Interns Name: Kristen Houlihan

Grade: 3rd

Content Area: Reading

Topic: Text Features

Standard(s): LAFS.3.RI.2.5: Use text features and search tools (e.g.,

key words, sidebars, hyperlinks) to locate information relevant to a
given topic efficiently.
Essential Question: What is a text feature and how do I use it?
Objective: Students will be able to: Locate and utilize text features by
looking through informational magazines and finding examples for a
graphic organizer.
Vocabulary: Text features: Text features help us identify and
remember the big ideas and topics in our reading. Text features
support the information the author presents in the text.
Materials:
Text Features Powerpoint:
Text Feature Scavenger Hunt:
Non Fiction Magazines Ex. Scholastic
Opening (Engage)
Time

Task

10 min

Introduce the idea of text features, and how

they appear in non-fiction text.
Go over the text features powerpoint to give
the students examples of the different kinds of
text features

Date: Day 1

Time: 45
Min

HOT Questions:
What kind of text feature is
this?
How does this feature help
you to know about this text?

Assessment:
I will be walking around while
they are working to see who
is understanding the
material, and asking
questions as I am walking
around. While I am walking
around I will be taking
anecdotal notes on who is
grasping the material and
who will be needing
additional support. I will also
collect their charts to see
who understood the task.

How will this assessment show

you that students have
mastered the objective?

Building Understanding (Whole Group Exploration / Core):

Time

Task
Pass out non-fiction magazines.

25 min

Have students work on cutting out examples of

text features and completing their text features
charts
Students will need to have one example for
each text feature
Pull small group of students who are struggling
and work with them. These students will be
provided with a printed-out version of the text
features powerpoint for them to reference
while they are working. They will also be able to
ask me questions if they get stuck.

Lesson Closure
Time

Task
Clean-up

10 min

Have a couple students show their examples

Ask exit question. How do you think these text
features would help you when you are
reading?

The completed charts will

show that they have
mastered how to locate a
text feature.

Exit Question:
What can we use text
features for?

Differentiation:
The teacher will differentiate support based on (content- the what;
product- the task; process- the how):
Students will be differentiated based on the process. All will be
completing the same task and receiving the same content. Students
that are in the reteach group will be pulled to a back table and will
be able to look at the powerpoint that was gone over in the
beginning of the lesson and be able to reference it when they are
completing the graphic organizer. They will be able to ask me
questions when they are stuck.
and provide support to students in the following ways: WHY?
Reteach (Greatest Support): These students will be pulled into a small
group to complete their charts. These students will be able to receive
one-on-one help in figuring out what text features are. They will also
be provided a printed-out version of the powerpoint that they will be
able to reference when they are completing the task.
Core low: These students will be working on the lesson plan as
designed above
Core high: These students will be working on the lesson plan as
designed above.
Enrich (Least Support): If these students have completed the
assignment early, I will tell them to add more examples to their chart. I
will also have them go to the back table and work with the students
who are struggling with the material. They can also explain on their
chart how this particular text feature helps to enhance a text.

What are possible misconceptions or confusions?

Students might get confused about which text features belong where.
They will need to know that they will need to look at multiple sources
to find all of the text features in the booklet.
Interns Instructional Goal:
I would like to work on questioning

Interns Name: Kristen Houlihan

Grade: 3rd

Content Area: Reading

Topic: Text Features

Date: Day 2

Time:
45
Min

HOT Questions:

Standard(s): LAFS.3.RI.2.5: Use text features and search tools (e.g.,

key words, sidebars, hyperlinks) to locate information relevant to
a given topic efficiently.

What do we think that this story is

going to be about? How do we
know this?

LAFS.3.RI.1.1: Ask and answer questions to demonstrate

understanding of a text, referring explicitly to the text as the basis
for the answers.

What kinds of text features can

we see throughout this text?

Essential Question: What is a text feature and how do I use it?

Were your predictions correct?

Objective: Students will be able to: Locate and utilize text features
Vocabulary: Text features: Text features help us identify and
remember the big ideas and topics in our reading. Text features
support the information the author presents in the text.
Materials: Pre-reading graphic Organizer:

Assessment:
We will be completing a prereading organizer partly together
as a class
We will also be reading and
putting a star next to the things
that we read that confirmed our
predictions with our text features.

