READING SMALL GROUP LESSON PLANS

Weeks 6 and 7

JESSICA CROWNOVER UAH Student Teacher

Week 4, Day 1
Date: Monday, February 11, 2013 Standards:
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.3.5: Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. CCSS.ELA-Literacy.RI.3.10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 23 text complexity band independently and proficiently. CCSS.ELA-Literacy.RF.3.3: Know and apply grade-level phonics and word analysis skills in decoding words. CCSS.ELA-Literacy.L.3.1b: Form and use regular and irregular plural nouns.

Objectives:
Students will build fluency by reading a cross-curricular leveled reader.

Materials: Leveled readers Engagement: This week is another biography story. Its about an Olympic swimmer named Gertrude Ederle. Before we dive in, lets take a look at a leveled reader. Procedures: Advanced:
Review the vocabulary and have students use the words in a sentence. Distribute the leveled readers; pair students if needed. Have students partner read, pausing to ask questions about what they read. Ask students if what they read was fact or opinion; how do they know? Review what was read.

On-Level:
Review the vocabulary and have students use the words in a sentence. Distribute the leveled readers; pair students if needed. Have students partner read, pausing to ask questions about what they read. Ask students if what they read was fact or opinion; how do they know? Review what was read.

Strategic:
Review the vocabulary and have students use the words in a sentence. Distribute the leveled readers; pair students if needed. Have students partner read, pausing to ask questions about what they read.

Ask students if what they read was fact or opinion; how do they know? Review what was read.

Closure: That was interesting. Remember, were still looking at biographies and things that make people unique. I cant wait for us to start reading our story for the week so we can figure out how this story ties in! Assessment: Student participation, observation, equity sticks Adaptations/Accommodations: Students on a behavior contract will answer at least one question.

Week 4, Day 2
Date: Tuesday, February 12, 2013 Standards:
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.3.5: Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. CCSS.ELA-Literacy.RI.3.10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 23 text complexity band independently and proficiently. CCSS.ELA-Literacy.RF.3.3: Know and apply grade-level phonics and word analysis skills in decoding words. CCSS.ELA-Literacy.L.3.1b: Form and use regular and irregular plural nouns.

Objectives:
Students will be able to identify facts and opinions within the text. Students will make inferences about characters in the text.

Materials: Reading book Engagement: Today, were going to start reading a biography about Gertrude Ederle. Procedures: Advanced:
Have students open their books to page 124. Review the vocabulary words. Have students make sentences using vocabulary words. Students partner read the selection. Model thinking and reading with questions in the text. Stop reading on page 131. Have students partner read on their own.

On-Level:
Have students open their books to page 124. Review the vocabulary words. Have students make sentences using vocabulary words. Students partner read the selection. Model thinking and reading with questions in the text. Stop reading on page 131.

Strategic:
Have students open their books to page 124. Review the vocabulary words. Have students make sentences using vocabulary words.

Students partner read the selection. Model thinking and reading with questions in the text. Stop reading on page 131.

Closure: Fact and opinion are going to be in probably every biography or autobiography. Its important for us to be able to decide which is which. Tomorrow, well finish reading about her. Assessment: Student participation, observation, equity sticks Adaptations/Accommodations: Students on a behavior contract will answer at least one question.

Week 4, Day 3
Date: Wednesday, February 13, 2013 Standards:
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.3.5: Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. CCSS.ELA-Literacy.RI.3.10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 23 text complexity band independently and proficiently. CCSS.ELA-Literacy.RF.3.3: Know and apply grade-level phonics and word analysis skills in decoding words. CCSS.ELA-Literacy.L.3.1b: Form and use regular and irregular plural nouns.

Objectives:
Students will be able to identify cause and effect within the story. Students will use the text to define a word. Students will make inferences about the characters in the text.

Materials: Reading book, white board, marker Engagement: Since we left off in the middle of a story, today well finish our story on Gertrude Ederle. Procedures: Advanced:
Have students open their books to page 131. Review the vocabulary words. Have students make sentences using vocabulary words. Have students remind what has happened so far in the story. Students partner read the selection. Model thinking and reading with questions in the text. Stop reading on page 139.

