ECE Lesson Planning Template

Name: Molly McCoy

Grade Level: 3rd Number of Students: 4
Instructional Location: Gaines Elementary Date: 4/3/2018

Lesson Goals
Central Focus of Lesson:
How can we infer the meaning of an unfamiliar word in a text?
Standard(s) Addressed:
ELAGSE3RL1 Ask and answer questions to demonstrate understanding of a
text, referring explicitly to the text as the basis for the answers.
ELAGSE3RL4 Determine the meaning of words and phrases both literal and
nonliteral language as they are used in the text.
ELAGSE3RF4 Read with sufficient accuracy and fluency to support
comprehension.

Language Function (if an ELA/writing lesson):

Lesson Objectives and Demands

Essential Literacy Strategy (if an ELA/writing lesson):
Determining the meaning of an unfamiliar word through:
Context clues
Illustrations
Finding another word that would fit in that place in the sentence
Recognizing prefixes and suffixes

Content Objectives:
Students will be able to apply literacy strategies to determine the meaning of an
unfamiliar word in a text

Language Objectives:
Context clues
Based on the illustration…
Another word that could make sense here is…
I believe this word means ____ because…
The prefix/suffix ____ means ____, so I believe this word means _____.

Key Vocabulary in Lesson: (Flexible based off of student responses/questions)

Foolish (p. 7)
Plunged (p. 8)
Fed up (p. 9)
Hooted (p. 9)
Fiercely (p. 10)
Peered (p. 10)

Lesson Considerations
Materials:
• First Fire: A Traditional Native American Tale by Marijo Moore, Illustrated by
Anthony Chee Emerson- one for each student plus a copy for the teacher
• List of potential vocabulary words
• List of strategies

Prior Academic Learning and Prerequisite Skills:

Students should be able to read and comprehend texts at their Guided Reading level
(this is a Rigby level 18) with approximately a 90-95% accuracy rate.
Students should be able to focus and remain on task in a small group setting for
approximately 15 minutes
Students should be able to make basic inferences from a text
Students should be familiar with common prefixes and suffixes

Misconceptions:
Students may believe that every strategy will work for every word
Students may believe that there is only one correct strategy in any particular instance

Lesson Plan Details: Write a detailed outline of your class session including
instructional strategies, learning tasks, key questions, key transitions, student
supports, assessment strategies, and conclusion. Your outline should be detailed
enough that another teacher could understand them well enough to use them. Include
what you will do as a teacher and what your students will be doing during each lesson
phase. Include a few key time guidelines. Note: The italicized statements and
scaffolding questions are meant to guide your thinking and planning. You do not need
to answer them explicitly or address each one in your plan. Delete them before typing
your lesson outline.
*Include what you and the students will be doing
Lesson Introduction - “Before”:

To begin the lesson, I will ask a student to give a brief recap of what we have read so
far. This will ensure everyone remembers what has happened already. I may ask what
they think will happen in today’s reading.

I will then introduce my list of words that I believe may be difficult for the students in
the day’s reading. I will tell them that these are some words that may be new or tricky
in today’s reading. We will read each word together, breaking it down slowly to model
and practice decoding by saying it slowly and looking at all of the parts of the word. I
will tell them that instead of me giving them the definition, we will look out for these
words as we read and try to work out their meaning together using some reader
strategies like looking at context clues, using illustrations, looking at prefixes and
suffixes, and thinking of any other words that could fit in that spot in the sentence.

Learning Activities - “During”:

I will have the students take turns reading each page. Every student will read the same
page before we move on to the next page. I will tell students to place their finger on a
word that they notice from our list when we come across it in the reading but not say
anything until the current reader has finished reading the page. I will ask students to
point out the word that we will be looking at once the current reader is finished reading
the page. We will refer to the list of strategies, and I will ask the students which strategy
they think will be the most beneficial for them in this context (different answers are fine;
students should pick the strategy that they believe will work best for them as an
individual reader). I will give them a minute to silently try to work out the meaning of the
word using their strategy, then I will ask if anyone can raise their hand and tell me what
they think the word means and how they figured it out. Any student who wishes to share
can share. If multiple interpretations are offered, we will discuss which one makes the
most sense and why. If students are unable to come up with a potential definition, we
will walk through the use of one of the strategies together. Once the meaning has been
determined, we will continue reading and repeat the process until the allotted time is up.
Periodically, I will ask questions or make observations to help monitor comprehension of
the story amidst the focus on inferring meaning.

Closure - “After”:

When the time is up, I will ask students which strategy they found to be most useful
during this particular session. Over time, we will see that different strategies can be
more helpful for certain words and for certain readers. I will collect the books, and
students will return to their seats

NOTE: How will you check for understanding during lesson (formative
assessment).
I will check for understanding of the applicable strategies as students explain their
thought processes to me.
I will check for understanding of the text through occasional questioning.