegetables have water in them. There are many ways to stay healthy. How will you take care of your health?Lesson Plan Format NAME: Ashlee Prudhomme Lesson Topic: Inflected endings Grade level: 3 Total Time: 45 minutes # Students: Whole group/Small group Learning Gea: CCSSHATIMERACYETID (Content Form and use regular and irregular verbs. CCSSELALITERACTL31E any euCommon Form and use the simple (e.g., walked: I walk; Iwill walk) verb words and for adding suffixes to base words (e.., sitting, smiled, cries, happiness). ‘Target Goal or Skill ‘Students can form and use words with the ‘ed’ ending Essential Question(s): What do good readers do? Topical question(s): How do people’s experiences shape their lives? Instructional ‘Student will practice identifying and using the ‘ed’ ending to create Objective(s): past tense verbs Assessment Formative Assessment: (Criteria / Look Fors/ | Sentences, cards, word meaning charts Performance Tasks) Summative Assessment: Disabilities/Diverse TTT T SERENE TTS S ESTEE ET TT SESE EETET TTT TEER Needs Represented Student Accommodations and/or Modifications Instruc I Procedures Introduction: Okay, remember what our theme for the week is this, (including specific week. People... okay. Now what is our essential question? How do times) people’s experiences shape their lives? Yes correct. Remember how we read a book about the life of Thurgood Marshall? Can you recall Introduction: maybe what details about his life shaped the way he lived his life (including motivational _| later on? Good, those are the details about his life. hook where applicable) There may be some vocabulary in this book that we may not have heard about. There are words that have the ending ‘ed” can anyone | Learning Activities: tell me what it means if you put the ending ‘ed’ on a word?Closure: Right, it means that it happened in the ‘past’ or that it had already happened, ‘Now how do we form these words, first what are these ‘action words’ called that we are using with the suffix ‘ed’. Yes verbs or action words. Today you will get into pairs and re-read this book, with focus of writing down all the words you see with the ‘ed’ ending. After we compile our lists we will come together and define these ‘words to see how the ending changes them. Students will go through books together and write down all words with ‘ed? endings. We will go through the book and use the highlight tool to highlight all the words we found together. Next we will define them. Segregated, allowed, served, used, wanted, graduated, tried, argued, inspired, retired, asked, joined. Each day, the student will work with these words. As small group work, students will have cards with the words and others with the ‘ed’ ending. They will first say the word without the ending, then add the ed and say the word. Students will use the words in a sentence and work to write them correctly. Students will be divided into groups and have to complete a word meaning map for their assigned word. At the end of the week, the students will be tested on the words. ‘Academic Language and Student Language Demands required in the lessor ‘Communication Skill (see Handout) Details, vocabulary, past tense, endings, suffix | Describing, discussion, subject specific vocabulary, general academic vocabulary, expres communication ‘communication, receptive 5 Questions (Bloom’s or DOK) ‘What is a suffix? How can we use a suffix? How can you create the past tense? How do we use the ‘ed” ending? What does the ‘ed’ do toa verb?‘Curriculum (APA) Reading A-Z eg. Investigations in Number, Data, and Space. (2012). Pearson. Materials ‘Smart board, projector, paper copies of ‘Good for Thurgood’, pencils, paper | NotesNy Readinga-Z — Graphic organizer Word Meaning Map 1 Definition Draw a picture of the word. Synonym Antonym ALK) Use the word in a sentence. INSTRUCTIONS: Have students write a vocabulary word in the oval. Then have them fill in the boxes with additional information about the word.i, ae a" : a ;Reauiny ae PRIMARY Graphic Organizer Web Wheel Name Instructions: Have students write the topic in the center of the wheel. Then have them draw or write information about the topic in the spaces between the spokes.Lesson Plan Format NAME: Ashlee Prudhomme: Lesson Topic: Consonant digraphs Grade level:3 Total Time: 45 # Students: small group Learning Goal: (Content Standard/Common, Core) [ CCSSECACLITERACYLIZF Use spelling patterns and generalizations (¢.g., word families, ‘position-based spellings, syllable patterns, ending rules, ‘meaningful word parts) in writing words. CCSSELA-LITERACY.RF.3.3.C Decode multisyllable words. CCSS.ELA-LITERACY.RF3.3.0 Read grade-appropriate irregularly spelled words. Target Goal or Ski 7 Essential Question(): | What different sounds do sh, th and ch make? Topical question(s): How can knowing these sound and letter correspondences help us Instructional ‘Student will be able to identify, sound out and spell words with Objective(s): consonant digraphs at the initial and final places in words “Assessment Formative Assessment: (Criteria / Look Fors/ | Word sorts Performance Tasks) Summative Assessment: Disabilities/Diverse Needs Represented Student Accommod: Modifications ions and/or FSR EEE TERT R TEETER ERSTE ETE T TESTES TEETER Instructional Procedures (including specific times) Introduction: (including motivational ‘hook where applicable) Introduce the word study about consonant digraphs: Who knows how to say these sounds? Show class sh, ch, th digraphs.Learning Activities: Closure: When consonants are put together, they make a new sound. For example if I put s-h together I do not get s-huh, I get the new sound ‘sh’ like shhh be quiet. If I put c-h together I get ch. When IJ put t and h together I get a new sound of th. In order to be good readers and spellers, we need to know how to identify and say these phonemes or sounds. * Work with each digraph until students are sure they understand. First ch: how students the ch digraph picture card for chart. Ask them to name the picture and tell you the sound they hear at the beginning of the word. Point to the letters ch on the card and tell students that the letters c and h together stand for the /ch/ sound they hear at the beginning of the word chart. + Explain that chart starts with ch, which is an example of a consonant digraph. Remind students that a consonant digraph is two consonants that together stand for one sound. Say the words chart and cart aloud. Ask students which word contains the ch digraph. Make sure students can differentiate between the two initial sounds. + Show students the ch digraph picture card for wrench. Ask them to name the picture and tell you the sound they hear at the end of the word. * Say the words beach and beak aloud. Ask students which word contains the ch digraph. Make sure students can differentiate between the two ending sounds. Show students the ch digraph picture cards one by one. Have them name each picture, point to the digraph, andsay the digraph sound. + Show students the sh digraph picture card for shelf. Ask them to name the picture and tell you the sound they hear at the beginning of the word. Point to the letters sh on the card and tell students that the letters s and h together stand for the /sh/ sound they hear at the beginning of the word shelf. + Explain that she/f starts with sh, which is an example of a consonant digraph. Tell students that a consonant digraph is two consonants that together stand for one sound. Say the words shelf and se/faloud. Ask students which word contains the sh digraph. Make sure students can differentiate between the two initial sounds. + Show students the sh digraph picture card for trash. Ask them to name the picture and tell you the sound they hear at the end of the word. + Say the words brush and bus aloud. Ask students which word contains the sh digraph. Make sure students can differentiate between the two ending sounds. Show students the sh digraph picture cards one by one. Have them name each picture, point to the digraph, and say the digraph sound. + Show students the sh digraph picture card for shelf. Ask them to name the picture and tell you the sound they hear at the beginning of the word. Point to the letters sh on the card and tell students that the letters s and h together stand for the /sh/ sound they hear at the beginning of the word shelf.