Title: Language EQAO Practice (Reading comprehension)

Grades: Grade 6
Subject/Course: Language Arts
Strand: Reading
Time: 60 minutes
Lesson Description

Students will be gathered on the carpet to review common errors found in previous language EQAO practice. Once
completed, students will be given a handout containing two new short stories from the Language EQAO practice (“The
Potter and the Washerman” and “What is a Sound Wave”). Each student will be given an opportunity to read aloud. After
each article is finished, students will be given a rubric (provided from the EQAO booklet) to review the criteria of how to
achieve a level 4 grade. They will then be given pre-typed answers to the questions pertaining to the stories, in which
they will need to mark what they believe is a level 1-4 answer. Students are allowed to work alone or in pairs at their
desks. After 5 minutes, students will be gathered back to the carpet and a class discussion will begin in order to discuss
what they did for their grading. They will then be sent back to their desks, and will complete the reading comprehension
questions associated with the short stories. Remind students that after marking previous answers, it is expected that all
answers should meet the level 4 criteria of the EQAO standards. Collect all answers at the end of the block.

Stage 1: Desired Results

Fundamental Concepts/Skills
• Understanding explicitly stated information and ideas;
• Understanding implicitly stated information and ideas (making inferences) and;
• Responding to reading by making connections between information and ideas in a reading selection and
personal knowledge and experience.
Taken from EQAO website.
Big Ideas/Essential Question
Big Ideas:
• Evaluate and discuss ideas, events, and information about the text;
• Learning how to effectively write a high-quality answer
Essential Question:
• How can careless spelling/grammar errors effect your mark for reading comprehension?
• How can students achieve a level 4 grade based off the criteria?
Ontario Curricular Overall Expectation(s)
Reading
• 1. Read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a
range of strategies to construct meaning
Ontario Curricular Specific Expectation(s)
Reading
• 1.4. Demonstrate understanding of increasingly complex texts by summarizing and explaining important ideas
and citing relevant supporting details (e.g., general idea and related facts in chapters, reports, tables and charts,
concept maps, online and print magazine articles, editorials, brochures or pamphlets, websites; main theme and
important details in short stories, poems, plays, legends);
• 1.5. Develop interpretations about texts using stated and implied ideas to support their interpretations;
• 1.6. Extend understanding of texts by connecting, comparing, and contrasting the ideas in them to their own
knowledge, experience, and insights, to other familiar texts, and to the world around them
Lesson Goals
• Students will demonstrate understanding of the given texts.
• Students will develop appropriate responses to the questions regarding the texts.
• Students will be able to see what Language EQAO test taking entails.
Key concepts and/or skills to be learned/applied Background Knowledge
• Using proper spelling/grammar rules as • Students should be familiar with basic language
discussed at the beginning of the lesson; writing rules.
• Express understanding of complex texts; • Students should know that EQAO is a government-
 • Make connections to the texts. based exam and should be taken seriously.

Stage 2: Planning learning experience and instruction

Student Groupings Instructional Strategies
• Pairs • Group discussion
• Individual • Reading and writing
Materials Considerations
Students: • Inform students that this is a practice test.
• Writing material
• Pre-typed answer sheet to the questions in the
given texts
• Handout of the texts
• EQAO grading rubric
Teacher:
• All of the above
• Chart paper
Accommodations
• In actual EQAO testing, no help is granted. In this case, if a student has a question when writing their answers,
the teacher will only be allowed to read the question aloud to them.
• Provide access to computers for writing.
• If students finish writing before allotted time, they will be allowed to move on in the handout and begin working
on the writing component.
• Adaptations for students should be on a case-by-case basis.
Stage 3: Learning experience and instruction
Motivational Hook (10 MINS)
• Begin lesson by mentioning past EQAO practice pamphlet and the common errors found.
• Quick lesson of when to use certain words and proper grammar etiquette.
• Emphasize time management.
Open (15 MINS)
• Provide students with pre-typed answers (as mentioned above) handout and give 5 minutes to work on their
grading of the answers.
• Gather students back to the carpet and go over their answers.
• Instruct students what the next task of the lesson is.
Body (30 MINS)
• Students will work on their own quietly to write their own answers to the questions regarding the given texts.
Close (5 MINS)
• Remind students that there is limited time left.
• Collect all pamphlets to be graded.
Link to Future Lessons
• Practicing more EQAO pamphlets
• Writing component of EQAO
Assessment
Rubric:
• Rubric provided with the EQAO booklet.

http://www.eqao.com/en/assessments/junior-division

http://www.eqao.com/en/assessments/assessment-docs-elementary/curriculum-connections-
language-elementary.pdf