Lesson Plan – EEI Model

Based on Madeline Hunter’s Effective Elements of Instruction

DAY 1, MONDAY

Unit Title: Brainstorms: Vocabulary/Comprehension

Time Allocated for Lesson: 45-55 minutes
Student Teacher: Mary Cruz
Cooperating Teacher: Jennifer Cockroft
Grade/Subject: Grade 3/ Reading
Lesson Title: Bright Ideas

I. Lesson Objectives

The student will learn vocabulary words to build concepts and use pre-reading
strategies to improve comprehension.

II. State Standards

SPI 3.1.07 Develop and extend reading vocabulary.

a. Build vocabulary by listening to literature and participating in
discussion.
SPI 3.1.08 Develop and use pre-reading strategies.
d. Preview text using illustrations, graphics, text format, text
structures and skimming.
SPI 3.1.04 Identify setting, characters, and plot in a reading selection.

III. Materials

My Sidewalks on Reading Street Level C Reader

Brainstorms PowerPoint
Vocabulary cards
Whiteboard
Markers
My Favorite Invention worksheet

IV. Anticipatory Set

Visual strategy: The students will be shown a PowerPoint picture of a Storm.

Then, the students will be asked what they think happens when it storms. The
teacher will explain that storms happen when there are heavy rainfalls. The
teacher will ask what they think brainstorms are. The teacher will explain that
brainstorms are storms of ideas in your brain.
V. Instructional Input

Direct instruction: A concept web will be displayed on the interactive board to

present the vocabulary words for the week. Each word will be briefly described
and synonyms or antonyms will be given if applicable.

Guided Reading: The teacher will tell the students to look through “Bright Ideas,”
pp. 60-63 on their readers and the teacher will do a structured picture walk. The
teacher will ask if they think the passage is fiction or non-fiction. Before reading,
the teacher will ask the students to think about what they have learned from the
story and what is it mainly about. The teacher will lead the reading and call on
students to continue on subsequent pages. The teacher will pause after each
page to emphasize vocabulary words if present, and to explain the passage
using guided questioning.

VI. Modeling

This strategy will be used in explaining vocabulary words. The teacher will
demonstrate how to use context clues to find the meaning of vocabulary words.

VII. Check for Understanding

The teacher will ask the students what brainstorms are and what they can lead
to.

VIII. Guided Practice

The teacher will use vocabulary to develop the concept. The following questions
will be asked: What did you learn about inventions? What problem did sticky
notes solve when they were invented? If an invention fails to work, what can
inventors do about it?

IX. Closure

The teacher will state that brainstorms have led to inventions, and solutions to
puzzles that have either been successful or have failed.

X. Independent Practice

The students will be given a worksheet titled, “My Favorite Invention.” They will
be asked to name and draw their favorite invention. The students will answer
questions that contain vocabulary words. This activity will assess
comprehension of vocabulary concepts.

XI. Accommodations/Adaptation

The teacher may read the text to the students.

 For those students who cannot accomplish the worksheet independently, re-
teaching will be required.

For enrichment, students can think of their own invention, draw it and write what
kind of problem it solves and how it solves it.

DAY 2, TUESDAY

Unit Title: Brainstorms: Phonics

Time Allocated for Lesson: 45-55 minutes
Student Teacher: Mary Cruz
Cooperating Teacher: Jennifer Cockroft
Grade/Subject: Grade 3/ Reading
Lesson Title: -er, -est Endings

I. Lesson Objectives

The student will learn to blend and read words with endings –er and –est.

II. State Standards

SPI 301.1.18 Distinguish individual sounds, including consonant blends,

within words.

III. Materials

My Sidewalks on Reading Street Practice Book, worksheet p. 36

Pencil and markers
Whiteboard

IV. Anticipatory Set

The teacher will write the words “jumped” and “stopping.” Then the teacher will
ask what the base words are. When the students say “jump” and “stop,” the
teacher will note that some spellings change when endings such as –er and
-est are added to it.

V. Instructional Input

Direct Instruction and Guided Questioning. The teacher will write the word taller
and tallest, then the teacher will ask if the students can find the base word.
The teacher will note that there is no spelling change. The teacher will say,
let’s blend this word together.

The teacher will teach three simple rules for spelling. The teacher will ask the
students to blend the words together.
1) If the word ends in y, then the y is substituted with i before –er or –est
 is added. (Example: happy)
2) If the word ends in e, then the e is removed before –er or –est is
added. (Example: late)
3) If the word is a one syllable word that has a CVC composition, then
last consonant is doubled before adding –er or –est. (example: hot)

VI. Modeling

The teacher will write the word madder and maddest. The teacher will
demonstrate how to look for the base word. She will cover the endings and see
the word “madd” showing. The teacher will ask herself if this word makes sense
and tell arrive at the answer that the base word must be “mad” and that the
consonant must be doubled before the endings are added.