+ Explain that shelf starts with sh, which is an example of a consonant digraph. Tell students that a consonant digraph is two consonants that together stand for one sound. Say the words shelf and se/f aloud. Ask students which word contains the sh digraph. Make sure students can differentiate between the two initial sounds. + Show students the sh digraph picture card for trash, Ask them to name the picture and tell you the sound they hear at the end of the word, + Say the words brush and bus aloud. Ask students which word contains the sh digraph. Make sure students can differentiate between the two ending sounds. Show students the sh digraph picture cards one by one. Have them name each picture, point to the digraph, and say the digraph sound. Next, model sorting the pictures in a pocket chart with the class. Have index cards with words with each digraph ready to go to be sorted under the categories of ‘ch’ ‘sh’ and ‘th’ Raise the card with the word ‘thing’ on it, ask the students which sound it goes under. Repeat with the word chunk, chick, lunch, ship, wish, tooth, etc until all the cards are sorted. Next, have students pair up. You will then give them their own letter sorts. They are to sort the pictures under each digraph and then get their work checked. Finally, have the students write one sentence using a word from cach digraph. This means there will be a total of 3 sentences from the group. ‘Academic Language and Student Language Demands required in the lesson Digraph, consonants, consonant digraph, sounds‘Communication Skills (see Handout) Describing, discussion, subject specific vocabulary, general academic vocabulary, expressive communication, receptive communication 5 Questions (Bloom’s or DOK) What is a consonant? How do we make digraphs? How does two consonants together change the way they are said? Can you name words with the ‘ch’ sound? What is a word with ‘ch’ at the end of the word? ‘Curriculum (APA) eg. Investigations in Number, Data, and Space. (2012). Pearson. ‘Material Word sort templates, index cards, pocket chart, smart board, pencil, paper ‘Notesmi a5) BedCopyright © 2012 Pearson Education, Ine. Reproduction is permitted for classroom wse onlyLesson Plan Format NAME: Ashlee Prudhomme Lesson Topic: Long vowel sound /ae/_ Grade level: 3 Total Time: 45 # Students: small group Learning Goal (Content Standard/Common Core) CCSS.ELA-LITERACY.L3.2.F Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, ‘meaningful word parts) in writing words. COSS.ELA-LITERACY.RF3.3.D Read grade-appropriate irregularly spelled words. Target Goal or Skill: 7 Essential Question(s): How many different words make the Tong “a” sound? Topical question(s): ‘How does the long a sound? Instructional Student Objectives Objective(s): + Introduce long digraphs + Blend onset and rime + Blend long digraphs words + Sort words ‘Assessment Formative Assessment: (Criteria /Look Fors/ | Reading, word family work Performance Tasks) ‘Summative Assessment: Instructional 7 oo Procedures (including specific tue) Introduce long vowels: Introduction: . . (including motivational |* Show students the long ja/digraph picture card for hook where applicable) rain. Ask them to name the picture and tell you the sound they hear in the middle of the Learning Activities: word. Point to the letters ai on the card and tell students that the letters a and i together stand for the long ‘a’vowel sound they hear in the middle of the word rain. + Explain that the ai letter combination is one of the letter combinations that stand for the longfocused on in this lesson is ay. Explain to students that these letter combinations are called long /a/digraphs. + Say the words paint and pant aloud. Ask students which word contains the same vowel sound as in rain. Make sure students can differentiate between the two vowel sounds. + Show students the long /a/digraph picture cards one by one. Have them name each picture, point to the digraph, and say the digraph sound. Ask students to name other words with the long /adigraph. Write the words on the board and invite students to circle the digraph in each word. + Blend Onset and Rime 0 Materials: Letter cards, word-family cards + ° Tell students they are going to practice reading words with the ai and ay long fadigraph spellings. Model using the letter and word- family cards. 1 Place the aid word-family card in a pocket chart or along the ledge of a chalkboard. Remind students that this is the aid word family. Then place the br letter card in front of aid. Have students listen while you model sounding out the word by blending the sounds in the onset with the sounds in the rime: br/aid. Have students repeat. 