Small Group Lesson Plan

Small Group Lesson Plan 1
Grade Level: 3
rd
Grade (Lower Level Reading Group) Number of Students: 10 Instructional Location: Classroom
Days: 3 times a week

Materials: Bees Time Packet, folder, pencil, Smartboard

Standard(s) Addressed:

What Common Core Standards will be addressed during the lesson?
CCSS.ELA-LITERACY.RF.3.4: Read with sufficient accuracy and fluency to support comprehension.
CCSS.ELA-LITERACY.SL.3.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3
topics and texts, building on others' ideas and expressing their own clearly.
Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including
visually, quantitatively, and orally.
Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

Content Objectives Language Objectives
What will the students know and be able to do by the end of
the lesson (use observable language)?

- Read faster
- Read more fluidly
- Read more confidently
- Make predictions about readings
- Use context clues and readings to answer questions about
context
- Write using information from the text
What language will students be expected to utilize when illustrating
their understanding?

- I predict that
- I understand that

Prerequisite Skills:
The students have had Bees Time three times a week all year.

Enduring Understandings (Big Idea):
The students are improving their reading skills and comprehension.

Essential Questions:
Do you understand what youre reading?

Title: Poison Dart
Frogs

Author: (Unknown,
The readings are in a
packet which is used
for this specific
reading level group)

Genre: Non Fiction

Theme(s):
What themes will be
explored during the
lesson?

Poisonous frogs
Focus:
What strategies and skills
will be the focus of the
lesson(s)?

Predictions
Using past
knowledge/skills
Timed- reading
Partner read
Vocabulary:
What vocabulary words will the students need to know?

- Poison
- Parents
- Tadpoles
- Colored

Before: Setting the stage, activate and build background knowledge, introduce and explain

How will you set a purpose and help students learn why todays lesson is important to them as readers/writers?

How will you activate and build on prior knowledge about the topic?

How will you introduce and explain this strategy/skill so that students will understand the how and why?

(With picture of poison dart frog on smart board) Has anyone ever been the zoo or the aquarium? How about even to a pet store? Have
you seen a frog? Well I bet you havent seen a frog like this before! If you have I hope you were careful! We are going to read all about
this type of frog today but first we are going to start with our key words to help us with our story. (Read the vocabulary words)
Lets make predictions! What do you think this story will be about?
(Discuss then have them write about it)
I predict that

During: Explicit instruction, active engagement in meaning making, and practice (you should be checking for understanding throughout)

How will you model this strategy/skill for your students (exemplars and/or demonstrations)?

How will you provide opportunities for guided practice?

How will students independently practice using the strategy and the skill it targets?

Everyone turn to your reading and put your finger on the first word in the story. Someone tell me how I should start. I will begin by
reading the story to you. I want you all to follow along with me word by word. (Read the story) What did you think? Did your predictions
come true?
Now we are going to partner read with the person sitting next to you. Decide now who is person a and who is person b. Person b will be
reading first and person a is following along and circling any words their partner missed. Then we will switch and partner a will read and
partner b will circle any missed words.

After: Restate teaching point, clarify key points, extend ideas, check for understanding

How will you restate the teaching point and clarify key concepts?

How will you engage students in reflection of how this strategy has developed this particular skill and how it has helped each of them
become a more effective reader/writer?

How will you encourage students to add todays teaching point to their repertoire of strategies as readers/writers?
How will you provide opportunities to extend ideas and check for understanding?

Who can tell me what they learned about these frogs today? What was their favorite part?

Assessment:

How will you assess and determine that students are meeting the content and language objectives? Be specific and make sure your
assessment measures are directly tied to your objectives.

I will assess based on how many circles (missed words) the students are getting and based on their comprehension.

Extension:

How could you extend this lesson? What specific extension activity might the students do to continue practicing and building meaning?

I could extend the lesson by having them research frogs or write about what they learned and enjoyed.

Differentiated Instruction:

How will you adapt and differentiate instruction for your learners?

