Reading Comprehension Strategy Literature Circles

Name: Aubrey Richey

Grade Level: 3

Date and Time of Lesson: March 2. 2016

Number of Students: 22

Standards1
Grade 3 RL.MC.5.1 -Ask and answer literal and inferential questions to determine meaning; refer
explicitly to the text to support inferences and conclusions.
Grade 3 RL.MC.7.1 - Explain how illustrations contribute to create mood or emphasize aspects of
character or setting.
Grade 3 RL.LCS.9.2 - Explain how the authors choice of words, illustrations, and conventions combine
to create mood, contribute to meaning, and emphasize aspects of a character or setting.
Grade 3 RL.LCS.10.5 - Consult print and multimedia resources to find the pronunciation and determine
or clarify the precise meaning of key words or phrases.
Grade 3 RL.RC.13.1 - Engage in whole and small group reading with purpose and understanding.

Objectives2
1. The student will be able to create and answer questions for discussion to aid in comprehension of
text.
2. The student will be able to determine and clarify the meaning of words used in the text.
3. The student will be able to interpret the purpose for language use.
4. The student will be able to make connections to the text.
5. The student will be able to explain the contributions of illustrations.
Assessment (summative and formative)
Objectives 1-5 will be assessed through teacher monitoring and through the writing in the literature circle
booklet. (formative)
Accommodations/Strategies for any identified or non-identified student including ELLs who require such
strategies for success
Students will be grouped heterogeneously in order to assist struggling readers and writers.
Materials and Resources
Text, Literature Circles booklet, pencil

Instructional Sequence (instructional strategies and learning tasks)

Introduction and explanation for students of the purpose of the lesson (___ minutes)

Today we will work together in groups and hold a literature circle. Each person in your group will have a
special job to do to help the group members better understand the text.

Accessing prior knowledge (___ minutes)

The book we will be reading today is Elizabeths Jamestown Colony Diary. (Teacher will briefly describe the
book as a preview)

Teacher modeling (___ minutes)

The teacher will discuss and model each job for the students.

Guided Practice (____ minutes)

The teacher will assign groups.

The teacher and students will do two activities together. The teacher will determine which student performs
which role.

Practice (independent, partner, group) (____ minutes)

The teacher will determine which student performs which role. Students will work in their groups to fulfill their
designated role. They will discuss their report and the questions with the group.
Students will rotate between roles to have multiple responsibilities in the literature circle.

Closure3 (___ minutes)

Students will be able to share some of their information from the booklet with the class.
Monitoring for student learning/understanding4
The teacher will monitor students as they work to check for understanding and to provide extra
assistance to those who need it.

Reflection after the lesson5

1Include

both the number and wording of the standard.

2 Identify

what students will know (Informational Knowledge-important nouns and noun phrases in the standards) and be able to do
(Procedural Knowledge-important verbs and verb phrases in the standards) as a result of this lesson.
3 Identify how you will conclude this segment of the lesson.
4 At one or more points during the lesson, how will you monitor students to find out what they know and understand? How will you
assist students who are having difficulties with the lesson?
5 Consider teaching and student learning with respect to both content and academic language development. What is working? What is
not? For whom? Why? How does this reflection inform what you plan to do in the next lesson?