VII. Checking for Understanding

The teacher will use questioning to elicit a response from the students. The
teacher will ask the students how to add endings with the words loud and
slim.

VIII. Guided Practice

The teacher will write five words on the whiteboard and will ask the students how
to add the –er and –est endings. Then, the teacher will ask the students to
blend the words.

IX. Closure

The teacher will restate the rules for spelling when adding –er or –est.

X. Independent Practice

The teacher will distribute the Endings –er, -est worksheet from My Sidewalks on
Reading Street Practice Book, p. 36. The teacher will read the text and the
students will work independently.

XI. Accommodations/Adaptations

The teacher will read the text aloud.

The teacher will re-teach students who are unable to work independently on
the independent practice.

For enrichment purposes, the students may be paired and and asked to read
“Bright Ideas,” and to look for words with –er and –est endings.
DAY 3, WEDNESDAY

Unit Title: Brainstorms: Comprehension

Time Allocated for Lesson: 45-55 minutes
Student Teacher: Mary Cruz
Cooperating Teacher: Jennifer Cockroft
Grade/Subject: Grade 3/ Reading
Lesson Title: Gadgets and Gizmos

I. Lesson Objectives

The students will read the connected text and identify the main idea of the
story. The students will also be able to give supporting details about an
expository non-fiction story.

II. State Standards

SPI 3.1.11 Identify the stated main idea in a reading selection.

SPI 3.1.20 Recognize how illustrations support the text.
SPI 3.1.22 Determine the problem in a story and recognize its solution.

III. Materials

My Sidewalks on Reading Street Student Reader Level C, Unit 2

My Sidewalks on Reading Street Practice Book level C, p. 38
Pencils and markers
Main Idea Diagram on Interactive Board or White Board
Light bulb artwork

IV. Anticipatory Set

Scaffolding: The teacher will hold the light bulb artwork above her head and the
teacher will ask the students what the light bulb represents. The teacher will
guide the students to say that it represents an idea.

V. Instructional Input

Scaffold Instruction: The teacher will tell the students that we will be reading
more about inventions. The teacher will remind the students that sentences
with details help them identify the main idea of the story or paragraph. The
main idea is different from a topic since it is a sentence.

Guided Reading: The teacher will ask the students to turn to the passage
titled, “Gadgets and Gizmos,” pp. 72-79 and guide them through a picture
walk. They will be asked if they think the story is fiction or non-fiction. They
will be asked to predict what they think the passages will be about. The
teacher will read the story to the students.
 Direct Instruction: The teacher will ask the students to pay attention to the
hints given in the passage, identify the supporting details and retell a passage
from the selection. Retelling is another way of describing the details and the
main idea of the story. The following prompts will be given: What the
selection is mostly about. What did they learn? What are the most important
ideas?

VI. Modeling

After the first paragraph is read, the teacher will demonstrate how to use the
details in a paragraph to identify the main idea. These sentences talk
about…therefore; the main idea must be...

VII. Checking for Understanding

On the next paragraph, the teacher will use questioning to elicit a response
from the students. The teacher will give the retelling prompts stated above.

VIII. Guided Practice

The students will be asked to name the inventions described in the remaining
paragraphs in the selection. The students will be asked to identify the main
idea and the details that support it. Then they will be asked to retell the
passage.

IX. Closure

The teacher will close with a statement about how details and hints help in
finding the main idea and retelling the story.

X. Independent Practice

The students will be given the Main Idea worksheet from My Sidewalks on
Reading Street Practice book, p. 38. The teacher will read the directions and
the passage to the student. The students will work independently on
answering the questions on finding details to identify the main idea.

XI. Accommodations/Adaptations

The teacher will read the text to the students.

The teacher may re-teach the comprehension concepts if the student is
unable to work independently.

Enrichment activities may include independent re-reading of Bright Ideas, pp.

60-63 and filling out a Main Idea Diagram.
DAY 4, THURSDAY

Unit Title: Brainstorms: Diagrams

Time Allocated for Lesson: 45-55 minutes
Student Teacher: Mary Cruz
Cooperating Teacher: Jennifer Cockroft
Grade/Subject: Grade 3/ Reading
Lesson Title: Silly Solutions

I. Lesson Objectives

The student will be able to use illustrations and diagrams to understand

information.

II. State Standards

SPI 3.1.20 Recognize how illustrations support the text.

SPI 3.1.21 Develop skills to facilitate reading to learn in a variety of content
areas
b. Use text features to locate information (e.g., charts, tables of
contents, maps, illustrations, diagrams).
c. Apply skills and strategies to comprehend informational text (e.g.,
pre-reading strategies, comprehension strategies).

