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RDG 4313: Content Reading and Assessment Lesson Plan

Rev. 1/29/17
Grade Level / Content Area Teacher Candidate Name Date of Lesson
3rd/Reading Kelsey Wright-Alexander 2-15-17
Lesson # Strategy Name (Danielson 1e.) Teaching Technique (Danielson 1e.)
3 Comprehension-Previewing What I know What I wonder...
Common Core Standard/s for English Language Arts (Danielson 1a. and 1c.)
CCSS.ELA-LITERACY.RI.3.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for
the answers.
CCSS.ELA-LITERACY.RI.3.7
Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate
understanding of the text (e.g., where, when, why, and how key events occur).

Student Objectives/Learning Outcomes (Danielson 1a. and 1c.)


The student will improve on her comprehension skills using text structure to preview a text before reading by:
-picking out important text clues
-filling out the What I know.. What I wonder chart
-answering and creating main idea and what I wonder questions.
Assessment Summary (Danielson 1f.)
Formative Assessment: Review the students ability to pick out important words and ideas from the title, heading,
and pictures, and see if she is able to relate it to prior knowledge and create come main idea/what I wonder
questions from them. (Criteria for competency: The students what I wonder questions should be related to the
text.)

Summative Assessment: Evaluate the students answer to the main idea questions asked to check for
comprehension of the book. (Criteria for Competency: To show competence, the student should be able to
answer both questions without looking back to the text for help.)
Prerequisite Skills or Knowledge (Danielson 1a.)
1. The student will need to be able to read both of the articles at her lexile range. Previewing
is the concept being taught, so it is important that the student can focus on the content, rather than
figuring out the words she is reading.
2. The student will need to know what title, heading, and pictures/illustrations are. These
elements of text structure are what the What I know What I wonder Statements will be made up
from, so it is important that she can pick out the important information in them.

Instructional Procedures (Danielson 1e.)


Introduction
Purpose: To explain WHAT will be learned and WHY it is important to reading comprehension.
1. Ask the student if she can recall the technique that she used in last weeks lesson for
previewing using structure. If she says yes, have her explain what parts of the text we looked at for
previewing. If she does not remember, refer to the Accommodations section below(#1).
2. Introduce the What I know What I wonder technique. In this technique, you preview a
text using structure clues that were learned in last weeks lesson, and then you will come up with a list of
ideas that you already know about the topic, and a list of questions that you wonder about the topic.
Doing so, helps you relate the text to your prior background knowledge, which in return will help you
remember and ultimately comprehend it better.
3. MODELING: Read aloud the title and headings of Fall is pumpkin time-- even for zoo
animals. Do a think aloud of what I see in the pictures, and what the pictures along with the title and
headings make me think of. Tell the student that is what I know and write it down in the the What I know
column of the print out.
4. Ask the student what this makes her think of. Help her create some What I wonder
statements from my
5. Take turns reading paragraphs in the article, until the end. Then see if with my help, she
can come up with answers to the What I wonder statements that we created together.

Interaction
Purpose: Engaging students in the lesson activities.
6. Present the student with the Zoo orders size 20 shoes for one of its elephants article. Ask her to use the
structure clues to fill out the what I know side of the printout, and then ask her what she would like to know more
about it. Write those questions down on the what I wonder side of the print out.
7. Have the student read the article out loud. After she finishes the reading, have her try and answer the what I
wonder statements that she created. If she cannot answer the questions, and they were answered in the text,
refer to the Accommodations sections(#2).

Closure
Purpose: The end of the lesson and a summative assessment to determine if the student has successfully
learned the concept/s.
8. Repeat steps 6 & 7 using A horse named Seabiscuit. Formative Assessment: Observe how the student uses
her what I know statements to come up with what I wonder statements. To determine if the student has
competency in this previewing technique, she will be able to come up with at least 2 statements for each side of
the What I know What I wonder The Student should be able to articulate how she uses text structure and
prior knowledge to come up with main idea/what I wonder questions.
9. Summative Assessment: Ask the student some main idea questions to test her comprehension of the text.
To determine if the student understood the text, she should answer both questions correctly.

Accommodations for Differentiated Instruction (Danielson 3e.)


1. If the student does not recall the steps for using text structure as a
previewing technique remind her of what title, heading, and illustrations are. Tell her that they help
us get an understanding of what we are about to read.
2. If the student cannot answer her own What I wonder questions(providing that they were answered
in the text, sometimes they may not be), go back and reread the sections of the book where the questions
were answered, and ask her to summarize that section of the text to help her realize that is the answer to
her original question.
3. If the student learns the information quicker than expected, I will provide a text that is higher in the
student's lexile range to see if she can create some I wonder statements, and then answer them after we
take turns reading aloud the text.

Materials and Supplies (Danielson 3c.)


2 Think Sheet Printouts
Pencil
Book and Articles (See below)
Text Title & Author / Lexile and/or Grade Equivalent Level (Danielson 3c.)
Brait, E. (2016, October 25). Fall is pumpkin time-- even for zoo animals. The Guardian. Retrieved from
https://newsela.com/articles/pumpkin-zoo-animals/id/23161/ (425L)
Dubowski, M., Dubowski, C. E., & Rowe, M. L. (2003). A horse named Seabiscuit. New York: Grosset & Dunlap.
(430L)
Zoo orders size 20 shoes for one of its elephants. (2016, October 11). Washington Post. Retrieved from
https://newsela.com/articles/teva-elephant-national-zoo/id/21452/ (540L)

Students Lexile Range and/or Reading Levels (Independent and Instructional)


(525L) Lexile Range: 425L-575L 2nd grade level