Non-Fiction Text:

I will be walking around during

the reading and seeing who
needs to work more on this topic.
I will be collecting the organizer
and exit slipto see if students are
using the text features to figure
out more about the text.
Opening (Engage):
Time

Task

10 min

Introduce the text and the pre reading

organizer.
Do one or two examples and model how
to fill out the organizer

10 min

Have the students complete the organizer

on their own and walk around and provide
assistance to those who need it.
Students will need to have three

How will this assessment show you

that students have mastered the
objective?
I will see that they know how to
utilize these text features.

Exit Question:
Give me 2 examples of a text
feature in this text and what it

predictions about the text.

Ask for a couple of examples and come
up with a class pre organizer that can be
used as a model. I would like to see three
examples of predictions that go along with
the pictures and text features that are in
the text. I would like to see something that
states about how the tower is leaning, how
there is a problem (there is a heading that
talks about a problem), and something
about the ground that the tower is on.
Building Understanding (Whole Group Exploration / Core):
Time

Task

15 min

Read through the text as a class and

model starring next to the sentence where
your prediction was confirmed. Have the
students complete the assignment and
walk around and provide assistance to
those who need it

Lesson Closure
Time

10 min

Task
Have the students complete the exit
question in the form of an exit slip. Collect.
Allow students to use their text feature
booklets that they completed the day
before to find the correct name of the text
feature.

taught you.

Differentiation:
The teacher will differentiate support based on (content- the
what; product- the task; process- the how):
I will be differentiating on the product and the process. The group
that is in the reteach group will be providing one example of a
text feature and what it taught them about the story, while the
enrichment group will be providing three examples. The reteach
group will be receiving one-on-one or buddy help in completing
the assignment, while the enrichment group will be helping those
whoa re struggling.
and provide support to students in the following ways: WHY?
Reteach (Greatest Support): These students will be receiving oneon-one help throughout the lesson. They will also only have to
write one example of a text feature and what it taught them.
Core low: These students will be completing the lesson as written.
Core high: These students will be completing the lesson as written.
Enrich (Least Support): These students will be giving me three
examples of a text feature in the text and what it taught them.
They can also help students who are struggling if they finish early.
Students can also write a few sentences about their inferences
about the store based on the text features they see before they
start reading the text and see if their inferences are correct

throughout their reading.

What are possible misconceptions or confusions?

Students might think that I am looking for what the text taught
them about and not the specific text feature.
Interns Instructional Goal:
I would like to work on questioning.

Interns Name: Kristen Houlihan

Grade: 3rd

Content Area: Reading

Topic: Sequence of Events

Date: Day 3

Standard(s): LAFS.3.RI.3.8: Describe the logical connection

between particular sentences and paragraphs in a text (e.g.,
comparison, cause/effect, first/second/third in a sequence).
LAFS.3.RI.1.1: Ask and answer questions to demonstrate
understanding of a text, referring explicitly to the text as the basis
for the answers.

Time: 45 Min

HOT Questions:
How did I determine the
correct sequence of events?
Assessment:
I will be collecting the
independent worksheets

Essential Question: What is sequence of events?

Objective: Students will be able to: Make connections, answer and
ask questions about the text, analyze sequence of events, describe
connections

How will this assessment show

you that students have
mastered the objective?

Vocabulary: Sequence of events: The things that happen in a text,

in order.
Materials: Moving Day text and worksheet
Opening (Engage)
Time

Task

20 min

I will model how to eliminate answers that dont

make sense and how to use the strategy of going
back to the text to determine the sequence of
events in a story. I will use the story Moving Day to
answer two exception questions (All of these are in
sequence except . . .) about the sequence of the
story. I will model reading each possible answer,
returning to the text and marking where each event
happens in the story, and determining if that could
be the correct answer.
Take turns on having students read the text.

