Name: Abilene Martinez

School Site:

Language Academy of Sacramento

Grade: Third Grade

Lesson Title/Subject: Taller de Lectura - Descifrando palabras dificiles
Content Standard(s): RL.3.4Determine the meaning of words and phrases as they are used in

a text, distinguishing literal from nonliteral language.

English Language Arts Anchor Standards and/or Math Practice
Standards: ELD Standard(s):
Anti-Bias Framework Anchor Standard and Domain:
Grade Level Outcome:
List Measurable Objectives in this
column.
Note: The objectives will match the
standards.

Describe Assessment Tool and Criteria

Content Objective:
By the end of the lesson SWBAT (A)
interpret (B/DOK-2) difficult words
when reading a student chosen book
(C) and using 4 out of the 5 wordsolving strategies (D).

How will you CFU?

I will check for understanding through
the use of an oral check
when asking questions about the
strategies for word solving.

What and how will you

assess during collaboration?
During collaboration,I will listen into
students conversations to make sure
that they are taking turns when they are
sharing out their answers.
What and how will you assess during
independent
learning?
I will allow them to practice the
strategies during silent reading.

Social Skill
Objective:
Students will work collaboratively when
discussing their answers with their
partners. Students will also
model listening with purpose
while staying focused throughout the

How will you CFU?

At the beginning of the lesson I will ask
what are the expectations while listening
with purpose.
What and how will you assess during
collaboration?
I will walk around the classroom to

lesson.
How will you teach the social skill?
Modeling
Brick Words:
-

Longitud,

camiones monstruo,
ayuntamiento

ensure actively participating and

respectful agreements/disagreements.
What and how will you assess during
independent learning?
Students will work alone to read the book
they chose and practice the word-solving
strategies. I will walk around to see
whether they need any assistance.

Which language demand(s) will you

need to teach in order to achieve
the content objective?
Language Objective(s) (language
demands):
Multicultural/Social Justice:

How will you CFU?

What and how will
you assess during collaboration?
What and how will you assess during
independent learning?

Cohesiveness/Continuity
Students have been reading and they have been having difficul
Materials

Anchor chart Readers Climb the Hurdle of Hard Words by.

Poster of a page from the book Stone Fox
Picture of a monster truck

Differentiation *not learned yet

Modification of the ________________ based on _____________ because
classroom element
student trait

Lesson Implementation
Focus Lesson

Hook (5 minutes)
T: Ayer fui al parque y de repente mire una pequea hormiga caminando a travs de la
mesa en la que yo estaba sentada. Para ver lo que la hormiguita hara, puse mi lpiz

en su camino. Yo pens que iba a pasar por encima del lpiz, como esos camiones
monstruo que suben y pasan sobre un obstculo. Envs, la hormiguita giro a la
izquierda, camino pacientemente a lo largo de la longitud del lpiz.
T: mmmmm, entonces pens y me di cuenta que mi lpiz se senta tan alto que ni
siquiera la hormiguita considero escalar. La hormiguita se desvi y empez a caminar
hacia otra direccin. Me sent mal por la pequea hormiguita, quite mi lapiz, y muy
pronto, se encontr de nuevo con su rastro de olor y sigui en bsqueda de su
almuerzo.
Les estoy contando esta historia como un ejemplo de lo que no se debe hacer cuando
esten leyendo. Todos ustedes estan trabajando con empeo y cuando vean una
palabra difcil...ustedes no pueden ser como la hormiguita que se desva.

Objectives are stated in student friendly language

Hoy vamos a aprender cmo descifrar una palabra difcil cuando leemos
Clear explanation of purpose and relevance

Hoy les quiero ensear que los lectores con valor y determinacin pasan sobre las
palabras difciles como los camiones monstruo que suben y pasan sobre un obstculo.
Los lectores nunca se rinden; ellos no toman un desvo de la historia. Ellos intentan
una estrategia y luego otra para ayudarles a descifrar la palabra difcil

Building Background
o Links explicitly made between past learning and new concepts

Qu es lo que an estado aprendiendo en taller de lectura?

o Concepts explicitly linked to students background experiences

- Qu hiciste t cuando de repente estaban leyendo, y miraste una
palabra difcil de leer?
o Key vocabulary emphasized: Revise (revisar)
-

Longitud, camiones monstruo, ayuntamiento

Modeling of the new learning (think aloud and/or

demonstration)
Modeling and Example

Guided Instruction

Estima
ted
Time
5 min

Activity

Additional
Notes
(Grouping,
Material, etc.)

Hook

Mini-story

Vamos a ver una parte del libro de Stone Fox. Yo voy

a ser el lector y todos ustedes van a ser los
investigadores. Viendo y analizando lo que hago yo
cuando me encuentro con una palabra difcil.

Lesson time

Yo voy a ser como el camin monstruo. Nada se

interpondr en mi camino! No voy a parar!

When I come across the word.... enjugndose

I read that word slowly and do not finish the
word
T: No puedo leer esa palabra,Qu puedo hacer?
hmmm
T: (look at the class and ask) - Compartan con su
companero o companera sobre qu puedo hacer
para descifrar esta palabra?
T: (then calls on a student)Quin me puede decir
con una mano calladita, lo que le dijo su
compaero(a) sobre que puedo hacer?
S: give some strategies
T: Bueno tienen razn.puedo empezar a pensar
cmo se utiliza la palabra en esta oracin. Puedo ver
que el alcalde est haciendo una accin con el sudor
de su cuello.
T: pero qu es exactamente? Oooh ya se voy a
separar la palabra en partes ( maestra pone su dedo
sobre la parte media de la palabra y el final)

Read the
poster of the
page from
Stone Fox

Meaning of
enjugndose:
Quitar la
humedad
superficial de
algo
absorbindola
con un pao

La primera parte de la palabra se mira como una

palabra que ya se...en
Miro a la segunda y tercera parte...ju-gan
Esta ltima parte no se ve como una palabra que ya
se, pero puedo pronunciarla... dose
Ahora ya tengo todas las partes: en-ju-gan-dose
Voy a ponerlas todas juntas: enjugndose
(Reread the sentence and explain it)

*CFU for Content: Qu estrategias me vieron usar

para descifrar la palabra enjugndose?
S: separando la palabra

After students are finished suggesting strategies,

start an achor chart of word-solving strategies

Separar la palabra (chinking the

word)
Pensando el la historia (dibujo:
Qu est pasando?
Preguntando, Se ve una
palabra que ya s
Preguntando, Se escucha
como una palabra que ya conozco
Tratando los diferentes sonidos
que las letras puede hacer
En unos minutos ustedes van a leer
individualmente pero primero ...

*CFU for Content: Quin me puede decir qu

estrategias pueden usar para descifrar una palabra
difcil?

Show the
anchor chart
(grfico de
anclaje) on a
poster

*CFU for Directions: Quin me puede decir como

van a leer durante la lectura individual?
Teacher calls group by groups to go sit down and
read quietly

Groups sit
down

Teacher walks around and reminds children that :

Los lectores no se pasan las palabras difciles, los
lectores tratan de descifrarlas
Usan las estrategias

Strategies for word solving

When they encounter a difficult word, they know lots of
strategies for word solving and will need to draw on both
meaning and phonics to tackle hard words
Power of grit, when presented in the spirit of doing ones
best and never giving up
Explicit Teaching of Social Skill and Activity

Collaboration

Student Reflection
Social skill: Students will praise their classmates about their turn-taking skills. They will say, I
liked when____ did this because______. Having them praise each other is a clear reflection of
their understanding of what is expected from them when they are partner sharing.

Independent Learning

Student Reflection
After the lesson, the students will be working independently reading a book. At that time, I will
assess students by circulating around the classroom and asking them what strategies they have
used to figure a word out. I will prompt them to think about what strategies they can use.

Teacher Reflection

(This reflection does not require fully formed paragraphs or copious amounts of evidence.
These are questions that you should address after each lesson but you may use shorthand,
bullet points, etc. to respond.)
1. What specific examples of student learning show that students met or made progress
toward the objectives?
2. Looking at this evidence, what were your (the teacher candidates) actions and/or strategies
that contributed to and built on successful student learning?
3. What specific examples of student learning show that students struggled to meet or make
progress toward the objectives?
4. Looking at this evidence, what were your (the teacher candidates) actions and/or strategies
that interfered with student learning? Describe any missed opportunities.
5. Considering student learning, if you were to teach this lesson again, what would you do
differently?
6. Using the evidence of student learning described and observed, what will be your next
steps in future instruction with the class, small groups, and/or individual students?

Congratulations! You have now completed the PIARA cycle