Reading Intervention Strategy Lesson Plan

Name: Aubrey Richey

Grade Level: 3

Date and Time of Lesson: February 24, 2016

Number of Students: 5

Standards1
3rd Grade Reading - Informational Text 6.1 Summarize multi-paragraph texts using key details to
support the central idea.
3rd Grade Reading Informational Text 12.1 Engage in whole and small group reading with purpose and
understanding.
Objectives2
1. The student will be able to recall details from the text to help comprehend the text and answer
questions about the text.
2. The student will be able to engage in paired reading and discussion to aid in improved
comprehension.
Assessment (summative and formative)
1. Objective One will be assessed through teacher monitoring and through the students written
words.
2. Objective Two will be assessed through the teacher monitoring the reading and discussion.
Accommodations/Strategies for any identified or non-identified student including ELLs who require such
strategies for success.
A text preview will be given to help scaffold student comprehension.
Materials and Resources
Paper, pencil, text A Zany Competition, job badges
Instructional Sequence (instructional strategies and learning tasks)
Introduction and explanation for students of the purpose of the lesson (___ minutes)
Today, we will work together in pairs to read, remember, and understand a story. Sometimes, if we
work together, it helps us to understand the story better and remember all the interesting and exciting
information found in the book. Each person in the pair will have job to do as the story is read. One will
be the recaller. The other will be the listener. The recaller will read the story. While the story is being
read, the listener will take notes by writing down some of the important information. When the recaller
has finished reading, he or she will share what they remember from the story. Next, the listener will
look at his or her notes and share any extra information that they wrote down. Then, together, you will
see if you can figure out the answer to the question I give you.

Accessing prior knowledge (___ minutes)

Before we get into our pairs, we are going to look through the book and preview what we will read so
we will have a better idea of what to look for before we read the book. Kind of like a movie preview.
When you see the movie preview, you have a better idea of what the movie will be about but you still
dont know all the details because you havent seen the whole movie.
Teacher will preview the book.

Teacher modeling (___ minutes)

I am going to demonstrate or show you how this will work. I will be the recaller and you will be the
listener. Would a volunteer like to help me do this?
The teacher and volunteer will model the activity. All the children can practice taking notes while the
teacher is the recaller.

Practice (independent, partner, group) (____ minutes)

Now you will work with your partners. The teacher assigns the jobs and reviews the job descriptions,
giving a badge to each child to show what their job is. Concentrate on the story and the information it
tells you. The question is. You may begin.
When the students are finished, they will share their findings. Then they will switch jobs, work together
again, and share again.

Closure3 (___ minutes)

How did you feel about working together? Did it help you remember and understand better?

Monitoring for student learning/understanding4

The teacher will monitor the students as they participate in the activity.

Reflection after the lesson5

1Include

both the number and wording of the standard.

2 Identify

what students will know (Informational Knowledge-important nouns and noun phrases in the standards) and be able to do
(Procedural Knowledge-important verbs and verb phrases in the standards) as a result of this lesson.
3 Identify how you will conclude this segment of the lesson.
4 At one or more points during the lesson, how will you monitor students to find out what they know and understand? How will you
assist students who are having difficulties with the lesson?
5 Consider teaching and student learning with respect to both content and academic language development. What is working? What is
not? For whom? Why? How does this reflection inform what you plan to do in the next lesson?