Tws 5

Teacher Education Lesson Plan
Teacher Candidate Lindsey Holland Date and Time of Lesson September 6, 2016/10:20-10:45
School Mathews Elementary Subject/Grade Level Reading/Third Grade
Description of Lesson: Students will be assessed on their prior knowledge of predictions. They will
create predictions to various stories. As the lesson builds, the students will begin to recognize whether
their prediction was correct or incorrect.
Lesson Title: Predictions
Curriculum Standards Addressed:
SC Curriculum Standard(s):
RL.5.1 Ask and answer literal and inferential questions to determine meaning; refer
explicitly to the text to support inferences and conclusions.
RL.6.1 Determine the theme by recalling key details that support the theme.
RL.7.1 Explain how illustrations contribute to create mood or emphasize aspects of
character or setting.
Instructional Objective Assessment(s) of the Objective:

Criteria:
Students will focus on imagining Pre: Students will be assessed on the
how a story could play out based knowledge of the word predict after
on what has already happened.
reading an excerpt at their seats.
At the end, the student should be
able to express whether their During: After listening to a read-aloud,
prediction was correct or not. student will work as a group to come up with
a prediction for the story. This will be
assessed according to the students
knowledge of the word predict.
Post: Students will read individually and
create a picture of their prediction. They will
be assessed on the prediction and the
answer of it being correct or incorrect.
Prerequisites (Prior Knowledge):

Social: Students will need to know how to work as a whole group and individually with no
problems. They should know not to call out during whole group instruction and to listen when the
speaker is talking. Although they are working individually, students will share materials. It is
expected that the students know how to share materials within a group.
Cognitive: In second grade, students focused on predictions and what they were. Students will
now need to build on their knowledge of predictions. They will need to be able to express whether
their prediction is correct or not, and why.
Physical: Students will need to have the fine motor skills to write in their reading journals.
Emotional: Students will need to keep a positive attitude to keep the lesson running smoothly.
Materials/Resources:
22 reading journals
Computer, projector, Smartboard, document camera
Pencils
Variety of narrative books for students to individually read
Stone Fox
Procedures:
Motivation: Have you ever read a book so fast that you did not even think about it? Raise your
hand if you have. I have too. I have noticed that I need to slow down and think about what I am
reading. Do you know what my favorite thing to do when reading a narrative is? I love to make
predictions. I love to think about what will happen next. Raise your hand if you like to do that?
Today I want to teach you that when readers understand a story well, they make predictions.
Grouping: Whole group instruction, individual work, turn and talk
Instructional Strategies:
1. Have students read an excerpt from Stone Fox by using the document camera.
2. As they read, they should write in their reading journals what they believe will happen
next. As they finish, have them show you their journals. Record whether they
understand the word predict. Allow them to read their own book until the whole class
is finished.
3. As the class finishes their writings, invite the students to the carpet.
4. Discuss what a prediction is. Explain to students that it is when a reader thinks what
will happen next?
5. Begin to read Stone Fox. After a couple pages stop and ask the students to turn and talk
to their partner about what they think will happen next.
6. Bring the students back to whole group, have the partners share their predictions and
why they think that.
7. Begin to read again to the class, as the story reveals what happened, stop and ask
students to raise their hands if their prediction was correct. As them to discuss what
exactly happened and how they knew that it would happen.
8. Finish reading the chapter.
Lesson Closure:
1. Have students go back to their seats. Explain to them that they will be doing exactly
what you did as a whole class. They will begin to read a book, they will make a
prediction, and they will continue to read and decide if their prediction was correct or
incorrect and explain why.
2. Take the bucket of books to each group and have the students pick a book.
3. Remind students that they are free to sit anywhere to read as long as they are quiet and
getting their work done.
Accommodations:
Slow paced learners will have extra time at the end of the day to finish their work.
Instructions will be given several times along with using gestures.
Real experiences are provided for students to relate to
Flexible seating during individual reading
Listening to read-aloud on the carpet
RTI push-in is available for extra help as well as one-on-one help from the teacher
References:
Calkins, L. (2015). Building a Reading Life (Unit 1, Grade 3). Portsmouth, NH: Heinemann.
Activity Analysis:
Activity One: Pre-assessment of Prediction
1. This activity allows the teacher to see where their students are before they teach the lesson.
The objective of this lesson is to make sure that students can make a detailed prediction and
explain whether it is correct or incorrect. The teacher would need to know if they need to
fully teach predictions or if they can jump right into if the prediction is correct or incorrect.
2. This would be a perfect activity for this class because many of the students will not be one
hundred percent truthful when answering if they understand something in front of the class.
The students do not want to be left behind or feel left out. Having them complete a lesson
pre-assessment physically allows the students to be truthful in their answers.
3. Students will need their pencil, reading journal and the reading passage for this activity.
There will be no technology used during this activity.
Activity Two: Post-assessment of Prediction