I have been sitting and working set by step with the children who need extra support. Pointing to the pictures and writing phrases on the
smartboard. I have also allowed for certain students to draw what they wish to write.

Modify and Changes to Plan:

Based on todays lesson, what changes will you make for tomorrows lesson?

I think todays lesson went well. I would change the amount of time I had, or even extend the lesson if possible.


Grade Level: 3
rd



CCSS.ELA-LITERACY.RF.3.4:Read with sufficient accuracy and fluency to support comprehension.
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3
topics and texts, building on others' ideas and expressing their own clearly.
Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including
visually, quantitatively, and orally.
Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.


- Read faster
- Read more fluidly
context


- I predict that
- I understand that



Title: Puffer Fish

Author: (Unknown,
for this specific

Genre: Non Fiction

Theme(s):
What themes will be
explored during the
lesson?

Puffer Fish
Focus:
lesson(s)?

Predictions
Using past
knowledge/skills
Timed- reading
Partner read
Vocabulary:

- Blow
- Expand
- Defend





Everyone look at the reading in front of you. What do you see? What do we already know about puffer fish? What do we want to learn
about them? We are going to read all about this type of fish today but first we are going to start with our key words to help us with our
story. (Read the vocabulary words)
Lets make predictions! What do you think this story will be about?




reading the story to you. I want you all to follow along with me word by word. (Read the story) As I read I want to you to underline facts
in the story that are the most interesting to you. Now share with me some of your favorite facts
Go back to the reading and find your favorite fact from the beginning of the reading, middle and end of the reading, and write them on the
postits Im giving you. Write a b for begginging, a M for middle and and e for end.





Have students put their postits on the board and go over the most important and interesting facts from each section of the story. Have
students discuss what they learned and enjoyed from the reading.

Assessment:

I will assess the students through observing what they write on their postits, and what they underline. I will observe their comprehension
of the story.

Extension:


I can continue building meaning through an extension of the lesson where we would write about what we learned using the information
and facts we gathered.






I think that I needed to go a little bit slower with my directions so that the students would be able to understand their expectations.


Grade Level: 3
rd



CCSS.ELA-LITERACY.RF.3.4
Read with sufficient accuracy and fluency to support comprehension.
Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly
at an understandable pace.
Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays
when appropriate to emphasize or enhance certain facts or details.


- Read faster
- Read more fluidly
context


- I predict that
- I understand that



Title: Electric Eel

Author: (Unknown,
for this specific

Genre: Non Fiction

Theme(s):
What themes will be
explored during the
lesson?

Electric Eel
Focus:
lesson(s)?

Predictions
Using past
knowledge/skills
Timed- reading
Partner read
Vocabulary:

-- Charge
- Bolt
- Shock





Everyone look at the reading in front of you. What do you see? What do we already know about an electric eel? What do we want to learn
about them? We are going to read all about this type of fish today by reading it and watching a movie about it. But first we are going to
start with our key words to help us with our story. (Read the vocabulary words) Now lets make predictions! What do you think this
story will be about? After reading these words.




reading the story to you. I want you all to follow along with me word by word. (Read the story) As I read think about the information that
you already knew and what else you would like to know about electric eels. Now we are going to watch a small clip about electric eels.
While you are watching write some new stuff that you learned, already new or enjoyed.
What is the authors purpose in writing this story? What was the movie creators purpose?
Go back to the reading. Read it over again, and answer a few questions about electric eels on the back of the paper.





Have students restate the purpose behind the creations of these works. Have students think about what they learned and what they knew.
Think about what they liked and what was their favorite part.

Assessment:


The answers to their questions are a way to assess their reading and listening comprehension.

Extension:


I will be doing an extension of this lesson where we will be writing about the electric eels and what we liked learned and what the
authors purpose was. We will also be making connections to the reading.



smartboard. I have also allowed for certain students to draw what they wish to write. We will also being watching a movie which provides
a visual aid.



