- I can read my pourquoi tale aloud accurately and with expression. (RF.3.4a, RF.3.4b, RF.3.4c)
- I can find the gist of Bullfrog at Magnolia Circle. (RI.3.1, RI.3.4, L.3.4)
These are the CCS Standards addressed in this lesson:
- RI.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
- RI.3.4: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
- RF.3.4: Read with sufficient accuracy and fluency to support comprehension.
- RF.3.4a: Read grade-level text with purpose and understanding.
- RF.3.4b: Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
- RF.3.4c: Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
- L.3.4: Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
Daily Learning Targets
Ongoing Assessment
- Reading Fluency Self-Assessment Checklist (RF.3.4a, RF.3.4b. RF.3.4c)
- Gist on sticky notes (RI.3.1, RI.3.4, L.3.4)
Agenda
Agenda | Teaching Notes |
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1. Opening A. Reviewing Learning Targets (5 minutes) 2. Work Time A. End of Unit Assessment, Part I: Frog Festival, Part II (25 minutes) B. Frog Festival, Part II: Reflections (5 minutes) C. Reading for Gist: Bullfrog at Magnolia Circle (20 minutes) 3. Closing and Assessment A. Exit Ticket: Answering Questions about the Text (5 minutes) 4. Homework A. Accountable Research Reading. Select a prompt to respond to in the front of your independent reading journal. |
Purpose of lesson and alignment to standards:
How it builds on previous work:
Areas where students may need additional support:
Assessment guidance:
Down the road:
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In Advance
- Prepare an order for students to perform in the Frog Festival.
- Prepare a Reading Fluency Checklist for each student. This checklist will be used to assess fluency when they read their pourquoi tale aloud during the Frog Festival in Work Time C.
- Consider inviting other students, teachers, and families to attend the Frog Festival. Plan this accordingly and invite an audience in advance.
- Consider preparing a room or a space for the Frog Festival (e.g., with seats set up for an audience).
- Post: Learning targets, Fluent Readers Do These Things anchor chart, Strategies to Answer Selected Response Questions anchor chart.
Tech and Multimedia
- Work Time A: Record students reading their pourquoi tales aloud using software or apps such as Audacity or GarageBand.
Supporting English Language Learners
Supports guided in part by CA ELD Standards 3.I.B.6, 3.III.
Important points in the lesson itself
- The basic design of this lesson supports ELLs with opportunities to demonstrate their content and language knowledge in a Frog Festival built on their preparation and practice in previous lessons. They self-assess at the end of the lesson in order to celebrate their successes and chart a course for the future.
- ELLs may find the End of Unit 1 Assessment challenging, as it may be a big leap from the heavily scaffolded classroom interaction. Before they begin, encourage students to do their best and congratulate them on the progress they've made learning English. For students who have trouble with fluency, it may be difficult and stressful for them to read aloud without support. If they ask for help, tell them they are great readers and they are doing well on their own.
- Make sure that ELLs understand the assessment directions. Answer their questions, refraining from supplying answers to the assessment questions themselves. For example, the reading fluency assessment requires some self-orchestration on the part of the students. Take some extra time to make sure they know what is expected of them. This way the assessment will go more smoothly with fewer interruptions from process questions. See additional support in the lesson.
- After the assessment, ask students to discuss what was easiest and what was most difficult, and why. For example, while circulating during the closing, ask students which part of the Frog Festival was most difficult: reading in front of friends, reading with expression, or knowing what the words said.
- In future lessons and for homework, focus on the language skills that will help students address these assessment challenges.
- Throughout the reading for gist, stop often to check for comprehension. Ask students to summarize the events and ideas in the text. When necessary, invite a more proficient student to paraphrase the events in more comprehensible language.
Universal Design for Learning
- Multiple Means of Representation (MMR): Provide pictures and simple definitions to ensure that those who may have limited background knowledge about frogs understand what each of the headings in Bullfrog at Magnolia Circle means. Consider inviting students to prepare their sticky note headings in advance by writing the heading and drawing a simple sketch to help them remember what each heading means.
- Multiple Means of Action and Expression (MMAE): This lesson offers several opportunities for students to engage in discussion with partners. For those who may need additional support with expressive language, facilitate communication by providing sentence frames to help them organize their thoughts. This way, all students can benefit from peer interaction.
- Multiple Means of Engagement (MME): Invite students to reflect on their learning from previous lessons in this unit. This supports students in understanding the value and relevance of the activities in this lesson. Provide support for students who may need additional guidance in peer interactions and collaboration. For example, offer prompts or sentence frames that support students in asking for help or clarification from classmates. To support students who may need additional support in sustaining effort and/or attention, provide opportunities for restating the goal. In doing so, students are able to maintain focus for completing the activity.
Vocabulary
Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T); Vocabulary Used in Writing (W)
- gist (L)
Materials
- Comparative and Superlative Adjectives (answers, for teacher reference)
- Fluent Readers Do These Things anchor chart (begun in Module 1)
- Reading Fluency Self-Assessment Checklist (from Lesson 11; one per student)
- Reading Fluency Checklist (one per student; see Teaching Notes and Assessment Overview and Resources)
- Bullfrog at Magnolia Circle (book; one per student and one to display)
- Sticky notes (13 per student)
- Vocabulary logs (from Module 1; one per student)
- Academic Word Wall (started in Module 1)
- Domain-Specific Word Wall (started in Lesson 1)
- Exit Ticket: Answering Questions about the Text (one per student and one to display)
- Strategies to Answer Selected Response Questions anchor chart (from Module 1)
- Exit Ticket: Answering Questions about the Text (answers, for teacher reference)
Assessment
Each unit in the 3-5 Language Arts Curriculum has two standards-based assessments built in, one mid-unit assessment and one end of unit assessment. The module concludes with a performance task at the end of Unit 3 to synthesize their understanding of what they accomplished through supported, standards-based writing.
Opening
Opening | Meeting Students' Needs |
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A. Reviewing Learning Targets (5 minutes)
"I can read my pourquoi tale aloud accurately and with expression." "I can find the gist of Bullfrog at Magnolia Circle."
"What is the gist? Why do we find the gist?" (what the text is mostly about; finding the gist helps us to understand the structure of the text to find information we are looking for quickly) |
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Work Time
Work Time | Meeting Students' Needs |
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A. End of Unit 1 Assessment, Part I: Frog Festival, Part II (25 minutes)
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B. Frog Festival, Part II: Reflections (5 minutes)
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C. Reading for Gist: Bullfrog at Magnolia Circle (20 minutes)
"What is this text about?" (Student responses may vary, but could include that it's about bullfrogs.)
"Which of the labels would you choose for the gist of this page? Why?" (habitat, because it describes where the bullfrogs live)
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Closing & Assessments
Closing | Meeting Students' Needs |
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A. Exit Ticket: Answering Questions about the Text (5 minutes)
"Who can tell us what your classmate said in your own words?" (Responses will vary.) |
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Homework
Homework | Meeting Students' Needs |
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A. Accountable Research Reading. Select a prompt to respond to in the front of your independent reading journal. |
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