1. The students should now know what a prediction is, how to create one, and how to answer
whether the prediction was correct or incorrect.
2. The students from this class love to draw. This gives the students an opportunity to use
something they love to show what they have learned. They will draw out the prediction and
write whether they were correct or incorrect.
3. Students will need their reading journal, pencil and the book they are reading. There will be
no technology used during this activity.
Description of Lesson: Students will begin to dig deeper into their texts to come up with big details to
support their predictions.
Lesson Title: Making Higher Level Predictions
RL.5.1 Ask and answer literal and inferential questions to determine meaning; refer
explicitly to the text to support inferences and conclusions.

Criteria:
Students will predict a storys Pre: Students will read an excerpt off the
ending based on what has Smartboard and create a prediction. This will
already happened. They will
be assessed based off the students
begin to use evidence and details
to back up their predictions. knowledge of predict.
During: Students will read further in the
read-aloud to see if their prediction was
correct or not. They will be assessed
according to the amount of detail used in the
prediction.
Post: After reading a book individually,
students will be assessed on their predictions
and the details from the text used in their
predictions.

Cognitive: In second grade, students focused on predictions and what they were. Students will
now need to build on their knowledge of predictions. They will need to be able to pull details from
the story to support their prediction.
22 reading journals
Computer, projector, Smartboard, document camera
Pencils
Stone Fox
Index cards
Procedures:
Motivation: Students, I want you to think about the predictions you made yesterday. Think for
just one minute of the different things you did to make it a strong prediction. Turn and talk to your
partner about exactly what you did.
1. Pull students together and allow them to share what they had talked about with their
partner.
2. Discuss with the students about how they can make stronger predictions by digging deep
into the details of a text. Explain that expert readers draw on important specifics.
Expert readers predictions tell the main things that are likely to happen later, but it also
includes details about how some of those things happen. Small details carry BIG
meanings.
3. Explain that the work you are about to model is the work that researches expect of
fourth-graders. Turn to the bookmarked spot in Stone Fox.
4. As you read, stop a few pages in to make a prediction whole group. Make sure you model
to the students exactly how to use details to explain how you think something will
happen. Tell students to pay extra attention on the next few pages, that they will have a
turn to practice.
5. A few pages later, stop and allow students to think about what they think will happen.
Allow them to go back to their seats to write a prediction and add details from the story
on an index card.
6. Pull the students back to whole group and finish up the chapter.
7. Have students discuss their predictions and whether or not they were correct. Include in
the discussion that when you pay attention to small details, you can create big
predictions.
Lesson Closure:
1. Have students go back to their seats. Explain to them that they will be doing exactly
what you did as a whole class. They will begin to read a book. They will make a
prediction that includes details from the story. They will also need to continue to read
and decide if their prediction was correct or incorrect and explain why.
2. Take the bucket of books to each group and have the students pick a book.
3. Remind students that they are free to sit anywhere to read as long as they are quiet and
getting their work done.
Accommodations:
Students will be assisted with difficult words or ideas.
Flexible seating during individual reading
References:
Activity Analysis:
Activity one: Pre-assessment Predictions

1. The teacher will need to make sure that the students individually understand what a
prediction is before she can teach the students to dig deeper to find details to support them.
2. The students will be truthful when doing pre-assessment work at their seats, rather than
answering in full group. This gives the teacher a clearer understanding of who understands
how to create a prediction.
3. Students will need their pencil and reading journal. The passage they will be reading will be
shown using the document camera and the Smartboard.
Activity Two: Index card During Assessment