2. Replace the br card with the p card. Repeat the process with the new word. 3. Take out the cards and replace the aidcard with the ail card. Have students name the new word family. Place the m card in front of ail. Model sounding out the word by blending the sound in the onset with the sounds in the rime: m/ail. Have students repeat. 4 Replace the m card with the s card. Repeat the process with the new word. Long // Digraphs, Part 1: ai, ay continued a> . 5 Take out the cards and replace the ail card with the ain card. Have students name [ithe new word family. Place the ch card in front of ain. Remind students that the letters c and A together stand for the /ch/ sound. Have students listen while you model sounding out the word by blending the sound in the onset with the sounds in the rime: ch/ain. Have students repeat. . 6 Replace the ch card with the dr card, Repeat the process with the new word. . 7 Take out the cards and replace the ain card with the ay card. Have students name the new word family. Place the p/ card in front of ay. Have students listen while you model sounding out the word by blending the sounds in the onset with the sound in the rime: pl/ay. Have students repeat. . 8 Replace the p/ card with the st card. Repeat the process with the new word.Sort Words Materials: Word-family cards, word cards + Place one of each word-family card on the top row of a pocket chart or along the ledge of a chalkboard. Ask students to come up one at a time, select a word card, say the word, and place it under the correct word family. Continue until all the word cards are placed correctly. Once all the words have been sorted, have students read aloud the words under each word family, pointing to the long sadigraph in each word. Practice Decoding Materials: Decodable book Jake and Gail Go to Spain, practice sheet + For students who seem to have a grasp of decoding long sa/digraph words and previously taught decodable and high- frequency words, provide extra practice with the text by allowing them to independently read: Lithe practice sheetLthe decodable book Jake and Gail Go to Spain + Some students may benefit from having the decodable book introduced and pre-taught before they read the book. Strategies might include introducing and practicing high- frequency words used in the book, teaching special word structures, and doingUa book walk. Read the Decodable Book (Materials: Decodable book Jake and Gail Go to Spain . Show students the cover of the book. Have them read the title with you as you run your finger under each word. Ask students what they see in the picture and what they think the storymight be about. Ask a student to point to the long :ardigraph in the words Gail and Spain. . Give students a copy of the book. Have them preview the pictures and predict the story. When they get to page 9, ask what Jake and Gail will do when they get to Spain. . Have students read the book. You may want them to whisper read so you can monitor their progress. When they have finished reading, take time to discuss the book and check for understanding. Ask students what caused Jake and Gail to start painting In small group work, complete the word sort of long vowel sounds. ‘Academic Language and Student Language Demands required in the lesson Phonemes, digraphs, vowels, word sort Communication Skills (see Handout) Describing, discussion, subject specific vocabulary, general academic vocabulary, expressive communication, receptive communication 5 Questions (Bloom’s or DOK) ‘What sound does /ae/ make? In what ways can you see a word with a long vowel spelled? How can we change words to make new ‘words? What vowel combinations make the long vowel sounds? How do long and short vowels differ? Curriculum (APA) eg. Investigations in Number, Data, and Space. (2012). Pearson Reading A-Z Materials Cards, books, highlighters, pencils ‘NotesRiding a2 az Phonics Lesson 55: Long /a/ Di maid tail pain clay day way say nailReading a-z retire ues Phonics Lesson 55: Long /a/ DigraphsRéaing az Phonics Lesson 55: Long /a/ Digraphs ai ai aie adi ai aie ae al ay ay ay ay ay ay ay ayReading az aid ail ail ain ain ay ayst Reading a-z Phonics Lesson 55: Long /a/ Digraphs wornseadinga-zcomReading az cet Phonics Lesson 55: Long /a/ Digraphs Letter/Digraph Workmat Onset/Rime Workmat Onset Seornng A-2 Alrghisresened, wownreadega-acomJake and Gail went to the Main Street Diner to eat steak. They each ate a big steak that weighed as much as eight plates. After