The students seemed engaged in the lesson; my only concern is that they were more focused on the video than on the reading.


Grade Level: 3
rd



CCSS.ELA-LITERACY.RF.3.4
Read with sufficient accuracy and fluency to support comprehension.
CCSS.ELA-LITERACY.RL.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.3.2
Determine the main idea of a text; recount the key details and explain how they support the main idea.
Distinguish their own point of view from that of the author of a text.
Compare and contrast the most important points and key details presented in two texts on the same topic.


- Read faster
- Read more fluidly

- I understand that
- The authors purpose is
- I can relate because I connect with
- I found this interesting



This is an extension lesson where we will be writing about the electric eels and what we liked learned and what the authors purpose
was. We will also be making connections to the reading.

Title: Electric Eel
Extension Lesson

Author: (Unknown,
for this specific

Genre: Non Fiction

Theme(s):
What themes will be
explored during the
lesson?

Electric eels
Focus:
lesson(s)?

Predictions
Using past
knowledge/skills
Timed- reading
Partner read
Vocabulary:

-- Charge
- Bolt
- Shock





Were going to go back to our Electric Eel reading. We will time read for a minute and refresh our memories about the eels. While your
partner is reading the story, think about what we liked, learned, and what the authors purpose was for writing this. We will also be
making connections to the reading.





After both people have read, we are now going to write our three paragraph writing papers about electric eels. Lets discuss what should be
included:
Authors purpose
Connection to the reading
What we found interesting

I will write in example introductory sentence and topic sentences on the board with the guidance of the class participation. This will be for
extra assistance.





We will read and discuss other stories and what they though about the reading. We will encourage students to connect with the video clip
from last week as well. Participation and discussion is strongly encouraged.

Assessment:


The students timed reading as well as their ability to write will be proper methods of assessment.

Extension:


We are about to start an animal research project.






I would modify this lesson by giving the children more explicit directions with expectations (especially in regards to the quality I expect
their writing to be.)