1. Students will create their own prediction after the teacher has already modeled how. The
students are also expected to include details to their predictions at this point.
2. Students need to move. Sometimes during lessons they need to move a little bit, even if it is
just getting up from the carpet and going to their seats and then back to the carpet.
3. The students will only need their pencil and index card. There will be no technology used
during this activity.
EEDA Lesson
Description of Lesson: Students will begin to retell the main events in a story to explain what
happened in the section they read. They will be assessed on the amount of details in their retell.
Lesson Title: Retelling a Story
RL.5.1 Ask and answer literal and inferential questions to determine meaning; refer explicitly to
the text to support inferences and conclusions.
RL.7.2 Compare and contrast how an author uses characters to develop theme and plot in
different texts within a series.
RL.8.1 Use text evidence to:
o describe characters traits, motivations, and feelings and explain how their actions
contribute to the development of the plot; and
o Explain the influence of cultural and historical context on characters, setting, and plot
development.

Criteria:
Students will retell what happens Pre: Students will read a passage and retell
in a story. Students will question all that they learned. This will be assessed on
their level of reading and set
a scale 0-4.
goals that will help them become
better readers. During: Students will be assessed on retelling
only important details in their individual text.
This will be monitored with a checklist.
Post: After the read-aloud, students will be
assessed on just retelling the important parts
of a story. This will be assessed according to
a scale of 0-4.

Cognitive: In second grade, students focused on retelling whole stories. Students will need to take
what they know about retell and apply it to retelling details of specific sections of text.
22 reading journals
Pencils
The Big Game excerpt
Stone Fox
Index cards
22 clipboards
Checklist for during assessment
22 Chromebooks
Procedures:
Motivation:
1. Today I want to start off by seeing how well we all know how to retell a story. Raise your
hand if you retold stories in second grade? Great! The first part of todays lesson should
be simple. I want you to read a passage on your Chromebooks and retell everything you
remember in your reading journal.
2. Wait until all students are finished with the passage. When they are all done, call them
to the carpet with their clipboards.
3. Students today I want you to think about different jobs. More importantly, I want to
talk about what the people in the job field do. Im going to pass out index cards. On the
index card, the first thing I want you to do is put your name at the top. Once you have
done that I want you to number 1-3, but please skip 2 lines in between.
4. Once all the students have done that, ask them to describe what a good fireman does for
number 1. Number 2 ask the students to describe what a good baker does. Number 3 ask
students to describe what a good reader does.
5. When all students are done, take up the index cards and ask the students to put up the
clipboards and return back to their seats. As they are doing this, read over number 3 on
all the index cards.
1. When the students have made their way to their seats, ask them to share what they put
down for each number.
2. Once each number has been discussed, tell the students that one of the things you know
a good reader does is that they stop a different sections of a book and retell what they
know has happened. Explain to students that if they wait until the end of the book to do
a retell, they may miss some important details. Relate good readers back to good
firemen. Explain to students that a good fireman may check to see if he has all his
equipment before he goes out to a fire. The fireman would not want to wait until he is
already at the fire to see if he has his boots. In the same way, explain that a good reader
would not want to wait until the end of the book to do a retell. They may want to do a
retell at the end of a chapter or at the end of a section.
3. Have students pull out the book they were reading from the previous day. Have them
read a chapter and do a retell in their reading journals.
4. As they work, go around and ask the students to explain what they read. Use a checklist
to monitor who understands how to correctly do a retell.
Lesson Closure:
1. After about 25 minutes, have the students come back to the carpet. Read about three
pages of Stone Fox.
2. After you have stopped have the students turn and talk about the major parts so far in
that chapter. Remind them to include details.
3. After the students had enough time to talk, ask them to go back to their seats. Have them
retell everything they remember from those three pages of Stone Fox. Remind them to
do their best, that this will be graded.
4. After 5 minutes has passed, ask students to raise their hands to remind you of some
things that have happened so far in the chapter. Allow students to use what other
students said to finish up their work.
5. If there is time at the end of the lesson, read the remaining pages of the chapter. If there
is no time left, finish reading the chapter during quiet time.
Accommodations:
Students will be assisted with difficult words or ideas.
Provide relatable examples
References:
Activity Analysis
Activity One: Chromebook Pre-assessment