they ate, Gail had another great plan. “We can paint,” she said. Spain is a land of great painters. u deg eBay» eds 0105 FeO pe ayer“When will we leave?” asked Jake. “IT cannot wait to sail to Spain.” “You have to leave today,” said Gail. “It will take a long time to sail to Spain. I will leave eight days later on a gray plane. We will meet in Spain.” That day, Jake and Gail paid for their tickets. yeaa 60 « weds 0105 peo pu ey“We can take a plane,” said Gail. “No way! I hate planes,” wailed Jake. “Then you can go by rail,” said Gail. “Hey, I do not want to go by rail,” wailed Jake. “T think trains and planes are a pain.” £ esa 77 Buoy « weds o1.09 Yeo poe aI ‘HOD paysp ,zuiods jnogo MoH, ‘axOC pays ,g06 am UDD a19UM,, “diay 0 ay¥D4 Of payuDM As] “aulpw ul Aog 0 Aq pani [IOUS BU} [IOS PUD axDUS aU} dx0FZ-v Guipoay ME suNeD P1oM, » 400g 8/qDpo2q Z-Vy Bulposy y ulpdg 04 05 [IDS pud syo¢ IF — uinds Oo} os) : JID) pub axNAME: Lesson Topic: Fluency Lesson Plan Format Grade level: 3 Total Time: 45 # Students: whole group/smalll group Learning Goal: an CosseLALTERACY RF4 Core) Read with sufficient accuracy and fluency to support ‘comprehension. : CCSSELA-LITERACY.RF34A Read grade-level text with purpose and understanding. CCSS.ELACLITERACY.RF.34.B Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. Target Goal or Skil ‘Student will read with fluency Essential Question(s): | How can one read a piece of literature? Topical question(s): 5 a | | Instructional Students will read play with fluency and expression Objective(s): ‘Assessment Formative Assessment: (Criteria /Look Fors/ | Observe reading of play Performance Tasks) Disabilities/Diverse Needs Represented Student Accommodations and/or Modifications ‘Summative Assessment Instruc ynal Procedures (including specific times) Introduction: (including motivational ‘hook where applicable) Learning Activities: Introduction: Read a poem to students in a flat voice with no expression, Then read the poem again with lots of expression the way it was written. Ask which performance students preferred. Of course they preferred the more expressive one. Explain to students that itis important to read with expression so that the words are more enjoyable for ourselves and others who are listening.Closure: Next explain that we will be doing an activity called readers theater. Tell the students they will be assessed and observed ‘on how well they perform their play based on how the words are written. Review how we speak a question mark, exclamation point, comma, period, ete. Work time: 1. Place students in groups to work with selected scripts, and assign students in each group the role (or roles) they will read. 2. Have students use a highlighter to highlight their roles in the script. It is a good idea for each student in the group to use a different color highlighter or for students with multiple roles to highlight each of their roles in a different color. 3. Provide time for the groups to practice reading through the scripts. Circulate around the room and give assistance as needed. 4, Have groups take turns "performing" their seript in front of the class. 5. Lead a class discussion on ways that the groups could make their performance more enjoyable for the audience, reminding them of tips from "Readers on Stage” ‘Academic Language and Student Language Demands required in the lesson Fluncy, tone, performing, readers, poem, script Communication SI (see Handout) Describing, discussion, subject specific vocabulary, general academic vocabulary, expressive communication, receptive communication 5 Questions (Bloom’s or DOK) What is fluency? Why is fluency important in reading? How ean we practice fluency? How do we perform with fluency? Can you describe what having fluency looks like? Curriculum (APA) eg. Investigations in Number, Data, and Space. (2012). Pearson. Materials Notes Readers theater scriptsras Where the Sidewalk Ends: ey ancuvet it:shome carthnk net-ermanvsiversoin hin DEC JAN Jia ee 14> - ni 2004 2006ff200 ‘Where the Sidewalk Ends: A Shel Silverstein Fantasy by Ellin Klor (Characters Ellin Jan Girl puppet Props Letter with message/script Bag of "magic beans” ( Fava bean seeds) ‘Trick flower Flannelboard version of Giraffe and A Half Clean toilet plunger Jimmy Jet puppet Trick flower 2 box costumes (See illus. with poem,"Two Boxes" WTSE p.41 Men's pants, stuffed with