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Your Name:

Janice Miller

Subject: Language Arts


Materials Needed:

Grade Level: 3
Lesson Title: Questions, day 1

Anchor chart, Fly Away Home, by Eve Bunting, thought bubbles, post it notes, pencil.

Standard(s): R.L. 3.1.: Ask and answer questions to demonstrate understanding of a text, referring explicitly to
the text as the basis for the answers.
I can ask and answer questions while reading the text.
I can refer to the text to answer the question.
Lesson Objective(s):

I can ask and answer questions while reading the text.


I can refer to the text to answer the question.

1. Provide objectives: (What are students going to learn?)

I can ask and answer questions while reading the text.


I can refer to the text to answer the question.

2. Demonstrate knowledge or skill: (Input/Modeling by the teacher)

Start conversation of what makes a good reader. List on whiteboard. Guide students to asking and
answering questions with text; readers ask and answer questions to gain deeper understanding of text.
During reading, your brain is already doing these things and always working and actively engaged with
text. WAKE UP YOUR BRAIN.
Introduce anchor chart and I can statements. Introduce thought bubbles and how they are going to be
used throughout the week when asking and answering questions while reading. Students to carpet for
story.
Introduce Fly Away Home, by Eve Bunting. Model asking questions before reading. Write on post it
and place in book to be answered later.
Continue reading the book, stopping throughout to model how good readers are engaged with the text,
using post it notes for questions and rereading to answer questions.
List questions you may still have when done reading, also write on post it note. How can we maybe
answer these?

3. Provide guided practice: (Guided practice with the teacher)

Introduction and review of anchor chart and I can statements.


Modeling of asking and answering questions while reading. Engage students to ask and answer their
own questions throughout lesson.

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?)?

Ongoing class discussion throughout the week regarding asking questions before, during and after
reading.

5. Provide extended practice and transfer: (Independent practice of the skill)

Students will begin asking and answering questions while reading, including use of post it notes.

6. Assessment / Closure: (How do you evaluate student progress or provide closure to this lesson?)

Ongoing discussion with students.


Observations throughout the week on whether or not students are asking questions while reading.

7. Plans for differentiation:

During rounds throughout the week, students will focus on asking questions while reading.

*example of thought bubbles used during lesson at Southeast Elementary