C909 Reading Lesson Plan

GENERAL INFORMATION

Lesson Title & Subject(s): Using Evidence from Text to Ask and Answer Questions

Topic or Unit of Study: Reading Comprehension

Grade/Level: 3rd Grade

Instructional Setting:
This lesson will be taught in a 3rd grade elementary classroom of 25 students. Students will be in
5 table groups of 5 students each with groups of students being pulled to the back table for small
group work with the teacher during guided practice. There are 2 students that are ELLs and 1
student that has a visual impairment. There will be a Smart Board at the front of the classroom.
There is also a small group table at the back of the classroom that will be used for small group
during the guided practice portion of the lesson.

STANDARDS AND OBJECTIVES

Your State Core Curriculum/Student Achievement Standard(s):

Common Core Standard:

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.

Lesson Objective(s):

When given a handout with text and 5 questions about that text, students will use evidence from
the text to correctly answer the questions with 80% accuracy.

MATERIALS AND RESOURCES

Instructional Materials:
“Good Readers Ask and Answer Questions” Digital
25 copies of “An Introduction to Manatees” worksheet
25 Copies of assessment handout
The Man, the Boy, and the Donkey Worksheet (Just one copy for the teacher to project)
Highlighters
Smart Board
Document Camera

Resources:
Ask and Answer Questions - CCSS. (n.d.). Retrieved June 6, 2019, from
https://www.teacherspayteachers.com/Product/Ask-and-Answer-Questions-
CCSS-869852

Education.com. (2018, August 20). Reading Comprehension: The Man, the Boy, and the
Donkey | Worksheet. Retrieved June 7, 2019, from
https://www.education.com/worksheet/article/reading-comprehension-the-man-
the-boy-and-the-donkey/

Education.com. (2019, April 03). Manatee Facts | Worksheet. Retrieved June 7, 2019,
from https://www.education.com/worksheet/article/manatee-facts/

INSTRUCTIONAL PLAN

Sequence of Instructional Procedures/Activities/Events:

Prior to this lesson students will need to have the proper fluency skills necessary to read
independently because students will be required to read text in order to answer questions about
the text. Prior to this lesson students will also need to know how to ask questions using, how,
who, when, where, what, and why because this will assist students in forming questions about
the text they are reading.

2. Presentation Procedures for New Information and/or Modeling:

Step 1 Quick Review: The teacher will begin the lesson by asking the students to think about the
words that they use to form questions such as how, who, when, where, why, and what. The
teacher will instruct the students to turn towards the Smart Board where the teacher will have a
projection of her computer screen which will have the digital document “Good Readers Ask and
Answer Questions” from Teachers Pay Teachers website (Ask and Answer Questions-CCSS,
n.d.). This is used to activate their prior knowledge about asking questions.

Modeling:

Step 2: With the student still at their seats, facing the board, the teacher will then go over the
topic for today’s lesson.

Teacher: Now that we have reviewed how to form a good question, let’s talk about our learning
objective for today which is how we can use the information/evidence from the text we read to
answer those questions. To be good readers we need to know how to use the information we get
from what we are reading in order to ask questions and to answer questions.

Step 3: The teacher will then use the document camera to project the reading comprehension
document “The Man, the Boy, and the Donkey” (Education.com, 2018). The teacher will read
the passage presented on the worksheet.

Teacher: Now that I have read the passage to you all, lets look at the questions and I will explain
how we can use evidence from the text to answer them.

Step 4: The teacher will then read each question and find the answer for those questions in the
text, modeling how to do so for the students. The teacher will use a highlighter to highlight
where those answers can be found in the passage and write the number of the question it answers
beside the question. The teacher will do this will all 5 questions that pertain to the passage.

3. Guided Practice:

Step 5: The teacher will ask the students if they have any final questions about using evidence to
ask and answer questions about the material they read. Once all questions are answered and the
teach believe that the students have a good grasp on the learning objective, the teacher will hand
each student a copy of the “An Introduction to Manatees” worksheet (Education.com, 2019).

Teacher: Now that I have modeled how you can use the evidence from text to answer and ask
questions, I would like for each of you to work on your worksheet and answer the 4 questions
presented after the passage. Please use your highlighters to highlight where the information can
be found to answer each question just like I did on the board. You may work with a partner at
your table group to complete the worksheet. As you work, I will call small groups to come to the
back table and work with me.
Step 6: After the teacher has had a chance to work with small groups of students at the back
table, she will then walk around the room and interact with the students. In doing so she will be
checking for understanding of the learning objective and answer questions the students may
have.

4. Independent Student Practice:

Step 7: The teacher will administer the assessment during the independent practice portion of the
lesson. Students will be given a handout with a short reading passage and students will need to
use the evidence from the text to answer 5 questions.

Teacher: Now that you have an understanding of how to use evidence from the text to ask and to
answer questions, I would like for you to work independently to read and answer the questions
on this handout as this will count as a grade and your assessment of the learning objective of the
day.

5. Culminating or Closing Procedure/Activity/Event:

As the lesson ends the teacher will draw the classes attention back to the front of the room. The
teacher will ask the students to turn to a partner and discuss what they learned that day with one
another. The teacher will give the student a couple of minutes to discuss and then ask them to
turn back towards here. Once she has their attention, she will ask the students questions about
how they could use this skill in other subjects such as in social studies or science for example.

Differentiated Instruction Accommodations:

English Language Learners- a list of common vocabulary used during the lesson will be
provided. As well as being pulled to work with the teacher in small group instruction during
guided practice.

Physical Disability (vision impairment)- Text from the worksheets and assessment will be read
orally for students with visual impairments so they can have both written and oral instruction.
Dictation of answers will also be done for students with severe visual impairments that may
struggle otherwise to write answers.

Student Assessment/Rubrics:
Informal/Formative Assessment- The teacher will be walking around during guided practice,
communicating with students and checking for understanding as well as checking for
understanding as she works with students during small group instruction.

Summative Assessment-The learning objective will be met when given a handout with text and
5 questions about that text, students will use evidence from the text to correctly answer the
questions with 80% accuracy. The assessment will be conducted during independent practice.