fiberfill, waist and cuffs sewn closed ‘Tapeplayer and cassette of "Nobody but Me" by George Thurogood Live clam in glass jar with water Snake puppet Hot dog on string "Ations" sign Lion mask or puppet L,0,V.E letters on separate 8"x8" cards Trapeze figures suspended on a dowel Books: A Giraffe and A Half, Harper, 1964. A Light In the Attie, Harper, 1974. (Abbreviated as LITA in script) Where the Sidewalk Ends, Harper, 1974. (Abbreviated WTSE in script) Scene: One or two tables to hold props, with a puppet stage or screen on top. Jan: We welcome you here today to celebrate the poetry of Shel Silverstein. You may not know that a few months ago Mr. Silverstein died very suddenly, and while we are, of course, saddened by his death, we are also so very fortunate to have his poetry, songs, and stories to share with children for generations to come. Mr. Silverstein is best known for his three books of poetry: Where The Sidewalk Ends, A Light in the Attic, and Falling Up, as well as books like The Giving Tree, and songs such as "Puff the Magic Dragon" and "Boa Constrictor." Now, before we take you on a wondrous journey to "where -ntpweb.archive.orgiwet200801141307S6htp:home earthtink net!~Hyermansitversten tim! weazo ‘Where the Sidewalk Ends: the sidewalk ends," let me introduce you to this evening’s troupe of performers: I'm Jan Lieberman, this is Ellin Klor, and, also joining us is a little girl who absolutely loves Shel Silverstein’s poetry. (Looks around) Now, where is she? (Puppet pops up behind Jan, plays hide and seek) Jan: There she is, and what's your name again? I'm Sarah Stout - you know, who wouldn't take the garbage out. (puppet recites "Sarah Stout" WTSE p.70 ) But, enough about me. Let's start! Jan (opens book, list & envelope of seeds fall out): Look, someone left list of poems and an envelope in this book, (read list) Wow, this is a great list. It has all of Shel Silverstein’s best poems on it. Why don’t we read these poems right now? ‘And let me see what's in this envelope. (read envelope) "Share contents with audience at conclusion of program.” Hmmm, let me just take a peek inside. ( Shakes, then partially opens envelope and looks inside.) Well, this looks interesting, yes, I think you will quite like these. (put envelope on table.) We'll save those for later Ellin: Jan, | found the first poem on the list. It’s a great one to start with. Shall read it? (Read "Invitation," WTSE p.9) Jan: Welcome, everyone, to where the sidewalk ends. Girl: You know, I don’t come to the library very often, Jan: Oh really. Why not? Girl: Well, there’s a problem with one of the books I checked out. (Read "Overdues," LITA p.65) Maybe I'll go look for that book again right now. (Exits) Jan: Let me check the list & se what's next. (Look at list) You'll like this poem. It’s one of my favorites, Has anyone seen a flying shoe? I need one for the next poem. (Find shoe and read "Ickle Me, Pickle Me.."WTSE p.16) Ellin: And now, the tale of “A Giraffe and A Half." (Tell using flannelboard pieces.) Gi Ellin...Come here a minute. (whispers in Jan's ear) Psss psss. Ellin: Uh huh, uh huh, Okay with me. (turns to audience) My little friend here wants a turn, She wants to read "Hug of War,” but you all have to be in on it. She wants you to stand up and hug yourself. Are you ready? Everyone stand up, (Jan holds book for puppet, as she reads) Girl: (Reat ‘Hug of War," WTSE p.19) That was fun! I just love to hug! Now what? Jan (looks at paper): Something called "The Hat.” The directions say: Where the Sidewalk Ends, p.74. (opens book) Okay, got that. "put on rubber hat." What hat? Gi I: Just a minute - I know what itis, (disappears and hands up toilet plunger.) Jan: Thanks a lot! Just what I want to put on my head! Oh well, anything for poetry. Here goes..