Building Understanding (Whole Group Exploration / Core):

Students would have used the

text to determine the correct
sequence of events.
Exit Question:
How comfortable do you feel
on sequence of events? Show
me with your table top tents.
Table top tents are something
that the students have on their
desk at all times. There is a red,
yellow, and green side. The red
side symbolizes that they do not
understand the material, yellow
means that they almost have it,
and green means that they
could teach this material to
someone else.

Time

Task

20 min

Introduce the second Moving Day Worksheet.

Read the events and the questions.
Have students complete the worksheet on their own.
They will be answering the corresponding questions
that follow the incorrect sequence of events. They
will then need to place the events in order to
correctly answer the questions. This will show that the
students can accurately analyze the sequence of
events that are in this story.
Walk around and provide assistance.

Lesson Closure
Time

Task

5 min

Ask exit question

Differentiation:
The teacher will differentiate support based on (content- the what;
product- the task; process- the how):
I will differentiate based on the process. All students will be
learning the same content and coming up with the same product.
The students who are in the reteach group will be working one-onone with me or a buddy who is in the enrichment group to
complete the worksheets. They will be able to answer questions
and to orally provide answers if they are struggling with the

reading. They will also be able to have the questions and the story
read out-loud to them again if they need it.

and provide support to students in the following ways: WHY?

Reteach (Greatest Support): These students will work with me or a
buddy who has finished early to complete their work. I will also
determine who needs to be worked with individually the next day
based on exit question.
Core low: Students will complete lesson as written.
Core high: Students will complete lesson as written.
Enrich (Least Support): These students will be working with their
peers to help students who are struggling.
What are possible misconceptions or confusions?
Students might think that they are looking for things that did
happen instead of things that did not.
Interns Instructional Goal:
I would like to work on questioning.

Interns Name: Kristen Houlihan

Grade: 3rd

Content Area: Reading

Topic: Sequence of Events

Date: Day 4

Time: 45 Min

HOT Questions:

Standard(s): LAFS.3.RI.3.8: Describe the logical connection

between particular sentences and paragraphs in a text (e.g.,
comparison, cause/effect, first/second/third in a sequence).

What came first, second, third?

Where did you find this in your
text?

LAFS.3.RI.1.1: Ask and answer questions to demonstrate

understanding of a text, referring explicitly to the text as the basis
for the answers.
Essential Question:
What is the sequence of events?
Objective: Students will be able to: Students will be able to: Make
connections, answer and ask questions about the text, analyze
sequence of events, describe connections
Vocabulary: Sequence of events: The things that happen in a text,
in order.
Materials: Game Day Text worksheets
Opening (Engage)
Time

Task

10 Min

Go over sequence of events and what was covered

yesterday.
Explain directions and what is expected of students.
Students will need to read the text on their own and
answer the questions on the corresponding
worksheets. They will need to put the sequence of
events in order in order to correctly answer the
questions on the second worksheet.

Building Understanding (Whole Group Exploration / Core):

Assessment:
I will be collecting all
worksheets associated with this
text.
How will this assessment show
you that students have
mastered the objective?
The worksheet will show that
students can independently
determine the sequence of
events and can use strategies
to determine the sequence of
events.

Time

Task

Exit Question:

30 Min

Students will complete all Game Day worksheets

individually.

What strategies helped you to

determine the sequence of
events?

Pull small group of struggling students and complete

with them. Read the text out loud to students. Also
read the questions on the worksheets with them.
Help and model strategies of finding the correct
answers to the problems.

Lesson Closure
Time

Task

5 Min

Go over exit question and have a couple of students

share.

Differentiation:
The teacher will differentiate support based on (content- the what;
product- the task; process- the how):
I will be differentiating based on process and product. All students

will be receiving the same content. The students who are in the
reteach group will have the text and corresponding questions read
out-loud to them. They will be able to orally provide answers to the
writing question at the end, and I will write down their answers to
the written response questions. They will also have the opportunity
to work with a peer who has finished early.
and provide support to students in the following ways: WHY?
Reteach (Greatest Support): These students will work in a small
group with me on completing the worksheet. I will have them
orally answer questions if they are struggling with writing. They can
also work with a buddy who has completed the work early. They
will only need to provide an example of one strategy that they
used.
Core low: These students will complete lesson as written
Core high: These students will complete lesson as written
Enrich (Least Support): These students will write about multiple
strategies that they used and give specific examples from the text.
They will also be able to provide support to students who are
struggling with the content.
What are possible misconceptions or confusions?
Students might get confused about the order of events.