On-Level:
Have students open their books to page 131. Review the vocabulary words. Have students make sentences using vocabulary words. Have students remind what has happened so far in the story. Students partner read the selection. Model thinking and reading with questions in the text. Stop reading on page 139.

Strategic:

Have students open their books to page 131. Review the vocabulary words. Have students make sentences using vocabulary words. Have students remind what has happened so far in the story. Students partner read the selection. Model thinking and reading with questions in the text. Stop reading on page 139.

Closure: Gertrude Ederle was amazing and it was fun reading about her. Hopefully, youre reading about her at home and getting more familiar with the story. Assessment: Student participation, observation, equity sticks Adaptations/Accommodations: Students on a behavior contract will answer at least one question.

Week 4, Day 4
Date: Thursday, February 14, 2013 Standards:
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.3.5: Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. CCSS.ELA-Literacy.RI.3.10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 23 text complexity band independently and proficiently. CCSS.ELA-Literacy.RF.3.3: Know and apply grade-level phonics and word analysis skills in decoding words. CCSS.ELA-Literacy.L.3.1b: Form and use regular and irregular plural nouns.

Objectives:
Students will be able to understand and explain the process of using an online directory. Students will be able to determine fact from opinion.

Materials: Reading book Engagement: Today, were going to build a little bit more on our vocabulary and amazing words. Then, were going to look at the use of online directories to find information about a topic or person. Procedures: Advanced:
Have students build sentences using their vocabulary words and amazing words. Have students turn to page 144. Students take turns reading the side panel for information. Look at the picture for ideas on what we might be reading. Students read the selection. Ask questions about why the user may be doing certain things. Ask if the website contains facts or opinions. Ask if it uses formal or informal language. Ask students to make a generalization about the information.

On-Level:
Have students build sentences using their vocabulary words and amazing words. Have students turn to page 144. Students take turns reading the side panel for information. Look at the picture for ideas on what we might be reading. Students read the selection. Ask questions about why the user may be doing certain things. Model thinking as students read.

Ask if the website contains facts or opinions. Ask if it uses formal or informal language. Ask students to make a generalization about the information.

Strategic:
Have students build sentences using their vocabulary words and amazing words. Have students turn to page 144. Students take turns reading the side panel for information. Look at the picture for ideas on what we might be reading. Students read the selection. Ask questions about why the user may be doing certain things. Model thinking as students read. Ask if the website contains facts or opinions. Ask if it uses formal or informal language. Ask students to make a generalization about the information.

Closure: We read a persuasive text today, but remember that our story is a biography. Our story tells about someones life and isnt trying to persuade you to think or feel one way or another. Assessment: Student participation, observation, equity sticks Adaptations/Accommodations: Students on a behavior contract will answer at least one question.

Week 4, Day 5
Date: Friday, February 15, 2013 Standards:
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.3.5: Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. CCSS.ELA-Literacy.RI.3.10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 23 text complexity band independently and proficiently. CCSS.ELA-Literacy.RF.3.3: Know and apply grade-level phonics and word analysis skills in decoding words. CCSS.ELA-Literacy.L.3.1b: Form and use regular and irregular plural nouns.

Objectives: Students will be able to understand the text through questioning during reading. Students will draw information from the text and record their findings.

Materials: Reading book, netbook, pencil, response log Engagement: Since we finished our story, lets move on and look at the Reading Sleuth story that goes with this weeks story. Procedures: Advanced:
Have students bring their netbooks and open Reading Sleuth to Women in the Olympics on page 50-51. Students pull up the story, distribute response logs. Have students read and talk the story over with their partners as they answer questions. Debrief with students once the questions are answered.

On-Level:
Have students bring their netbooks and open Reading Sleuth to Women in the Olympics on page 50-51. Students pull up the story, distribute response logs. Have students read and talk the story over with their partners as they answer questions. Debrief with students once the questions are answered.

Strategic:
Have students bring their netbooks and open Reading Sleuth to Women in the Olympics on page 50-51. Students pull up the story, distribute response logs. Have students read and talk the story over with their partners as they answer questions.

Debrief with students once the questions are answered.