(Read "The Hat" WTSE, p.74 & put plunger on head) Girl: Jan, Jan. A friend of mine just arrived. Come in Jimmy, (Jimmy Jet puppet pops up.) This is my friend, the famous Jimmy Jet. (girl disappears.) Jan: Happy to meet you, Jimmy. Now, there's a poem about you, isn't there? Here it is. (Read "Jimmy Jet" WTSE p.28, while Ellin adds pieces to Jimmy) ‘itp:/Wweb archive.or gweb/200601 14130756/http Mhome.earthlink nel/—jermarvsilverstein hem! 23Than016 Where te Sidewalk Eas: (Jimmy disappears ) Ellin: Poor Jimmy, I don't think he'll ever be the same. (looks at list) For the next poem I need two volunteers from the audience, (Select 2 kids) Good - you'll do. Now put on your costumes. (Puts large box on each) There you are - what cute little boxes! Just follow along, and do what the poem says. (Read "Two Boxes," WTSE p.41) Ellin: And now, it's time for the "Dancing Pants!" (Read poem, WTSE p.126, turn up song and let stuffed pants dance.) ‘Jan: Whew! What a workout! Time to be as quiet as a clam, (Read "It's All the Same to the Clam," LITA p.108, and hold up clam in jar) (Snake appears, starts hissing) Girl (frightened, moves to side of stage): Jan, there's a big green snake back here, and he's getting a little too friendleeeey! Jan: That's just the boa constrictor. Welll do his poem and then he'll go away. Come on, kids, help us out! (get kids up, recite "Boa Constrictor,” WTSE p.45, going through motions.) (Girl shrieks, and disappears with snake.) Girl (reappears): I met the wierdest kid back there. He asked me to watch his dog. (throws hot dog on string over edge of stage) Ellin (picks up hot dog): That's some pet! It just happens to remind me of a poem...(Read "Hot Dog Pet," LITA p. 69) Girl: I'm taking this dog to the weiner pound, (pulls onstring to remove hot dog.) Wait ‘til | get back. (disappears) Ellin (sets up sign): I guess it's time for some "ations." This is a guessing poem. Now, where is that little girl? I'l just have to go on without her.(Read "Ations" LITA p.59) (Lion pops up) Jan: Where did Sarah Stout go? Lion (roars): (reads "It's Dark In Here.” WTSE p.21) (Lion disappears) Jan; I'd better get her out of there, (Reaches behind stage and lifts up puppet) Are you okay? What's it like inside a lion? Girl: Don't ask, and don't ever try to find out! Do you have something restful I could do? Jan; Well, you could be the "V" in love, Here... ( Hands puppet "V" sign to hold in mouth.) (Read "Love, WISE p.95, using cards"), Girl: I feel much better now. All that sloshing around in there! It was like being on a trapeze! Ellin: Funny you should mention a trapeze - because here come the acrobats! (Read "Acrobats," WTSE p.10 and swing figures.) And now, my favorite poem, "Deaf Donald," Do you know sign language. (Demonstrate signs for "I Love You then recite poem, LITA p.143, then recite poem using them with audience participati Girl: Last, but not least - my favorite, "Where the Sidewalk Ends," from the book of the same name, Let's read it together. (Read "Where the Sidewalk Ends," WTSEp.64, in unison.) Jan: Well, you should be full to the brim with poetry by now. But, before you go... We want to give you each a magic bean, so magic bean buyers we all may be, like in the poem. (Give out beans) tip web archive orgiwet/20080' 14130788tMhome.eartlink.nel~hjermanvsiverstein tim! 33NAME: Lesson Topic: Fluency Lesson Plan Format Grade level: 3 Total Time: 30 # Students: whole group/small group Learning Goal: (Content Standard/Common Core) CCSS.ELA-LITERACY.RP3.4 Read with sufficient accuracy and fluency to support comprehension, CCSSELA-LITERACY.RF.34A Read grade-level text with purpose and understanding. CCSS.ELA-LITERACY.RF3.4.8 Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. CCSSELA-LITERACY.RF.3A.C Use context to confirm or self-correet word recognition and understanding, rereading as necessary. Target Goal or Skill: Fluent reading with expression Essential Question(s): How do we express ourselves? Topical question(s): 7 Instructional Students will be able to read familiar text using different Obiective(s): expressions and intonations Assessment Formative Assessment: (Criteria / Look Fors/ Performance Tasks) _| Performance of a text Summative Assessment Disabilities/Diverse Ex: JA> SLD > language processing difficulty -> pre-teaching of ‘Needs Represented concepts; additional time to process information when presented orally. (This needs to be completed for each student for whom you Student identify the need for accommodation/modification.) Accommodations and/or Modifications HERO EEE ER HOE OE ROHR O EEE EEE EE EEE EERE SEER SHEEInstructional Procedures (including specific times) Introduction: (including motivational hook where applicable) Learning Activities: Closure: Introduction: Introduce fluent reading. Fluency develops as a result of many opportunities to practice reading with a high degree of success. Therefore, your students should practice rereading aloud texts that are reasonably