Interns Instructional Goal:

I would like to work on questioning.

Interns Name: Kristen Houlihan

Grade: 3rd

Content Area: Reading

Topic: Sequence of events

Date: Day 5

Standard(s): LAFS.3.RI.3.8: Describe the logical connection between

particular sentences and paragraphs in a text (e.g., comparison,
cause/effect, first/second/third in a sequence).

Time: 45 Min

HOT Questions:
What is the sequence of events
in your book?

LAFS.3.RI.1.1: Ask and answer questions to demonstrate understanding of a

text, referring explicitly to the text as the basis for the answers.

Assessment:

Essential Question: What is the sequence of events of my story?

I will be collecting their

flipbooks and assessing them.

Objective: Students will be able to: Make connections, answer and ask
questions about the text, analyze sequence of events, describe
connections
Vocabulary: Sequence of events: The things that happen in a text, in order.
Materials: Readers Response Flip Book:
http://www.teachersnotebook.com/product/Moretime2teach/sequenceof-events-reading-response-flip-book

How will this assessment show

you that students have
mastered the objective?
Students will show that they
know the sequence of events
of a just right book for them.
Exit Question:
What can you tell me about
the events of your story?

Opening (Engage)

Time

Task

5 min

Go over sequence of events and explain the sequence

of event pages of the readers response flipbook. Model
how the worksheet it supposed to be completed by using
one of the texts that was read in previous days.

Building Understanding (Whole Group Exploration / Core):

Time

Task

35 Min

Have students complete the pages of their flipbook

individually.
Walk around and provide support. Make sure that
students are only providing big events of the story, and
are leaving out details that are not important.
Have a mini-lesson about how to pick out the important
events of a text if you notice that students are putting
unnecessary information on their organizer.

Lesson Closure
Time

Task

5 min

Ask exit question and have a couple of students share

their completed work.

Differentiation:
The teacher will differentiate support based on (content- the what; productthe task; process- the how):
I will be differentiating on content and process. All students will be reading
a book that is that their individual reading level and will all be on different
topics. Students that are in the reteach group will be provided with one-onone support throughout the lesson and all students will be coming up with
the same product at the end of the lesson.
and provide support to students in the following ways: WHY?

Reteach (Greatest Support): These students will have one on one support
from their teacher during the lesson. The book that they are working on will
be adjusted to their reading level.
Core low: Students will complete the lesson as written
Core high: Students will complete the lesson as written
Enrich (Least Support): These students will have a book that is on their
reading level. I will also have a center around the classroom that has to do
with sequence of events that students who finish early can work on. All
students will be reading a book that is adjusted to their individual reading
level.
What are possible misconceptions or confusions?
Students might have a confusing book that is not on their level.

Interns Instructional Goal:

I will like to work on questioning

Summative Assessment Directions Page:

Most third grade students enjoy to have a peanut butter and jelly sandwich
for lunch. Third grade students in China have never had a PB&J and were curious
as to how to make these delicious treats. They are asking for our class to come up
with directions so that they can enjoy this American lunch. Will you help out our
friends in China by showing them how to make a PB&J?

Low (Cut out and paste)

Reading - Analyzing Information : Sequence of events (low)

Teacher Name: Kristen Houlihan

Student Name: ________________________________________

CATEGORY
Pictures

4
3
2
1
Correctly places all places 4-5 pictures places 2-3 pictures places no pictures
pictures in the
in the correct order in the correct order in the correct order
correct order

Text

correctly places all

text in the correct
order

Date Created: Apr 21, 2016 04:32 pm (CDT)

places 4-5 texts in

the correct order

places 2-3 texts in

the correct order

places no text in the

correct order

Middle:

Reading - Analyzing Information : Sequence of events (middle)

Teacher Name: Kristen Houlihan

Student Name: ________________________________________

CATEGORY
4
3
Sequence of events Student has placed Students has 4-5
all events in order events in order

