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Teacher Candidate: Dylan Brooks Lesson # 1 Subject/Grade: 3rd grade ELA Date and Time of Lesson: October 1, 10:00

Learning Objective: When given a grade-level literary text, student will ask and answer questions to demonstrate understanding of the text. Alignment with Standards: CCSS.ELA-Literacy.RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Developmental Appropriateness or Cross-curricular connections: This lesson is developmentally appropriate because the students are familiar with the process of a read aloud and have had practice interacting with the teacher about a text. Students have the skills to be able to work cooperatively with their peers in positive and constructive manner. Assessment(s) of the Objectives:
Lesson Objective(s) Assessment(s) of the Objective(s) Pre Assessment: Students will be engaged and understanding the strategy during teacher modeling portion of the lesson. During Assessment: Students are writing down questions and are able to find appropriate answers from the text. Post assessment: In writing journals, students will create a chart that has the questions and the answers they have found to their questions. Use of Formative Assessment By reading the students journals, I will be able see if they were asking appropriate questions for the texts and if their answers are logical. If the students are successful then we will be able to move onto finding specific examples for the text to help support their answers in the next lesson.

When given a grade-level literary text, student will ask and answer questions to demonstrate understanding of the text.

Accommodations: There shouldnt be any early or late finishers since the activity is being facilitated by the teacher. For my ESOL students, I have made sure they have time to talk with a partner about the story and I will make sure to read animatedly and at a slower pace. The students with ODD and ADHD should be closely monitored so that they arent disrupting their neighbors and are on task. They may need to be seated closer to the teacher. Materials: The text Alexander, Who Used to Be Rich Last Sunday, large sheet of chart paper, student chart sheets, and pencils for each student. Procedures: 1) Introduce Text: Today, we are reading Alexander, Who Used to Be Rich Last Sunday. Lets look at the front of the book. Look at the title and the picture? What are some initial thoughts or questions you have about the book? Have a piece of chart paper ready to draw the chart on the paper. The chart will have two sides; Questions and Answers. Write student suggestions on the question side of the paper. Examples of appropriate

responses would be, Why is Alexander not rich any longer? What happened to his money? How much money did he have? These are questions that we have about the text already. As good readers, we need to be constantly asking questions about what were reading. Good readers also need to be on the lookout for any answers to our questions. 2) Introduce Strategy: Lets begin reading and see if we find any new questions and maybe find some answers for the questions we already have. Read the first five pages aloud. Already have model teaching questions prewritten but hidden on the chart paper. Model thinking strategy; How much money did he have? Why is Alexander left with bus tokens? Did he spend his money? Good readers look for the answers to their questions. Read the next page when we figure out how much money he had. ($1) So now we know he had one dollar to begin with. Lets see if we can find another answer. Read the next four pages. Well, when we read this page, we found out something important. Now we know that he starts spending money, right? Lets write that in the answer column on the chart and you need to fill out your chart in your notebook. 3) Guided Practice: I am going to keep reading a book and I want you to keep listening for good questions and since I know you all are good readers you will be able to find some answers too. Continue reading the book and check for student understanding by scanning the students and make sure theyre on task. 4) Bring students attention back to the teacher. I want you to turn to your neighbor to talk about the questions you found and your answers to the questions. Allow for about 3 minutes of partner talking . Listen and facilitate conversations as needed for understanding. Okay who wants to share one question that they had while we were reading? Good! (Write the student question on the chart) Did you find an answer to that question? Great! Does anyone else have another they would like to share? Fill out a few more questions and answers on the class chart. 5) Conclusion: What is something that we learned today that good readers should do? Great! Why do you think we need to ask questions when reading? Can you use this when reading other genres? Of course! You can do this in informational texts, biographies, science fiction, and so on! Students will turn in their charts so that the teacher can assess understanding from students. Activity Analysis: This lesson supports the objective that students are able to ask and answer questions about a text because they are given the model and instruction for how to be able to this and them some guided practice instruction. This builds directly into the next objective which is the students will be able to pull evidence from the text to support their answers. The first activity is a general assessment of questions that they can form by looking at the front cover. This is an appropriate beginning for my ESOL student and my lower-performing students in reading. I then thoroughly model the strategy that I want them to do and constantly monitor for understanding during the reading. After the reading, students are given the opportunity to turn and talk to their neighbor about the questions and answers they have generated from listening to me read. This lesson is appropriate for this classroom because it is a grade-appropriate text that should be engaging. I have chosen this book based on the student interest surveys and it fits into the genre that a lot of the students circled as their favorite. It is a humorous story book that should keep them interested. The students will be completing a chart during the reading time and that should help to keep them focused and give them purpose for reading.

References: Viorst, J. (1988). Alexander, who used to be rich last sunday (R. Cruz, Illustrator). New York, NY: Aladdin paperbacks. Horton, A., Dr. (2013, September 25). [Personal interview].

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