Instructional Design Plan

Reading for significance

Marla Mckissack
CUR/516
November 7, 2016
Gary Weiss, Instructor

Grade Level: 3rd

Number of Students: 75
Date: November 7, 2016

Instructional Location: Powder Springs Elementary

Lesson Goals
Description of Course:
This lesson will teach students how to learn from the information that they are reading. Students will be able to discuss what
they have learned about responding to what they have read and how to draw a conclusion using clues. For this lesson we will
use nonfiction books and have the students tell the difference between boring information and things that are fascinating. By
the end of this lesson, students will learn to read for significance.
Standard(s) Addressed:
ELAGSE3RI1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the
answers.
ELAGSE3RI2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
ELAGSE3RI3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical
procedures in a text, using language that pertains to time, sequence, and cause/effect.
ELAGSE3RI4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3
topic or subject area.
ELAGSE3RI6 Distinguish their own point of view from that of the author of a text.
ELAGSE3RI8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison,
cause/effect, first/second/third in a sequence).
ELAGSE3RI10 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 2-3 text complexity band independently and proficiently.

Lesson Objectives and Demands

Content Objectives:
Teaching students to work with a partner and to take great notes, will help students become more attentive when reading by the end
of the school year.
When given the right strategies, students will be able to read with significance by the end of the school year.
Target Audience: Target audience will be three third grade classrooms located at a Title 1 school. Each class holds 25

students. These students include: general ed. students, students who have IEP (Individual Educational Plan). One student
is autistic and requires aids to keep him focused. 80% of the students are ESOL (English as a second language), they are
learning English for the first time.
Length of course:
This unit will be taught over 5 days, for one 45 minute class period.
Goals of course:

One course goal is to get students to be attentive when working together as partners.
Another goal is to teach students to read with significance. Students will learn to read to learn.
Key Vocabulary in Lesson:

Nonfiction text, transform, learner, monitor, signature, self-correct

Lesson Considerations
Materials:

Nonfiction books, reading journals, pencils, reading logs, Pre-test, post-test, exit tickets, rubric
Prior Academic Learning and Prerequisite Skills:
This lesson requires that students take a pretest to determine how much of this information they already know.

Lesson Plan Details: Students will be placed in partnerships with other students, by the teacher. Each set of partners will choose a

nonfiction book to read. The students will be allowed to read the books silently, for 10 minutes. While reading the book silently,
students will jot down important information about the book. Once time is up, each partnership will turn and talk about the important
information that they found in the book.
Lesson Introduction: The teacher begins the lesson by connecting the work that students did from the prior week, to the

lesson today. The teacher will generate student voice by asking students to recall what they did on last week with fiction
books.
Explain the reason to read nonfiction texts is to learn - and in the end, learning is a choice. Learning requires that you turn
on your brain and think. Let students know that their decision to learn will transform them as a reader. Ask one group of
reading partners to join another group of reading partners. Give an object to each small group. Ask them to observe it like
it is boring and they don't care about it. Ask them to tell their group (turn and talk) about the boring things they notice.
After this, ask them to change - now looking at it as a learner. Ask them to observe the same object but approach it in a
curious, thoughtful way. Remind them to sit up tall, look alert, and tell each other what interesting things they see. Tell
students that you've been thinking about how to get them to read as supreme learners. Remind them that you asked them
to sit up tall and look alert, but is this secret to minds-on reading? What is?? Let them know you think that they have
already learned to read, monitoring for sense. When the text doesn't make sense, they stop and reread. Suggest that you
want students to monitor for significance, not just for sense. Explain that this means that when they are reading along,
working to find something of interest in what they are reading, they should stop if the text seems boring and say, "Hold on!
What's wrong?" Then they should go back and reread, self-correct, this time trying to see the text as a learner.
Link: Remind students to read like learners - always keeping their brains turned on as high as they are right now, so that
when they read today and any day, they read like learners. Review skills taught during previous mini-lessons and remind
students to be jotting down notes while reading to show what they've learned.
Learning Activities Students will be given a pretest to assess how much they already know about reading and collecting
important information. Teacher will analyze the pretest and divide students into reading partners based on the information
collected from the pretest. Once students are placed in partnerships, they will be tasked with several reading
assignments. Students practice identifying sources of learning in the books that they have been assigned to read.
Students will log important information in their reading journals. Teacher will conference with each set of partners and give
them feedback on how to improve their reading. Students will set reading goals based on feedback that the teacher is
giving them. Students will be given exit tickets at the end of each assignment to assess what they have learned. Students
will take a posttest at the end of the week that is the exact same as the pretest, to see if their information has changed
and what they have learned.
Closure Students will complete an exit ticket response. Students will provide their best post-it annotation from their
reading, will rate their level of confidence on the learning target, and will explain the reading strategy that they used that

helped them think more deeply about the text.

