3-Day Shared Reading Lesson Plan Grade 3

TEXT: Sea Turtles: Amazing Pictures & Fun Facts on Animals in Nature (Our Amazing World

Series) by Kay de Silva (2012)

OVERVIEW OF THE TEXT: This book takes a look at the old man of the sea (sea turtles)
by using captivating illustrations and carefully chosen words. The book highlights a variety of
information about sea turtles; for example a sea turtles anatomy, habitat, migration and
movement. The book also introduces children to different types of sea turtles that exist in the
wild.
CONTEXT: This lesson (or series of lessons) is meant to be used as part of the exploration of
non-fiction and fiction text. The students have already been exposed to a variety of fiction and
non-fiction texts as part of other shared reading sessions.
PURPOSE: Students will learn how to identify a non-fiction text and have a chance to apply the
strategies they have learned to navigate through non-fiction texts. They will practise identifying
the different parts of non-fiction text and students will practise working through difficult (or
new) vocabulary.
The students will also practise making predictions, asking questions about the text, identifying
difficult or new words and summarizing the information.
TIME FRAME:
3 days
20-25 minutes per day
MATERIALS:
PDF version of the e-book
Chart paper
Markers
Pointer
K-W-L Charts (enough for each student)
Sticky notes
ONTARIO CURRICULUM EXPECTATIONS
Students will:
Reading
Read a variety of literary texts
Identify a variety of reading comprehension strategies and use them appropriately before,
during, and after reading to understand texts.
Identify and describe characteristics of a variety of text forms, with a focus on literary
texts such as informational texts such as a nature magazine.
Predict the meaning of and rapidly solve unfamiliar words using different types of cues,
including: semantic (meaning) cues; syntactic (language structure); and graphophonic
(phonological and graphic) cues.
Oral & Visual Communication
Communicate orally in a clear, coherent manner, presenting ideas, opinions and
information in a logical sequence.
ASSESSMENT OPPORTUNITIES

The teacher observes and notes students ability to:

Identify text features and the purpose of these features
Make predictions and provide supporting details
Reflect on what they already know, what they want to know and what they have learned
Identify and use strategies when faced with difficult or new words
ACCOMODATIONS/MODIFICATIONS
1. Provide students with their own copy of the text to follow along more closely
2. Allow students to draw pictures depicting the vocabulary words rather than writing
sentences
3. Let students use a computer to write sentences
4. Allow students to orally share their answers
PROCEDURE
Day 1 Preview & Predict; Wonderings
Before
The teacher will:
Ask students to think about the type of things they may find on the cover of a book and
what that information this will tell them about the book
o Students will take part in a Think-Pair-Share session to discuss their ideas with
their peers before sharing with the class
Show the students the title of the book with the picture covered up and ask them to make
predictions about what the book may be about
o What information do you think we will find in the book?
Ask students to record their predictions on sticky notes and stick them on the chart paper
Review the predictions
Show students the complete cover of the book and ask them to identify the parts of the
cover and what those parts tell us
Ask students to complete the 1st part of the K-W-L chart (see resources) using sticky
notes that will be applied to the chart.
o K Stands for What I already know
o What do students already know about sea turtles?
Have students record their answers on their personal K-W-L organizer
During
The teacher will:
Read the title page
Read the table of contents and asks students to check their predictions on the graphic
organizer to see if they were right about the information they may find in the book
Review the purpose of the table of contents by asking for student input
Ask students to use their sticky notes again to reflect on the 2nd part of the K-W-L chart
o W Stands for What I want to know
o What do students want to know about sea turtles?
Have students record their answers on their personal K-W-L organizer
Begin reading the text aloud using oral reading fluency
Have the students repeat the page of text in an effort to practise their expression and
fluency
o To make it fun might ask Anyone who has a brother, please read the text after

me or Everyone who brought a sandwich for lunch, please read the text after
me
After
The teacher will:
Ask students to review the W part of the K-W-L chart and identify if any of their
questions have been answered
Day 2 Text Features; New Vocabulary
Before
The teacher will:
Have students review the text features they brainstormed last time
Conducts a Think-Pair-Share while students help each other understand the purpose of
the text features
Prompt students to start thinking about new words or difficult words they identify in the
text.
During
The teacher will:
Re-read the text including the cover, table of contents and information page.
Highlight words and expressions that students may not understand in order to expand
their vocabulary and comprehension.
After
The teacher will:
Ask students to make a list of new words they learned in the book.
Review the meaning of the words with students and identify the text feature that supports
them as readers (glossary)
Have students write sentences on whiteboards using these new words and share them
with a small group (2-3 students).
Day 3 Reading Comprehension
Before
The teacher will:
Ask students to share details from the text and try to fit them into each heading
Record their answers on chart paper
During
The teacher will:
Read the book from start to finish with no pauses for deeper engagement
After
The teacher will:
Challenge students to review the chart they made before and ask them to add to it if need
be.
Have students fill in the last column of their K-W-L chart using their own ideas and ideas
from the class
o L Stands for What I have learned
o What have students learned about sea turtles?
Have students record their answers on their personal K-W-L organizer

Resources