Lesson

Title/Focus

Lesson Plan Template ED3501GHI Curriculum Overview Lesson

Reading Stations and Writing Focus
Teache
Group
Jon Chapman
r:
English Language Arts, Grade Three
Dec. 7th, 2015
Date:

GENERAL LEARNING OUTCOMES

Students will listen, speak, read, write, view and represent to comprehend and respond personally
and critically to oral, print and other media texts.
SPECIFIC LEARNER OUTCOMES

2.1:

2.4:

Identify the main idea or topic and supporting details in simple narrative and expository
passages
read silently with increasing confidence and accuracy
monitor and confirm meaning by rereading when necessary, and by applying knowledge of
pragmatic, semantic, syntactic and graphophonic cueing systems
use sentence variety to link ideas and create impressions on familiar audiences
LEARNING OBJECTIVES

Students Will:
Identify main ideas and details in simple passages.
Apply knowledge of cueing systems.
Combine different types of sentences.

ASSESSMENTS
In focus group, watch for improvement of focus area, and application of
strategies (i.e. use dictionaries for spelling, dive write for ideas, talk
while you write for clarity.)
Key Questions:
What do you think you can improve on?
Products/Performan Improvements to the Silver Packages responses
ces:
Observations:

LEARNING RESOURCES CONSULTED

Alberta Education ELA Program of Studies
Raz Kids
De Bonos six Thinking Hats
http://www.debonogroup.com/six_thinking_hats
.php

MATERIALS AND EQUIPMENT

Responses from Silver Packages

Computers
Stationary
Response Worksheets

PROCEDURE
Introduction
Attention Grabber Introduce new reading station groups, talk about the new
group (Instead of working on Christmas words or leading word
problems)
Transition to Body List groups, starting with DEAR and Raz Kids, then begin with
the first focus group (ask them to bring a pencil, bring them
response sheets.)
Body
Learning Activity
DEAR time: students will read silently to themselves, working
#1
on fluency and accuracy. (Pre-established)
Assessments/
If students work will, the last five minutes of dear time
Differentiation
can be read to partner.
If part of a different reading station, pull students out to
Adapted from a template created by Dr. K. Roscoe

Time

Time

Learning Activity
#2

Assessments/
Differentiation

Learning Activity
#3

Assessments/
Differentiation

Assessment of
Learning:

Transition:

Lesson Plan Template ED3501GHI Curriculum Overview Lesson

read to you to assess formatively
Students will work through books and the accompanying
quizzes on raz-kids.com for the station time. (Preestablished)
Watch for student marks on quizzes, be available for
questions
Students will work alone to revise and edit their Silver
Packages responses. Be present most often at this
station to work individually with students to meet
individual needs.
Discuss revising and editing quickly in the group
(mention using a pencil crayon to mark things that need
to be fixed) and let students get to work editing their
Break students into groups based on what they need to
work on most; sentence structure, basic conventions, or
paragraph writing.
As soon as students begin writing, patrol this group for
anyone who doesnt understand the instruction, and
give personal feedback based on their original
paragraph. Manage time carefully in focus groups, dont
give one person all of your time.
Cliffhanger/Closure
Time
Use a new formative assessment passport to note
improvements/ work that still needs to be improved
upon. (use the school colour scheme)
Rotate stations every 20 minutes, and restart the
personalized instruction every 20 minutes.
Reflection

What worked? What

Didnt? Changes for next
time?

Adapted from a template created by Dr. K. Roscoe

Lesson Plan Template ED3501GHI Curriculum Overview Lesson

Adapted from a template created by Dr. K. Roscoe