Student Teacher:______Kelsey Gile___________ Date:_____3/12/17_______

Subject: Reading Lesson Topic: Reading (geese)

Grade: 3rd Length of class: 30 minutes

Learning Objective (performance, conditions, criterion): Reading with fluency

Student Friendly Objective: Read slow and smooth. Remember the endings.

State Core Standard Alignment: Reading: Foundational skills; Standard 4: Read with
sufficient accuracy and fluency to support comprehension.

Core and Supplemental Materials:

Teacher Materials: Student Materials:
Reading Mastery: Textbook A Reading Mastery book and workbook
High Frequency Words High Frequency Words
Vocab Folders Vocab Folders

Context for Learning:

Organization of the Small Group (3)
students (e.g., small Xavier, Kaylee, Matix
groups, whole group,
partners)
Pre-Lesson Assessment Reflect and review what they read in the previous story. See if
Data anything needs to be focused on before moving forward.

IEP Goal Links Read with fluency and understanding

(Also describe individual
student modifications &
accommodations)

Pre-Instructional Set: (Approximately 3 minutes)

Gain students attention Morning Message #/minutes
(Activity and Script)
(30 seconds
to 1 minute)
Inform students of Message geared toward being a good sport both on #/minutes
learning objective(s) and off the playground. This themes continues through
the whole week to help the class see the overall (30 seconds
to 1 minute)
message of sportsmanship.

This is important to Give them situational ideas to help show the #/minutes
know because importance of sportsmanship in day to day life and
(Informed instruction) how it can connect with reading and being positive to (30 seconds
to 1 minute)
peers in the classroom.

Preparing students for instructional content: (Approximately 6 - 15 minutes)

Pre-requisite skills to Model the High Frequency word activity (spatula and #/minutes
review, if applicable fried eggs). [The words are assigned Monday and
given the review activity Tuesdays) (2 to 5
minutes)
Review of prior Allow them to do the High Frequency activity on their #/minutes
knowledge, if own.
applicable (2 to 5
minutes)

Vocabulary to pre- Give each child their vocab folder and have them #/minutes
teach, if applicable complete it on their own. Check for understanding.
(vocab words are also introduced Monday and sent (2 to 5
minutes)
home in a packet so they can review them at home
throughout the week)

Instruction: (Approximately 20 to 40 minutes depending on length of class)

Explicit Modeling of Ask questions about the prior story. Read through key #/minutes
Skill (what cognitive past passages to remember or focus on difficult words
steps should the in the story (discussing what they mean and how they
students be using to are said). Read through all the vocabulary words given
successfully perform to prepare for the story.
the skill?)
(5-10
(I DO IT) minutes)

Guided Practice Read through the vocabulary words and stories in

(WE DO IT) section 2. All together choral reading stopping
throughout the story to ask questions for
comprehension or clarify to build understanding.

#/minutes

(5 to 25
minutes)
Strategies to check for Ask questions/predictions to build understanding.
understanding Make sure fluency is used (no more than 5 errors in
the story or it needs to be re-read the following day)
and endings of words are remembered or not added.

Independent Practice **If time partner reading to work on fluency. Aid helps
(YOU DO IT) with group 1 while 1 student reads with me.

If needed, how will you address re-teaching of specific skills.

Check constantly for understanding and re-read or discuss fuzzy topics or passages.
Assessment:
Concrete and tangible Questions form the work book.
assessment to know *****Have them re-read the passage to find the answers.
whether students have
met learning objective

Closure: (1 5 minutes)
Organization/transition Stack textbooks and work book pages on the desk. Put #/minutes
routines (e.g., put away your money and then (Xavier may leave) you can
assignments in folders, go on Lexia for 15 minutes.
prepare for bell,
transition to next ***Xavier comes 8:45- 9:30 (1 5
lesson/activity ****Kaylee and Matix come 9:00- 9:45 minutes)