Sentences

Student has written

in complete
sentences

Date Created: Apr 21, 2016 05:08 pm (CDT)

High:

2
Student has 2-3
events in order

1
student has 0-1
events in order

Student has not

written in complete
sentences

Reading - Analyzing Information : Sequence of events (high)

Teacher Name: Kristen Houlihan

Student Name: ________________________________________

CATEGORY
Seqeunce

4
Student has all
events in order

3
Student has most
events in order

2
student has a few
events in order

Sentence

student has written

in complete
sentences

transitions

student uses correct student mostly uses student uses few

transition words
transitions
transitions

1
student has no
events in order

student has mostly sentences are

written in complete incomplete
sentences

student uses little

to no transitions

DAY ONE MATERIALS

Text features powerpoint:

Nonfiction Text Features

Guide Words
Title Page
Table of Content
Index
Glossary
Heading, subheading
Keywords
Illustrations and photographs
Captions
Diagrams
Labels
Text box

Nonfiction Text
Features

Nonfiction Text Features

Title Page

Nonfiction Text Features

Table of Content

Nonfiction Text Features

Index

Nonfiction Text Features

Glossary

Nonfiction Text Features

Heading (title)

Subheading (subtitle)

Nonfiction Text Features

Keywords...
are in the text
part of a sentence

can be bold, italic or

color font

Nonfiction Text Features

Illustration orphotograph

Caption

Nonfiction Text Features

Diagram

Labels

Nonfiction Text Features

Text box

Nonfiction Text Features

Map

Nonfiction Text Features

Chart
Poster size
Brochure
Schedules
Table

Nonfiction Text Features

Another Schedule!

Encyclopedia Nonfiction Text Features

Guide Words
Index
Heading, subheading
Keywords
Illustrations and photographs
Captions
Diagrams

Labels
Text box
Maps
Charts: schedules, tables, etc.

Nonfiction Text Features

Title Page
Table of Content
Index
Glossary
Heading, subheading
Keywords
Illustrations and photographs
Captions

Diagrams
Labels
Text box
Maps
Charts: schedules, tables, etc.

Nonfiction Text Features

Text features scavenger hunt:

Text Feature Scavenger Hunt

DAY TWO MATERIALS

Pre-reading graphic organizer:

From Teaching Students to Read Nonfiction

http://www.scholastic.com
Non-Fiction Text:

Nonfiction Text

DAY 3 MATERIALS

Moving Day Text

Jason woke up to the sound of his fathers voice. Jason, its time to get up and pack your toys! It was moving day, and
Jason was scared and excited at the same time.
He ran downstairs to get a box from his father. Now son, make sure that you pack all of your toys. I would hate for
some of them to get left behind.
Jason was sure that he wouldnt forget a single toy. He loved every one of his stuffed animals, toy soldiers and
Lego blocks. Above all, he loved Fred, his stuffed frog. He packed almost everything into the box his father gave him and
put the box in the moving van.
The day was jam-packed with new places and new experiences. Jason got to ride in the moving van with his
father. He was amazed by the fact that he could see down into the other cars they passed. When they got to the new
house, Jason ran from room to room and from back to front. This new house was going to be great!
After such a full day, Jason was tired. He found his pillow and went to his toy box to get Fred. He searched and
searched, but Fred was nowhere to be found!
DAD! DAD! I cant find Fred! Jason yelled. His father came up the stairs and into Jasons room.
What did I tell you about making sure that you packed all of your toys? Come on, we cant leave Fred behind.
So Jason and his father drove across town back to the old house. When they arrived, the house looked dark and
lonely. Jason ran up to his old bedroom, and found Fred lying on the floor.
Sorry Fred, Jason whispered. I promise never to leave you behind again.

Exception Questions for Moving Day

1. Which of these did not happen after Jason rode in the van with his dad?
A. Jason and his dad looked for Fred at their old house.
B. Jason found Fred.
C. Jason woke up.
D. Jason couldnt find Fred.
2. All of these events happened before Jason got to his new house, except:
A. Jason put the box in the van.
B. Jason rode in the van.
C. Jason got a box for his toys.
D. Jason found Fred.