Closure: You all had great input with our Reading Sleuth story. Who knows, maybe someday, well see you in the Olympics. Assessment: Student participation, observation, equity sticks, response log Adaptations/Accommodations: Students on a behavior contract will answer at least one question.

Week 5, Day 1
Date: Monday, February 18, 2013 Standards:
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.3.5: Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. CCSS.ELA-Literacy.RI.3.10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 23 text complexity band independently and proficiently. CCSS.ELA-Literacy.RF.3.3: Know and apply grade-level phonics and word analysis skills in decoding words. CCSS.ELA-Literacy.L.3.1b: Form and use regular and irregular plural nouns.

Objectives: Students will be able to understand the text through questioning during reading. Students will draw information from the text and record their findings.

Materials: Reading book, netbook, pencil, response log Engagement: Before we get started looking at Fly, Eagle! Fly!, lets take a look at Reading Sleuth and review important reading skills. Procedures: Advanced:
Have students bring their netbooks and open Reading Sleuth to Communicating Without Words on page 52-53. Students pull up the story, distribute response logs. Have students read and talk the story over with their partners as they answer questions. Debrief with students once the questions are answered.

On-Level:
Have students bring their netbooks and open Reading Sleuth to Communicating Without Words on page 52-53. Students pull up the story, distribute response logs. Have students read and talk the story over with their partners as they answer questions. Debrief with students once the questions are answered.

Strategic:
Have students bring their netbooks and open Reading Sleuth to Communicating Without Words on page 52-53. Students pull up the story, distribute response logs. Have students read and talk the story over with their partners as they answer questions. Debrief with students once the questions are answered.

Closure: Remember, were still looking at things that make people unique. I cant wait for us to start reading our story for the week so we can figure out how this story ties in! Assessment: Student participation, observation, equity sticks Adaptations/Accommodations: Students on a behavior contract will answer at least one question.

Week 5, Day 2
Date: Tuesday, February 19, 2013 Standards:
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.3.5: Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. CCSS.ELA-Literacy.RI.3.10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 23 text complexity band independently and proficiently. CCSS.ELA-Literacy.RF.3.3: Know and apply grade-level phonics and word analysis skills in decoding words. CCSS.ELA-Literacy.L.3.1b: Form and use regular and irregular plural nouns.

Objectives:
Students will be able to identify facts and opinions within the text. Students will make inferences about characters in the text.

Materials: Reading book Engagement: Today, were going to start reading an African Folktale called Fly, Eagle! Fly!. Procedures: Advanced:
Have students open their books to page 158. Review the vocabulary words. Have students make sentences using vocabulary words. Students partner read the selection. Model thinking and reading with questions in the text. Stop reading on page 167. Have students partner read on their own.

On-Level:
Have students open their books to page 158. Review the vocabulary words. Have students make sentences using vocabulary words. Students partner read the selection. Model thinking and reading with questions in the text. Stop reading on page 167.

Strategic:
Have students open their books to page 158. Review the vocabulary words. Have students make sentences using vocabulary words.

Students partner read the selection. Model thinking and reading with questions in the text. Stop reading on page 167.

Closure: Cause and effect can be found in any writing. Its important for us to be able to decide which is which. Tomorrow, well finish reading about this folktale. Assessment: Student participation, observation, equity sticks Adaptations/Accommodations: Students on a behavior contract will answer at least one question.

Week 5, Day 3
Date: Wednesday, February 20, 2013 Standards:
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.3.5: Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. CCSS.ELA-Literacy.RI.3.10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 23 text complexity band independently and proficiently. CCSS.ELA-Literacy.RF.3.3: Know and apply grade-level phonics and word analysis skills in decoding words. CCSS.ELA-Literacy.L.3.1b: Form and use regular and irregular plural nouns.

Objectives:
Students will be able to identify cause and effect within the story. Students will use the text to define a word. Students will make inferences about the characters in the text.

Materials: Reading book, white board, marker Engagement: Since we left off in the middle of a story, today well finish our folktale. Procedures: Advanced:
Have students open their books to page 168. Review the vocabulary words. Have students make sentences using vocabulary words. Have students remind what has happened so far in the story. Students partner read the selection. Model thinking and reading with questions in the text. Stop reading on page 171.