1. Students will read a passage and show what the word retell means to them.
2. The students love getting on their Chromebooks, even if it just for a few minutes. I chose to
use the Chromebooks because the students had not used them in a few days.
3. The students will need their pencil, Chromebook, and their reading journal.
Activity Two: EEDA Pre-assessment
1. The students reviewed three jobs or people. The last one was a reader. One of the things that
a good reader does, is they retell the story to make sure they understand the book correctly.
2. Using the jobs or people helped students understand how important it is to retell their
stories. Many of the students need real life events or situations to understand how certain
things work. It helped some students understand the importance of retell when comparing
it to a firemans boots.
3. Students will need a clipboard, pencil, and an index card for this activity. There will be no
technology used.
SSCA lesson
Description of Lesson: Students will revisit the prediction lesson. They will work with partners to dig
even deeper to come up with specific predictions that include supporting details from the text.
Lesson Title: Partner Predictions
I.1.1. Formulate questions to focus thinking on an idea to narrow and direct further inquiry.
I.3.1. Develop a plan of action for collecting relevant information from primary and secondary
sources.
I.3.2. Organize and categorize important information; collaborate to validate or revise thinking;
report relative findings.
I.5.1. Acknowledge and value individual and collective thinking.
I.5.3. Assess the process and determine strategies to revise the plan and apply learning for
future inquiry.

Criteria:
Students will work in partners to Pre: Students will read individually and
give themselves a create a prediction and explain if it was
comprehension by checking
correct or not. This will be assessed for the
their predictions.
correct usage of the word predict.
During: Students will work in partners and
create a prediction for the end of the chapter
of Stone Fox. They will need to explain if they
were correct or not. The partner work will be
assessed according to the answer of their
prediction being correct or incorrect.
Post: The partners will read a book and
create a prediction. They will be assessed
according to their correct or incorrect
explanation of why their prediction was
correct or incorrect.

Social: Students will need to know how to work as a whole group and partners with no problems.
They should know not to call out during whole group instruction and to listen when the speaker is
talking. It is expected that the students know how to share materials with a partner.
Cognitive: Earlier in the week the students focused on predictions and if the prediction was
correct or not. Students will need to be able to dig deeper, while working with a partner, to create a
prediction that has supporting details from the text.
22 reading journals
Pencils
Stone Fox
Sticky notes
Procedures:
Motivation:
1. Have the students read for five minutes in their books and complete a prediction.
Remind students that they should continue to read afterwards and explain whether their
prediction was correct or incorrect.
2. After all the students have had ten minutes to work, invite them to the carpet. Have
students raise their hands if they feel confident with predictions, and again if they feel
like they need some work. Explain to students that everyone needs help every now and
again. Today we will be working in partners to dig deep into our stories and find details
to help us create a strong prediction.
Grouping: Whole group instruction and partner work
5. First I am going to read a part of our next chapter in Stone Fox. Listen carefully and
think about all the details that you could use to make a prediction. Only read about 4
pages into the chapter.
6. That was an interesting beginning of a chapter. I feel like we could come up with all
kinds of predictions from those few pages. Raise your hand if you are already thinking
of a prediction.
7. It has been a few weeks since we have worked in partners for reading. Our number one
rule is (Students should say be respectful). Raise your hand and explain a way you
could be respectful to your partner? Listen to all students who want to share. Remind
them that it is important to listen to all of their partners ideas, work together, and to
listen to what the other person has to say.
8. I am going to put you in partners real quick and we are going to go through a few
exercises. Group the students into twos. If there is an odd amount, have one group of
three.
9. Show me real quick how you should sit when you are with a partner. Now show me
where your eyes should be when talking with a partner. I want you and your partner to
talk about your favorite color and why
10. I want you to mentally rate you and your partner. Were you and your partner sitting
correctly? Looking and listening to each other? Were there any fussing or fighting?
From what I could see, we all were working together great. If we want to continue to do
partner work, we will need to continue to work great while with partners.
11. Now that we are in partners and we are working so great, I want you to turn and talk
to your partner about the prediction you had in mind earlier. Remember to include
details. As they talk, pass out sticky notes and pencils. While you and your partner talk,
I want you to write down your prediction. There should only be one prediction on the
sticky note.
12. Once you notice all the partners have written their predictions, read the rest of the
chapter. Allow partners to write down if their predictions were correct or incorrect and
why before you collect the sticky notes.
Lesson Closure:
6. Briefly discuss with the group how to use details while creating a prediction.
7. Allow partners to select a book from the book bin to read with their partner.
8. Explain to the partners that you want them to do the same thing they have been working
on. For the rest of the time until lunch, they should read their book with their partner
and create a prediction with details from the text. Once they finished reading the text
they should explain if it was correct or incorrect. Explain to students that you want them
to individually write their predictions and answers in their own reading journals because
it will be graded.
9. Stop students fifteen minutes in and have them raise their hands if working with a
partner helps them understand predictions better. Explain to them that partners help us
think in ways that we may not normally think.
Accommodations:
Slow paced learners will have extra time during quiet time to finish their work.
Flexible seating while working with partners
References:
Activity Analysis
Activity One: Partner Preparation