easy for them - that is, texts containing mostly words that they know or can decode easily. In other words, the texts should be at the students! independent reading level. ‘Tell students that as good readers, we read with expression to make stories come to life, Model how to use expression when telling a story. Pick an easy book that the students know almost by heart off the shelf. Read in a silly or angry voice. ‘Tell the students that this is what they are going to do to practice their fluency and expression. They will group up and receive a dice and key. The key will have an emotion associated with each number on the dice. ‘The students will first roll the dice for their emotion that they are going to read in. They then will take turns reading their page in the emotion they were given, while also focusing on reading the words correctly. Monitor for student participation and for the goal behaviors ‘Academic Language and Student Language Demands required in the lesson Fluent, fluency, intonation, expression, feelings ‘Communication Skills (see Handout) Describing, discussion, subject specific vocabulary, general academic vocabulary, expressive communication, receptive communication 5 Questions (Bloom's or DOK) ‘What is fluency? Flow can you be a fluent reader? Why do we read with emotion? How does emotion change a story? Why do we read punctuation? Curriculum (APA) eg. Investigations in Number, Data, and Space. (2012) Pearson. Materi: tes Dice, emotion key, booksPage 1 of 1 Roll an Emotion! Roll to find out HOW you will read! excited angry gloomy surprised tired annoyed EI IL https:/fkristinmjordan.files.wordpress.com/2012/08/roll-an-emotion_sample-pagel jpg?w=4..._ 6/3/2015Lesson Plan Format NAME: Ashlee Prudhomme Lesson Topic: Writing Grade level: 3 Total Time: 30 # Students: whole group/small group Learning Goal: (Content ~ CSS ELACLITERACY.W3.3 Standard/Common SELALITERACY | | Core) Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences CCSS.ELALITERACY.W3.3.A Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. Target Goal or Ski Write about a topic using conventions Essential Question(s): | How can we write? Topical question(s): How can graphic organizers help our writing? Instructional Students will be able to write about a topic using proper Objective(s): conventions of writing ‘Assessment Formative Assessment: (Criteria / Look Fors/ | Completed graphic organizer Performance Tasks) ‘Summative Assessment: Disabilities/Diverse Needs Represented Student Accommodations and/or Modifications Instructional Procedures (including specific times) Introduction: (including motivational ‘hook where applicable) Learning Activities: Introduction: There are ways in which make for the best paragraph. One way we can think of our paragraphs is that they are like a hamburger. How to use paragraph hamburger Discuss the three main components of a paragraph, or story.Closure: The introduction (top bun) The internal or supporting information (the filling) The conclusion (bottom bun) Ask students to write a topic sentence that clearly indicates what the whole paragraph is going to be about. Have students compose several supporting sentences that give more information about the topic. Instruct students on ways to write a concluding sentence that restates the topic sentence. Hand out paragraph hamburger graphic organizer. Ask students to choose a topic they would like the teacher to know more about and use their graphic organizer to organize their thoughts and details. ‘Students will write their stories then turn in, ‘Academic Language and Student Language Demands required in the lesson. Graphic organizer, writing, topic sentence, details, conclusion Communication Skills (see Handout) Describing, discussion, subject specific vocabulary, general academic vocabulary, expressive communication, receptive communication 5 Questions (Bloom’s or DOK) ‘What are the parts of a paragraph? How do we organize our writing? Why are graphic organizers helpful? Why do we write? How can we improve our writing? ‘Curriculum (APA) eg Investigations in Number, Data, and Space. (2012). Pearson. ‘Materials Graphic organizer, pencil, papers NotesName Date Sandwich Chart Write your topic at the top. Add details to the middle layers. Add a concluding sentence at the bottom. Copyright © Houghton Mittin Company. All Rights Reserved, Concluding Sentence: