Your Name:

Janice Miller

Subject: Language Arts

Grade Level: 3
Lesson Title: Guided reading, Tuck Everlasting

Materials Needed: Tuck Everlasting, by Natalie Babbitt, graphic organizer for context clues,
pencils, anchor chart.
Standard(s): R.L. 3.4.: Determine the meaning of words and phrases as they are used in a text.
Distinguish literal from nonliteral meaning.
I can use strategies (context clues) to find the meaning of a word I dont know.
Lesson Objective(s):
I can use strategies (context clues, including definition, examples, word parts, synonyms,
antonyms and inference) to determine the meaning of a word I dont know.
1. Provide objectives: (What are students going to learn?)
I can use strategies (context clues, including definition, examples, word parts, synonyms,
antonyms and inference) to determine the meaning of a word I dont know.
2. Demonstrate knowledge or skill: (Input/Modeling by the teacher)
Review of anchor chart from morning comprehension chart, students follow along on
their copy in their literacy notebook.
Introduce graphic organizer to be completed while reading.
When students come across an unfamiliar word they will write it in the unknown word
column. Next, they will list the clues used to help determine the meaning. Finally, they
will write the meaning in that column.
Teacher models how to complete graphic organizer with motionless. Motion is part of
word, meaning movement; less as a suffix means without. Therefore, motionless means
without movement.
Students begin reading, but group will stop from time to time to discuss unfamiliar
words.
Following are words that have a high probability of being unfamiliar: balmy, tangent,
bovine, infinite, oppressive, trespassing (prologue & chapter 1).
Discussion as needed to work through unfamiliar words. Encourage discussion among
students, but provide support as needed.
3. Provide guided practice: (Guided practice with the teacher)
Introduction of graphic organizer, teacher models with motionless from text.
4. Check for understanding and provide student feedback: (How will you know students
understand the skill or concept? How will they know they get it?)?
Discussion during small group work.
Student completion of graphic organizer.
5. Provide extended practice and transfer: (Independent practice of the skill)

Continuous completion or graphic organizer while reading the book.

6. Assessment / Closure: (How do you evaluate student progress or provide closure to this
lesson?)
Completion of graphic organizer throughout completion of book.
7. Plans for differentiation:
Provide additional support in completion of graphic organizer as needed.
Resources:
Anchorchart:

Graphicorganizer:

Context Clues: Be a Word Detective!

Unknownword

Meaningofunknownword

Motionless

Withoutmotion

Whatclueshelpedyoufigure
outtheword?
Wordparts,motionandless

BothusedduringstudentteachingatSoutheastElementary,createdduring3rdgradePLC
incollaborationwithfellow3rdgradeteachers.