Jorie Pinsof CI 466
Lesson Reflection

For my small group lesson project, I have been taking over Bees Time. At Bottenfield we value the time needed for
childrens language development, and three times a week there is a program where the children are separated by ability in order to
specifically cater to the childrens abilities and needs. I am in charge of the lowest ability, so my goal is to find things that remain part
of their routine, while also exciting the students and sparking their interests. I have been taking over other aspects of Bees Time
before my full takeover, which has helped my lessons be successful overall. The students are familiar with me and I am aware
of the routine.
The first lesson that I ran went smoothly. The students didnt struggle with having me in charge because they have
already become familiar with my instruction. The students met the objectives of the day because they had multiple
opportunities to truly take in the material and content that they were reading about to work on comprehension and timed
reading skills. They practiced their listening through my dictation of the reading, and had to follow along through the passage.
Referring to Image 1 in the appendix, it demonstrates what the childrens reading packet looks like. They have the vocabulary
words in front of them, and once we go over the words, they are to use this information to imagine what the reading will be
about. For example, in the first reading, a vocabulary word was poison. The students then know knowing that this was one of
the words in the story had to make predictions based on what the story was about (appendix 1.) They thrived during this part
of the lesson because they were so interested in the new vocabulary that they were learning and they were eager to find out if
their predictions were right, while also get to read about this new cool animal. Their work revealed to me that they were able
to use the information from the vocabulary words and apply them into coherent predictions. Many of the students predictions
were accurate. I believe how ever that many of these students still need extra support with their writing. I had to write I
predict that.. on the smart board so that the children had the spelling correctly to beginning with, however many of the
writing samples unfortunately were not at the third grade level. The nonverbal cues that were presented through this lesson
were the bright eyes, smiles, and enthusiastic hand raises from the second the children stepped in and saw the giant brightly
colored frog on the screen. One student even shared a story about a poisonous frog he saw while on vacation. Another said
that she had a pet frog, but that it was just boring green. As a teacher I noticed that I allow the class, myself included, to go on
tangents and share their exciting stories, and I honestly havent figured out if that is a bad thing yet. We didnt get as much of
the planned lesson in because the students were so enthusiastic about the frogs but I think that that can be a benefit for their
learning. If children enjoy the material they are working with then they wont see it as much of a chore. I just need to work on
more management. I said that for my modifications I would have provided more time for the students because I think that
would have allowed them to have a lot more success in the activity and I would have instructed better without feeling so
constricted.
In the second lesson what went well was that all of the children had heard of a puffer fish before but they werent aware of
the information from the reading. This helped draw them in to the activity. They re read the story and searched for the
interesting fact that they heard me read that was their favorite. Their objective was to become more fluid readers and
comprehend the materials, which was accomplished through them having to go back and find the most interesting facts on
their own. They successfully wrote them out on their post its and then labeled them which demonstrated their understanding
of the story. I had to work with a few students who just wrote random sentences from the passage. I had to explain to one of
my students that. It will be his last dinner. is not a fact. As a teacher I believe that what I did well was actively engage the
students. I read out all of the students favorite facts so that they not only would remember these facts and comprehend their
reading but also see who else thought similarly to them. I noted that I needed to work on my pacing and giving more explicit
directions. I think that had I been more clear initially with what a fact was that more students would have dont that right the
first time and I wouldnt have had to explain it again.
The third and fourth lessons went together to prepare the students for the animal research that the entire third grade is
starting. What went well is that they have had a lot of experience from the past few lessons doing work similar to this. In the
first of the first two lessons, the students were actively engaged through the use of multimedia. I presented a small clip on
electric eels that drew them in. In their past experience paragraph writing they need to end with a connection to the topic. My
purpose in providing this video was so that is some of my students havent gone to a zoo or aquarium or had any experience
where they could connect to the passage; this video would be something they could write about. The students met the
objectives in the third lesson and I could tell that their comprehension has improved through the way that they answered the
questions provided. I have provided a sample from a student you usually struggles with comprehension while reading
(appendix 2.) What was interesting is that the students were able to distinguish what they learned from the passage versus
what they learned from the video clip. When we continued to discuss the authors purpose in writing the passage, this was
again, a strategy to help them in the writing for the following day. The students have a very formatted method of writing at this
level. I hope to work with the students on being able to form their own thoughts while they are writing and not have to follow
such a scripted model. As a teacher I was more relaxed because I knew that I would be extending the lesson in to two days,
however I needed make the lesson just as exciting as the video to some of the students.
The continuation of the lesson went better than I had expected because I had talked to my cooperating teacher
previously and she explained to me that with this specific group I needed to go slowly and step by step with the directions.
Since I had prepared them the day before with all the information they would need to write their paragraphs they just needed
to fill in the blanks essentially. They were partner reading which helps the students practice investigative reading skill to focus
on the words and hold each other accountable. The students do this well, because at this age I have learned that they arent
trying to make their partner feel bad, they truly want to see them get the word right. By catching a partners errors, it helps
both students improve their reading skills as well. I can confidently say that the children understood the meaning of the
passage. When I asked what they thought the authors purpose behind writing it was one student said, to inform us not to eat
puffer fish!, Another said, To educate us about the dangers of puffer fish. These both demonstrate to me that they were
paying attention to the reading. I saw one of my students who just moved into the classroom struggling a lot. I offered that he
initially draw what he is thinking. This was a strategy that I used for him specifically because he only just recently moved into
our classroom, and while we are still learning about his needs and abilities, I am certain of his frustration levels and he needs
to ease into an assignment like this. I noted that if I were to do this again I would be clearer with my expectations. Many of the
students didnt take their time and didnt write at the capabilities that I know they could. I have now started to say things like,
I expect to see third, or even fourth grade work, and then give an example of what I am expecting of them.

Appendix

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2.

3.

Small Group Lesson Plan

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