III. Materials

My Sidewalks on Reading Street Level C

PowerPoint of Diagrams
Silly Breakfast Diagram cut and paste worksheet
Pencil

IV. Anticipatory Set

The teacher will show the Diagram PowerPoint to the students. The teacher will
show a Venn diagram and state how this diagram has labeled parts that describe
different things of an idea or object. Additional examples may be used.

V. Instructional Input

Direct Instruction: The teacher will ask the student what they know about
diagrams. The teacher will say that a Diagram has labels that describe different
parts of a topic or an object. Diagrams help us understand how each part works
with the other to produce a final product. The teacher will state that it is
important that all parts are labeled correctly and in sequence or else it will not
work as planned.
 Guided and popcorn reading: The teacher will ask the students to turn to “Silly
Solutions,” pp. 80-81. The teacher will guide the reading on page 80 and random
students will be asked to read each label on page 81.

VI. Modeling

The teacher will demonstrate to the students how to read each part of the
diagram step-by-step to understand its purpose.

VII. Check for Understanding

The teacher will ask the students if the diagram will still work if numbered
incorrectly.

VIII. Guided Practice

The teacher will ask the following questions:

What action does the first label describe?
Why is it important to read the labels in order?
What problem is this silly invention supposed to solve?
Who can summarize how this invention works?
The teacher will use guided questioning for incorrect responses.

IX. Closure

The teacher will state that diagrams must be labeled and followed carefully
because each step will cause another step.

X. Independent Practice

The teacher will distribute cutouts of a simple machine with a diagram to follow.
The students will paste the parts according to the diagram labels and order and
answer the question on the worksheet. Each student will work independently.
The teacher will look for the students’ ability to understand and follow a diagram.

XI. Accommodations/Adaptation

Some students may require the text to be read to them. Students who cannot
perform the activity may need re-teaching.

For enrichment, the students can pair up and design their own invention using a
diagram.
DAY 5, FRIDAY

Unit Title: Brainstorms: Mid-Unit Assessment

Time Allocated for Lesson: 45-55 minutes
Student Teacher: Mary Cruz
Cooperating Teacher: Jennifer Cockroft
Grade/Subject: Grade 3/ Reading
Lesson Title: Review and Assessment

I. Lesson Objectives

The students will review the lessons on –er, -est endings, vowel sounds of y and
main idea concepts. The students will also be assessed on fluency,
comprehension and vowels sounds of y.

II. State Standards

SPI 3.1.18 Distinguish individual sounds, including consonant blends, within

words.
SPI 3.1.06 Read to develop fluency, expression, accuracy and confidence.
a. Read with increasing fluency and confidence from a variety of
texts (e.g., paired readings, shared reading, choral reading,
teacher-led reading, and reading from tapes).
SPI 3.1.09 Use active comprehension strategies to derive meaning while
reading and check for understanding after reading and
discuss similarities and differences in text events, characters,
and character actions.

III. Materials

My Sidewalks on Reading Street Level C

My Sidewalks on Reading Street Level C Practice Book, worksheet p. 37
Mid-Unit Fluency Passage, Assessment Book, p.79
Whiteboard, Marker
Pencil

IV. Anticipatory Set

Scaffolding: The teacher will remind the students about vocabulary, using details
to find the main idea, and –er, -est endings.

The teacher will explain that while the students read the story, they will be
individually pulled for assessment.

V. Instructional Input

Direct Instruction: The teacher will pull each student individually while the
teacher’s assistant continues to teach the vowel sounds of y to the students. The
 assistant will continue give examples of words with y vowels and will teach how
the word is blended.

The teacher will use the Unit 2 Mid-Unit Fluency Passage on page 79 in the
Assessment Book to assess fluency and assessment skills.

VI. Modeling

The teacher will demonstrate how to blend words with y vowels.

VII. Check for Understanding

The teacher’s assistant will write some more y vowel words and ask the students
to blend the words. Cueing may be used to redirect incorrect responses.

VIII. Guided Practice

The teacher’s assistant will read “Jigsaw Puzzle” and ask the students to look for
words with y vowels.

IX. Closure

The teacher’s assistant will restate that y vowels make a long i or long e sound.

X. Independent Practice

For the class: After reading, “Jigsaw Puzzles,” the teacher’s assistant will
distribute the Vowel Sounds of y worksheet, p. 37 the students and they will work
on this independently.

For the student: The students will be asked to read page 79 of the Assessment
Book. The student will be given one minute to read the passage and the teacher
will record miscues. Then, the teacher will ask the student to identify the main
idea of the passage and give three supporting details.

XI. Accommodations/Adaptation

The text will be read to some students except for the fluency assessment.

If the student cannot accomplish the worksheets independently, the student

may require re-teaching.

Other enrichment activities may include a comprehension game, a spelling game

or vocabulary review.