On-Level:
Have students open their books to page 168. Review the vocabulary words. Have students make sentences using vocabulary words. Have students remind what has happened so far in the story. Students partner read the selection. Model thinking and reading with questions in the text. Stop reading on page 171.

Strategic:

Have students open their books to page 168. Review the vocabulary words. Have students make sentences using vocabulary words. Have students remind what has happened so far in the story. Students partner read the selection. Model thinking and reading with questions in the text. Stop reading on page 171.

Closure: We got a chance to finish reading our folktale. Hopefully, youre reading at home, also, and getting more familiar with the story. Assessment: Student participation, observation, equity sticks Adaptations/Accommodations: Students on a behavior contract will answer at least one question.

Week 5, Day 4
Name of the Student Teacher: Jessica Crownover Subject: Reading Small Group Date: Thursday, February 21, 2013 Lesson Plan Title: Fly, Eagle! Fly!, Day Four Standards:
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.3.5: Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. CCSS.ELA-Literacy.RI.3.10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 23 text complexity band independently and proficiently. CCSS.ELA-Literacy.RF.3.3: Know and apply grade-level phonics and word analysis skills in decoding words. CCSS.ELA-Literacy.L.3.1b: Form and use regular and irregular plural nouns.

Objectives:
Students will be able to understand and explain the process of using an online directory. Students will be able to determine fact from opinion.

Materials: Reading book Engagement: Today, were going to build a little bit more on our vocabulary and amazing words. Then, were going to look at our paired reading. Procedures: Advanced:
Have students build sentences using their vocabulary words and amazing words. Have students turn to page 176. Students take turns reading the side panel for information. Look at the picture for ideas on what we might be reading. Students read the selection. Ask questions about setting and genre. Ask students if this reminds them of another myth or legend.

On-Level:
Have students build sentences using their vocabulary words and amazing words. Have students turn to page 176. Students take turns reading the side panel for information. Look at the picture for ideas on what we might be reading. Students read the selection. Ask questions about setting and genre.

Ask students if this reminds them of another myth or legend.

Strategic:
Have students build sentences using their vocabulary words and amazing words. Have students turn to page 176. Students take turns reading the side panel for information. Look at the picture for ideas on what we might be reading. Students read the selection. Ask questions about setting and genre. Ask students if this reminds them of another myth or legend.

Closure: Today we got to look at a trickster tale about a purple coyote. We looked at cause and effect and our vocabulary. Assessment: Student participation, observation, equity sticks Adaptations/Accommodations: Students on a behavior contract will answer at least one question.

Week 5, Day 5
Date: Friday, February 22, 2013 Standards:
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.3.5: Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. CCSS.ELA-Literacy.RI.3.10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 23 text complexity band independently and proficiently. CCSS.ELA-Literacy.RF.3.3: Know and apply grade-level phonics and word analysis skills in decoding words. CCSS.ELA-Literacy.L.3.1b: Form and use regular and irregular plural nouns.

Objectives:
Students will build fluency by reading a cross-curricular leveled reader.

Materials: Leveled readers Engagement: Since we finished our story, lets take a look at the leveled readers that go with Fly, Eagle! Fly!. Procedures: Advanced:
Review the vocabulary and have students use the words in a sentence. Distribute the leveled readers; pair students if needed. Have students partner read, pausing to ask questions about what they read. Ask students if what they read was fact or opinion; how do they know? Review what was read.

On-Level:
Review the vocabulary and have students use the words in a sentence. Distribute the leveled readers; pair students if needed. Have students partner read, pausing to ask questions about what they read. Ask students if what they read was fact or opinion; how do they know? Review what was read.

Strategic:
Review the vocabulary and have students use the words in a sentence. Distribute the leveled readers; pair students if needed.

Have students partner read, pausing to ask questions about what they read. Ask students if what they read was fact or opinion; how do they know? Review what was read.

Closure: These were interesting pairs for our story. Remember that all these leveled readers are also AR books, so if you need points, this is a good opportunity for you to get some. Assessment: Student participation, observation, equity sticks, response log Adaptations/Accommodations: Students on a behavior contract will answer at least one question.