GRANITE

SCHOOL DISTRICT LESSON DESIGN TEMPLATE

6th Grade ELA Small Groups

interest in specific
engage students’
What will I do to

learning goals?
Content Objectives (RI.6.1): I can cite textual evidence and inference to
support main ideas shared in the text.

Language Objectives: I can identify and write about the discoveries made
through technology.

Phonics (7 min.)
• “I do” – Teacher models how to identify and read closed syllable
words following the multi-syllabic module.
• “We do” – Students complete a guided sort to identify whether a
syllable is closed or other (an open syllable).
• “You do” – Students will be assessed to check their understanding
What will I do to help students interact with new knowledge?

of closed syllables. They will be asked to identify whether a set of

words are closed or not closed syllables and place them under the
appropriate column.

Leveled Reader (7 min.)

• “I do” – Bring forth prior knowledge and connect story to student’s

personal life to make the reading more meaningful. Teacher will
also pre-teach unfamiliar or difficult vocabulary found in the text.
Teacher models reading with accuracy. Create timeline to show
what events have occurred thus far in the text.

• “We do” – Teacher and students will reread sections aloud together
along with having students echo read. Teacher will stop and check
with comprehension questions, referring back to the text for
textual evidence.
• “You do” – Students will take turns reading a paragraph at a time
from the text independently with support and word corrections.

Writing (5 min.)

• After reading, students will be asked to identify 5 closed syllable

words in the text read. Students will be asked a comprehension
question regarding the text and required to write a complete
sentence. The teacher will provide a sentence stem for students to
use (The data Hubble sent back to scientists was....). If time
students will also complete a sequence graphic organizer.

 • Teacher will review content objective and language objectives.
What will I do to help • A target for the day is fluency in regards to rate and accuracy.
students practice? Therefore, the teacher will have students do repeated reading in
the text and also echo reading.

• To show knowledge and comprehension of the text the teacher will

have students then answer a question relevant to the text as
indicated above.
• Students will get practice with phonics and identify closed syllables
in the text for recognition.

What will I do if they still don’t get
or they need more?
The lesson being
What will I do to deepen students’ understanding at their level of learning?

observed is of small
groups, with the intent to
providing additional This lesson follows the I do, We do,
support to students at You do model to help students
similar reading levels understand the concept being
and needs. The focus will taught in small groups. However, if
be fluency and students need additional support I
comprehension along will reteach the lesson concepts in
with phonics at the a different form or in a one on one
beginning of the lesson. setting.
To deepen

understanding the
teacher will ask students

comprehension
questions along with
rephrasing, and making
connections to student’s
lives. I have a Spanish
speaking student who
has lived in the U.S. for a
couple of months. This
student’s language is still
developing, therefore,
translations will need to
be made as necessary.

• Review the content and language objectives.
What will I do
next with the

Teacher will use students writing and personal observation

data I now

•
have?

throughout the lesson to see what the next steps should be

in regards to teaching.