Moving Day Independent Worksheet

5. Jason ran all

around his new
house, checking
out every room.

1. Jason woke up
feeling scared and
excited about
moving day.

2. Jason got a box

from his dad and
packed his toys.

3. They put all the

boxes in the
moving van and
drove to the new
house.

4. Jason wanted to
go to sleep, but he
couldnt find Fred!

6. Jason found
Fred lying on the
floor.

1. All of these steps are in sequence except:

1. Step 1
2. Step 2
3. Step 3
4. Step 5
2. Where does that step belong?
A. After Step 1
B. Before Step 3
C. After Step 3
D. Before Step 5
3. Which of these events did not happen after
they drove to the new house?
A.
Jason got a box from his dad.
B.
Jason found his pillow.
C.
Jason and his dad drove back to the old house.
D.
Jason told Fred he was sorry.

DAY 4 MATERIALS
Game Day
It was the beginning of spring, and that meant only one thingbaseball! Rachel watched the
clock in her 3rd grade classroom as Ms. Smith taught General Knowledge. She enjoyed learning
about Ancient Rome, but right now all she could think about was the first baseball game of the
season.
The school bell rang, and finally class had ended. Rachel ran out of the school towards the
baseball field down the street. She had so many things that she needed to do before the game
started.
For the past two years, Rachel had prepared for every baseball game the same way. She
thought it brought her luck. First, she took her fathers old baseball mitt and worked the leather back
and forth. Next, she got dressed in her uniform, and made sure that she was wearing her lucky socks.
They were lucky because they had not been washed in three years! Then, she ran around the bases
three times, stopping at each base and shouting HOMERUN! Finally, she got her lucky bat, and
took exactly seven practice swings at home plate.
After she went through these steps, Rachel felt ready to play baseball. As her team members
started to arrive, she felt her excitement growing. Rachel thought there was nothing better than
playing ball on a May afternoon.
At the end of the second inning, it was Rachels turn to bat. Rachel had a secret good luck
preparation for batting, too. Before reaching the plate, she recited the Pledge of Allegiance to herself.
Then, when she reached the plate, she bent down and dusted off the plate with her hat. After dusting
the plate, Rachel looked at each base and smiled. Now she was ready to take a swing.
POP went the bat as it made contact with the ball. Rachel could tell that her secret method
had worked again. It was Rachels first homerun of the season, and that sound meant winter was
over.

1. Which of these did not happen after Rachel ran out of school?
A. Rachel ran around the bases yelling, HOMERUN!
B. Rachel dusted off home plate with her hat.
C. Rachel hit her first homerun of the season.
D. Rachel heard the bell ring to signal the end of class.
2. All of these events happened before the end of the second inning, except:
A. Rachel took practice swings at home plate.
B. Rachel recited the Pledge of Allegiance.
C. Rachel put on her lucky socks.
D. Rachel ran down the street towards the baseball field.

1. Which of these did not happen after Rachel ran out of school?
E. Rachel ran around the bases yelling, HOMERUN!
F. Rachel dusted off home plate with her hat.
G. Rachel hit her first homerun of the season.
H. Rachel heard the bell ring to signal the end of class.
2. All of these events happened before the end of the second inning, except:
D. Rachel took practice swings at home plate.
E. Rachel recited the Pledge of Allegiance.
F. Rachel put on her lucky socks.
D. Rachel ran down the street towards the baseball field.

6. Rachel hit a
homerun!

Game Day (continued)

1. Rachel had a hard

time paying
attention in class.

2. Rachel worked
the leather of her
fathers old baseball
glove.

3. Rachel put her

uniform on,
including her
lucky socks.

1. All of these steps are in sequence except:

A. Step 2
B. Step 3
C. Step 5
D. Step 6
2. Where does this step belong?
A. Before Step 1
B. Before Step 2
C. After Step 3
D. After Step 4
3. Explain how you determined the correct
sequence of the story. What strategies did
you use?

4. Rachel recited the

Pledge of Allegiance and
dusted off the plate with
her hat.

5. Rachel ran
around the bases
and took some
practice swings.

DAY 5 MATERIALS
SEQUENCE OF EVENTS WORKSHEET