Extension: Praise students for the work they did as reading like learners. Ask students to choose 1-2 fascinating things they
learned today and give them a few minutes to share what they learned with their reading partner. Add bullet point to anchor
chart...Let the text spark conversations.
After discussions, convey this thought...Conversations help readers grow ideas and they help you think so much more. Through
conversations we should be asking questions and digging deep.

Instructional Design Plan assessments

Evidence and Formative Assessment of Student Learning: How will you know whether students are making progress toward
your learning goal(s) and/or how will you assess the extent to which they have met your goal(s)? Use the chart below to describe
and justify at least 2 formal or informal assessment strategies that occur in your detailed plan above.
Assessment Strategy #1:
Alignment with Objectives:
These exit tickets ask students to show how what they read
helped them learn important information. This will help the
teacher understand what the student knows, what they need to
Formative Assessment will be an exit ticket.
know and what they want to know about reading nonfiction text
that provides important information.
Evidence of Student Understanding:
Exit tickets will be sorted into different piles. Each ticket will
show whether the student wrote down important information
from the readings that could help them learn to read for
significance.
Student Feedback:
Students will have the opportunity to rate themselves and show
whether they have a clear understanding of the objectives that
were taught.
Assessment Strategy #2:

Evidence of Students Understanding:

Observation and conferencing. The teacher will walk around

and listen to whether students are understanding the mini
lesson and if they are ready to do the work session by
themselves.

Students will show their understanding by discussing important

details of the story.

Assessment Strategy #3:

Summative Assessment will be: The students will take a pretest and a post-test to assess what they know and what they
need to know and how well they have grasp the information that
was taught.

Alignment with Objectives:

The students will be given a question and answer sheet at the
end of the unit that they have to answer using the strategies
that they have learned.
Evidence of Student Understanding:
Students will be allowed to use the notes that they have taken
in their reading logs to help them answer the questions.
Student Feedback:
Students will have a rubric that they are graded with and will
have the opportunity to review their grades and give feedback
on what they felt they learned.

Instructional Material

Name: _______________________________
Date: ________________________________
Power Day Exit Ticket

1. Include your best power post-it from your reading today. Be sure to note the page number on your post-it. Place your post-it
on the back of this half sheet.
2. Today our learning target stated, How can I read to learn? Rate your understanding of this target on a scale of 1-5.
1

3. What questions do you still have about the learning target?

__________________________________________________________________________________________________________
________________________________________________________________________________________________________
4. Name one strategy that you applied to your reading today that helped you think deeply about the text. How did this strategy
help you think about the text in a new or different way?
__________________________________________________________________________________________________________
________________________________________________________________________________________________________

Observance Rubric
Below

Focus

Students ideas are off

topic

Approaching

Meeting

Exceeding

Student shares on topic

thinking/ideas most of
the time

Student shares on topic

thinking/ideas all of the
time

Student shares on topic

thinking/ideas all of the
time. Student helps the
group stay focused.

Student sometimes
shares thinking/ideas,
using conversation
prompts if needed.

Student shares
thinking/ideas
throughout the
discussion, using
conversation prompts if
needed.

Student shares
thinking/ideas that build
on what has already
been said throughout
the discussion, using
conversation prompts if
needed.

Listening

Student is not listening.

Student is doing
something else.

Student sometimes
listens and may make a
comment that suggests
they were not listening.

Student nods and

actively listens to
partners. All of their
comments suggest that
they were listening

Student repeats or
paraphrases what
another student said
before adding their own
ideas. (I heard you
say)

Body Language

Body and eyes are not

faced toward partners.
Student is doing other
things (ie. Writing,
staring away, listening
to another group)

Body sometimes is
faced toward partners.
Eye contact is
sometimes made.

Body is faced toward

partners. Eye contact is
made.

Body is faced toward

partners. Eye contact is
made. Students are
engaged in
conversation.

Participation

Student does not share

thinking/ideas.