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PLANNING
Readworks-Informational Text
Reading/Vocabulary
Back from the Brink
30 minutes
Number of students: 2
Race: Caucasian
English Language Proficiency: English
Gender: Female
Exceptionalities: Learning disabilities
Cultural Considerations: N/A
Other information: N/A
List the IEP goals for the student(s) as it pertains to this lesson.
Reading: In 36 instructional weeks, when given a 3rd grade level nonfiction reading
passage, Abby will answer comprehension questions related to the passage with 75%
accuracy.
Reading: In 36 instructional weeks, when given a 3rd grade level nonfiction reading
passage, Sarah will determine the meaning of a specific word or phrase.
Objectives
The students will identify the main idea of the reading passage.
The students will understand key details in the reading passage.
Independently read questions about a story and write or select an answer.
Share information and ask and answer questions during discussion
Understand new vocabulary based off of the passage.
Standards
CCSS.ELA-LITERACY.RI.3.2
Determine the main idea of a text; recount the key details and explain how they support the main
idea.
CCSS.ELA-LITERACY.L.3.4.D
Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise
meaning of key words and phrases.
Assessment (formative
and/or summative)
Resources (texts,
technology, materials,
etc.)
Incorporation of other
subject areas
Introduction
(anticipatory set,
thinking device, advance
organizer, lesson
hook)
Rationale
I am providing background knowledge so that
the students can make text connections when
reading the article from Readworks Back from
the Brink. Having a discussion about what
endangered animals are will help the students
make connections prior to reading the passage.
I am also incorporating a testing strategy in my
# of minute 20
I will first review the annotation symbols to my students on the Smartboard. The
requirement is that when the students first read independently, they need to include these
symbols as they read to develop a deeper understanding of the text.
I will first pass out a hard copy of the reading passage to the students so that they can
incorporate the annotation symbols on their paper. This way, the students can go back to
their text to find evidence to support their answers to the questions at the end of the
article.
The group that I will be teaching this lesson to will only have two students so I will have
the students read the article to themselves followed by reading the passage aloud
together from the smart board or on their paper. As we read together, I want the students
to share where they had placed different symbols for their annotation to increase
discussion as we read the passage together.
I want to incorporate multiple opportunities to read the article to increase opportunities for
students comprehension and understanding from the reading.
As we are reading together, I will implement questions during the reading to assess
students understanding and checking to see if they are following along.
.Following reading the article, I will have the students answer the questions provided from
the passage on their paper. Once the students answer the questions independently we
will go over the answers together so that I can assess their knowledge and understanding
from the passage.
If a student misses a question, I will have the students look back at their text to find
evidence that supports the correct answer. By doing this, I am emphasizing to the
students the importance of looking back on their text to find the answer.
I will then explain the LINCs strategy to my students. I will have printed out worksheets
with the chart for the study card already included to save time. The chart will include a
box for the word, reminding word, LINCing story, image, and the definition.
The two words are: banned and symbol.
I will walk the students through the first one as I fill it in on the board to ensure
understanding and incorporate a visual model.
Description:
Rationale:
UDL representation:
I will have hard-copies of the article for
those who prefer to read on paper rather
than the Smartboard. I will also have the
article portrayed on the Smartboard for
those who would rather follow along on the
board.
The paper copy will also be used for the
students to annotate symbols and highlight
on.
A piece of construction paper will be an
option for students to use as they follow
along. (A reading guider)
UDL engagement:
I will allow three opportunities to read the
article-independently and with the teacher.
The Smartboard is interactive when they
answer at the end of the article.
LINC strategy: draw pictures, create a story
or example, etc)
# of minutes: 5
I will end the lesson with revisiting the focus question, what do you know about endangered