1. The objective focuses on the students using partners to dig deeper into a text and create
predictions that include a lot of detail.
2. Students need to practice procedures all throughout the year if you want them to continue
to be in practice. The Lucy Calkins reading material has the students in partners a lot. The
students will need to know how to properly discuss situations with their partners.
3. Students will not need any materials for this activity. There will be no technology used
because the students will be using their minds and bodies during this activity.
Activity Two: Partner Reading
1. The students will be working in partners to read and create a prediction together. They will
also work together to create an explanation of why their prediction was correct or incorrect.
2. The students enjoy working in partners, and for this lesson especially, they need to see how
others think. Students need to understand that their classmates may think differently than
they do.
3. Students will need a reading journal, a pencil, and a book they share with their partner.
Description of Lesson: Students will revisit the retell lesson. They will work with partners to dig even
deeper to come up with retells that use specific details from the story.
Lesson Title: Partner Retell
I.1.1. Formulate questions to focus thinking on an idea to narrow and direct further inquiry.
I.3.1. Develop a plan of action for collecting relevant information from primary and secondary
sources.
I.3.2. Organize and categorize important information; collaborate to validate or revise thinking;
report relative findings.
I.5.1. Acknowledge and value individual and collective thinking.
I.5.3. Assess the process and determine strategies to revise the plan and apply learning for
future inquiry.

Criteria:
Students will work in partners to Pre: Students will work in partners to read an
give themselves a excerpt and explain the important parts of
comprehension by checking
the story.
their retells.
During: The partners will work together to
explain the important parts of a read-aloud.
Post: The partners will be assessed on how
well they can retell a book they read
together.

Social: Students will need to know how to work as a whole group and partners with no problems.
They should know not to call out during whole group instruction and to listen when the speaker is
talking. It is expected that the students know how to share materials with a partner.
Cognitive: Earlier in the week the students focused on retelling a part of the story. Students will
work with partners to dig even deeper than before to create retells that explain main details of the
section.
22 reading journals
Pencils
Stone Fox
Letter to Grandmother short story
Chart paper and markers
Procedures:
Motivation:
1. Students, you worked so hard Friday. I read each of your predictions and I was blown
away at the work you done. Raise your hand and explain to me why you think you did so
well. Guide students to answer that they worked extra hard because they worked with a
partner. Once a student has said that say, You know what? I believe that may be true. I
know that each of you know how to make a prediction, but after seeing what you did
with your partner, I am excited to see what you can do today. Today, I am going to let
you work in partners again, but this time I want you to work on retell.
2. Ask students to get with the partner they had Friday, and in the same spot as Friday as
well. Explain to the class that they are going to read a passage and retell in in their
journals. Each student should have something written in their journal.
Grouping: Whole group instruction and partner work
1. When all the students are done, have them come to the carpet.
2. Read a chapter of Stone Fox.
3. Explain to the students that they need to retell to their partner about the chapter you
just read. Tell them they can use their fingers to show that they are retelling at least five
main events from that chapter. Five is a good number for a chapter when you are
retelling. If you say more than five main events, are they really that big of an event?
What if I were to only name 3? Am I explaining the entire chapter? Am I hitting all the
important parts? Allow students to answer back to you.
4. Have the students share with you after they have had enough time to talk.
5. After the students have had a chance to explain their ideas, have them talk you through
create just five main events from the chapter. Use the chart paper to write these five
down. Remind students that we need details too.
Lesson Closure:
10. When the chart is done and you have explained how those are the main five events from
the chapter, have the partners pick out a book and go back to their spots. Have the
partners read their book and individually write down the five main events in their
journals.
11. Stop them about half way and ask them to make sure that they are only writing down
five events and remind them that they need to include details as to why they are
important.
Accommodations:
Slow paced learners will have extra time during quiet time to finish their work.
Flexible seating while working with partners
References:
Activity Analysis
Activity One: Excerpt Retell

