Third Grade Differentiated Learning Lesson Plan
Name of lesson
Content Standards
Objectives
My Background Knowledge
Materials needed/preplanning
logistics
Activity description
Differentiation
Reading – Building Skills
3.5 The student will read and demonstrate comprehension
of fictional text and poetry. 

f) Ask and answer questions about what is read. 

g) Draw conclusions about text. 

i) Identify the main idea. 

j) Identify supporting details. 

 The student will analyze the text in order to prove
their answers
 The student will listen to the text and refer to it as
they complete the packet
 The student will
 The main idea is the subject of the text and there are
details that support that main idea, which is what
goes more in depth
-Ready for the Race packet
-Vocab packet
-Cook’s surprise
1. Released Test – Ready for the Race
 Students will work in small groups to read and
analyze the text
 These groups are differentiated with students that are
high and low in reading
2. Small Groups
 Blue and Purple Group – Higher level reading
groups
 Pink and Green Group – Lower level reading groups
Purple and Blue Pink and Green
Small Group Small Group
-Finish Review Packet
 Review packet that -Cook’s Surprise
lets students review  Released test to help
different skills, such students with
as syllabification, familarizing
homophones, themselves with
 synonyms and what the SOL may
antonyms be like. Students
must also prove
answers by
highlighting text.

Assessment

Reflection
 Kindergarten Differentiated Lesson Plans

Yellow Frogs Lesson Plan

Level B Reading Level

Name of Lesson Small Group Reading

Content Standards

Specific Content Students will work on identifying different

sight words by saying all sight words and then
by identifying certain sight words from a
group of five.

My Background Knowledge I know all of the sight words and I know the
importance of giving students more time to
practice reading at their reading level so that
they are introduced to different texts that can
help them improve their reading skills.

My beliefs about how to teach this material vs
other methods
I believe that by using small groups and by
using the reading sereies books, you can give
instruction that is tailored to the students
needs. This also gives them more time with
the teacher so I can track their progress and
see if they’re improving.

Materials needed/preplanning logistics -Sight Word Flashcards

-Fly Swatter
-Going for a Hike

KWL (what do you think students will know K: Students will know some or most of the
and what they will want to know) sight words and they should know what a title
page is and what an author and illustrator
does.

W: Students will want to know what happens

in the book Going for a Hike

L: Students will review their sight words and

get reinforcement for the sight words they
struggle with. They will also read the book
Going For a Hike and they will work on
discussing what is happening in the book
based on pictures.
Activity description 1. Sight Word Identification
 I will show students the different sight
words and they will read them to me
as they see them
 This will allow me to assess how
many sight words they know and what
sight words they struggle with

2. Sight Word Game

 I will pull out four or five sight words
that all the students in the group
struggled with
 Using a fly swatter, each student will
tap the word that I ask them to find

3. Read Going for a Hike

 Build Background
o Read the title with students and
ask them about the animal on
the cover
o Ask them if they’ve ever used
a map before
o Ask them if they’ve ever been
on a hike before
 Read
o Allow students to lead in
reading the book, but help
them sound out unknown
words
 Respond to the Text
o Help students make
connections with the text and
ask what they liked the most or
found interesting about the
book

Differentiation These small groups serve as differentiation of

the students and their different reading levels.

Reflection activities We will discuss the books that we’ve read in

our small groups and these books will also
have the sight words that we’ve been working
on in them, which gives students
reinforcement and allows them to see the
words used in context.
Assessment We assess students based on the observations
we make with their reading ability and we will
also discuss the book we read to assess
comprehension.

Lesson Improvement Activities

Wednesday – Small Group Reading – 9:50 - 10:45

Orange Frogs Lesson Plan – Level A Reading

Name of Lesson Small Group Reading

Content Standards

Specific Content Students will work on identifying different

sight words by saying all sight words and then
by identifying certain sight words from a
group of five.

My Background Knowledge I know all of the sight words and I know the
importance of giving students more time to
practice reading at their reading level so that
they are introduced to different texts that can
help them improve their reading skills.

My beliefs about how to teach this material vs
other methods
I believe that by using small groups and by
using the reading sereies books, you can give
instruction that is tailored to the students
needs. This also gives them more time with
the teacher so I can track their progress and
see if they’re improving.

Materials needed/preplanning logistics -Sight Word Flashcards

-Fly Swatter
-Rain Today

KWL (what do you think students will know K: Students will know some or most of the
and what they will want to know) sight words and they should know what a title
page is and what an author and illustrator
does.

W: Students will want to know what happens

in the book Rain Today
 L: Students will review their sight words and
get reinforcement for the sight words they
struggle with. They will also read the book
Rain Today and they will work on discussing
what is happening in the book based on
pictures.

Activity description 1. Sight Word Identification

 I will show students the different sight
words and they will read them to me
as they see them
 This will allow me to assess how
many sight words they know and what
sight words they struggle with

2. Sight Word Game

 I will pull out four or five sight words
that all the students in the group
struggled with
 Using a fly swatter, each student will
tap the word that I ask them to find

3. Read Rain Today

 Build Background
o Read the title with students and
ask them about the animal on
the cover
o Ask them if they’ve ever used
a map before
o Ask them if they’ve ever been
on a hike before
 Read
o Allow students to lead in
reading the book, but help
them sound out unknown
words
 Respond to the Text
o Help students make
connections with the text and
ask what they liked the most or
found interesting about the
book
Differentiation These small groups serve as differentiation of
the students and their different reading levels.

Reflection activities We will discuss the books that we’ve read in

our small groups and these books will also
have the sight words that we’ve been working
on in them, which gives students
reinforcement and allows them to see the
words used in context.

Assessment We assess students based on the observations

we make with their reading ability and we will
also discuss the book we read to assess
comprehension.