1. Students will work in partners to dig deep to find the main ideas of a passage. This activity
will show the teacher how well the students can work together in partners to come up with a
retell.
2. The students need to know how to work on different tasks while working with partners.
3. There will be no technology used. The students will only need the excerpt, a pencil, and their
reading journal.
Activity Two:
1. The students will turn and talk to their partner about the chapter the teacher has read in
Stone Fox. The students will need to be retelling the main parts of the chapter.
2. The students attention can be lost fast, if the students just turn and talk to their partner for
a few minutes, the lesson will not be disturbed because of behavior issues.
3. The students will not need any materials to turn and talk to their partner. There will be no
technology used. The teacher will use all collaborated ideas to write five major events from
the chapter on chart paper.
Technology Rationale
Of the five lesson plans, only two had the students physically using technology. One
lesson, the students read from the Smartboard, and the other had them reading a passage from
their Chromebooks. I believe that the students should learn to read off of technology while they
are learning. This generation of students will be using more and more technology as they grow
older. I also believe that students should read from physical books and listen to read alouds
during reading lessons. Students learn in different ways, and therefore the lessons should be
taught using different learning strategies.
The teacher did not use much technology in these reading lessons because they mostly
used the mentor book Stone Fox. The remainder of the lesson time, the students would be
working on their own reading or the class will be discussing their thoughts about the text and
their objectives.

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Teacher Education Lesson Plan

School Mathews Elementary Subject/Grade Level Reading/Third Grade

Lesson Title: Predictions

Curriculum Standards Addressed:

Instructional Objective Assessment(s) of the Objective:

Prerequisites (Prior Knowledge):

Grouping: Whole group instruction, individual work, turn and talk

Activity Two: Post-assessment of Prediction

School Mathews Elementary Subject/Grade Level Reading/Third Grade

Lesson Title: Making Higher Level Predictions

Curriculum Standards Addressed:

Instructional Objective Assessment(s) of the Objective:

Prerequisites (Prior Knowledge):

Grouping: Whole group instruction, individual work, turn and talk

Activity one: Pre-assessment Predictions

Activity Two: Index card During Assessment

School Mathews Elementary Subject/Grade Level Reading/Third Grade

Lesson Title: Retelling a Story

Curriculum Standards Addressed:

Instructional Objective Assessment(s) of the Objective:

Prerequisites (Prior Knowledge):

Grouping: Whole group instruction, individual work, turn and talk

Activity One: Chromebook Pre-assessment

School Mathews Elementary Subject/Grade Level Reading/Third Grade

Lesson Title: Partner Predictions

Curriculum Standards Addressed:

Instructional Objective Assessment(s) of the Objective:

Prerequisites (Prior Knowledge):

Grouping: Whole group instruction and partner work

Activity One: Partner Preparation

School Mathews Elementary Subject/Grade Level Reading/Third Grade

Lesson Title: Partner Retell

Curriculum Standards Addressed:

Instructional Objective Assessment(s) of the Objective:

Prerequisites (Prior Knowledge):

Grouping: Whole group instruction and partner work

Activity One: Excerpt Retell

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