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READING SMALL GROUP LESSON PLAN

Name: Kyrie Purdy


Date: Monday 2/8/15
I. LESSON FOUNDATION
Lesson Title: Small Group Compare and Contrast (With group 1)
Grade Level(s): 3

Time Allotted: 30 minutes

Subject Area(s)/Subject Content Explanation: Reading (small group)


Standard(s)/Anchors:
Determine the meaning of general academic and domain-specific words and
phrases in a text relevant to a grade 3 topic or subject area. [RI.3.4]
Engage effectively in a range of collaborative discussions with diverse partners on
grade 3 topics and texts, building on others ideas and expressing their own clearly.
Ask questions to check understanding of information presented, stay on topic, and
link their comments to the remarks of others. [SL.3.1c]
Ask and answer questions to demonstrate understanding of a text, referring
explicitly to the text as the basis for the answers. [RI.3.1]
Essential Question(s): How can we compare and contrast two ideas from a story? How
can we use the similarities and differences between two topics or ideas to help us better
comprehend a story? How can we use vocabulary to help us better understand our story?
Instructional Objective(s): When presented with a story, the students will be able to
compare and contrast two ideas from that story with 80% accuracy.
When presented with a story, the students will be able to describe the relationship
between two ideas or topics with 80% accuracy.
Formative Assessment: Towering Triangles Venn Diagram
Summative Assessment: End of the Unit 4 test
II. LESSON BODY
INTRODUCTION: Allow the students that you will not be pulling to the small group table
to complete their Spelling work. They may do a word sort, a rainbow write, or ABC order.
When the students finish with this they may start their choice time. They may choose to
go to any station listening, fluency, comprehension, partner read, or read to self. Pull
group 1 to small group table. Introduce vocabulary cards with their meanings to
introduce new words that will be in the story. Ask students to provide a synonym or
antonym for each.
TEACHING PROCEDURES:
Must include:

*Description of Method(s) Used to Present Subject Matter Explain to students that


today we will be reading a nonfiction article about pyramids. Encourage them to pay
attention to similarities and differences among Egyptian and Mayan Pyramids.
*Guided practice Hold a quick discussion with the students about what they noticed in
terms of similarities and differences. Reread parts of the article to notice similarities and
differences that students discuss.
*Independent Practice Have students complete a Venn Diagram with little assistance
from the teacher. Encourage them to use text evidence and go back to reread with them
if necessary. Monitor students to make sure they are using text evidence to compare and
contrast the concepts in the article. (Egyptian and Mayan Pyramids.
III. LESSON ESSENTIALS
DIFFERENTIATED LEARNING ACTIVITIES: Differentiation through the use of modeling and
examples. Small group discussion, intense setting.
INSTRUCTIONAL RESOURCES, MATERIALS AND TECHNOLOGY: Compare and contrast
articles, vocabulary cards, Venn Diagrams

READING SMALL GROUP LESSON PLAN


Name: Kyrie Purdy
Date: Tuesday 2/9/15
I. LESSON FOUNDATION
Lesson Title: Small Group Compare and Contrast (With group 2)
Grade Level(s): 3

Time Allotted: 30 minutes

Subject Area(s)/Subject Content Explanation: Reading (small group)


Standard(s)/Anchors:
Determine the meaning of general academic and domain-specific words and
phrases in a text relevant to a grade 3 topic or subject area. [RI.3.4]
Engage effectively in a range of collaborative discussions with diverse partners on
grade 3 topics and texts, building on others ideas and expressing their own clearly.
Ask questions to check understanding of information presented, stay on topic, and
link their comments to the remarks of others. [SL.3.1c]
Ask and answer questions to demonstrate understanding of a text, referring
explicitly to the text as the basis for the answers. [RI.3.1]
Essential Question(s): How can we compare and contrast two ideas from a story? How
can we use the similarities and differences between two topics or ideas to help us better
comprehend a story? How can we use vocabulary to help us better understand our story?
Instructional Objective(s): When presented with a story, the students will be able to
compare and contrast two ideas from that story with 80% accuracy.
When presented with a story, the students will be able to describe the relationship
between two ideas or topics with 80% accuracy.
Formative Assessment: Towering Triangles Venn Diagram
Summative Assessment: End of the Unit 4 test
II. LESSON BODY
INTRODUCTION: Allow the students that you will not be pulling to the small group table
to complete their Spelling work. They may do a word sort, a rainbow write, or ABC order.
When the students finish with this they may start their choice time. They may choose to
go to any station listening, fluency, comprehension, partner read, or read to self. Pull
group 2 to small group table. Introduce vocabulary cards with their meanings to
introduce new words that will be in the story. Ask students to provide a synonym or
antonym for each.
TEACHING PROCEDURES:
Must include:

*Description of Method(s) Used to Present Subject Matter Explain to students that


today we will be reading a nonfiction article about pyramids. Encourage them to pay
attention to similarities and differences among Egyptian and Mayan Pyramids.
*Guided practice Hold a quick discussion with the students about what they noticed in
terms of similarities and differences. Reread parts of the article to notice similarities and
differences that students discuss.
*Independent Practice Have students complete a Venn Diagram with little assistance
from the teacher. Encourage them to use text evidence and go back to reread with them
if necessary. Monitor students to make sure they are using text evidence to compare and
contrast the concepts in the article. (Egyptian and Mayan Pyramids.
III. LESSON ESSENTIALS
DIFFERENTIATED LEARNING ACTIVITIES: Differentiation through the use of modeling and
examples. Small group discussion, intense setting.
INSTRUCTIONAL RESOURCES, MATERIALS AND TECHNOLOGY: Compare and contrast
articles, vocabulary cards, Venn Diagrams

READING SMALL GROUP LESSON PLAN


Name: Kyrie Purdy
Date: Wednesday 2/10/15
I. LESSON FOUNDATION
Lesson Title: Small group Writing Wednesday!
Grade Level(s): 3

Time Allotted: 30 minutes

Subject Area(s)/Subject Content Explanation: Reading (small group)


Standard(s)/Anchors: Write opinion pieces on topics or texts, supporting a point of view with reasons.

[W.3.1]
d. Provide a concluding statement or section. [W.3.1d]
Essential Question(s): How can we connect our reading with our writing? What are the
similarities and differences between the two animals that we were able to compare and
contrast? What text evidence can we use in our writing?
Instructional Objective(s): The students will be able to describe the similarities and
differences between two topics in a story with 80% accuracy.
The students will be able to use text evidence in their writing with 80% accuracy.
Formative Assessment: Student writing piece
Summative Assessment: End of the Unit 4 test
II. LESSON BODY
INTRODUCTION: Ask students to locate their group Venn Diagram posted in the room.
Explain to students that today we will be completing a writing assignment using the
information that they collected on these Venn Diagrams.
TEACHING PROCEDURES:
Must include:
*Description of Method(s) Used to Present Subject Matter Give the class a writing
prompt and write it on the board. The writing prompt to get them started should say: You
compared and contrasted two animals from our story. Write about the similarities among
the two animals using evidence from the text. Then write about the differences between
the animals using evidence from the text. Which animal do you like better and why? (Use
evidence from the text to support why!)
*Independent Practice Give each student a piece of paper and allow them to write
using the questions/prompt on the board.

III. LESSON ESSENTIALS


DIFFERENTIATED LEARNING ACTIVITIES: Differentiation through the use of prompting.
Additional individualized strategies as mandated by IEPs and 504 plans include: One
student with IEP/ELL student will be pulled and allowed to use the Reading program on
the computer. Two other students will have writing that is already filled out and they will
have to fill in the blanks. Fr example: My two animals are _____ and _____. They are alike
because _____.
INSTRUCTIONAL RESOURCES, MATERIALS AND TECHNOLOGY: Writing prompt papers,
paper, pencils, Venn Diagrams, text books

READING SMALL GROUP LESSON PLAN


Name: Kyrie Purdy
Date: Thursday 2/11/15
I. LESSON FOUNDATION
Lesson Title: Little Half Chick Comparison
Grade Level(s): 3

Time Allotted: 30 minutes

Subject Area(s)/Subject Content Explanation: Reading


Standard(s)/Anchors:
Determine the meaning of general academic and domain-specific words and
phrases in a text relevant to a grade 3 topic or subject area. [RI.3.4]
Engage effectively in a range of collaborative discussions with diverse partners on
grade 3 topics and texts, building on others ideas and expressing their own clearly.
Ask questions to check understanding of information presented, stay on topic, and
link their comments to the remarks of others. [SL.3.1c]
Ask and answer questions to demonstrate understanding of a text, referring
explicitly to the text as the basis for the answers. [RI.3.1]
Essential Question(s): How can we compare and contrast genres of our stories? How can
we compare and contrast the animals in this story to the animals in the stories we read
earlier this week?
Instructional Objective(s): When presented with a two genres, the students will be able to
compare and contrast them to see the similarities and differences with 80% accuracy.
When presented with two stories, the students will be able to compare and contrast
topics within the stories to see the similarities and differences with 80% accuracy.
Formative Assessment: The students will list three differences between the stories or
animals and three similarities between the stories or animals.
Summative Assessment: End of the Unit 4 test.
II. LESSON BODY
INTRODUCTION: Explain to students that today we will read a Folktale. Ask students to
keep in mind the similarities and differences between this type of story and the
Expository text we read earlier this week.
TEACHING PROCEDURES:
Must include:
*Description of Method(s) Used to Present Subject Matter Read Little Half Chick to the
students from their reading books.
*Guided Practice Ask students what are some things that you noticed about this story
that was different from the expository text we read earlier this week? What are some

things that you noticed that were the same? Have a discussion with students about what
some differences and similarities between the stories and characters or animals were.
*Independent Practice Give each student an index card to use as an exit ticket. Have
the students list three differences between the stories or animals and three similarities
between the stories or animals.
III. LESSON ESSENTIALS
DIFFERENTIATED LEARNING ACTIVITIES: Differentiation through the use of modeling and
group discussion. Additional individualized strategies as mandated by IEPs and 504 plans
include: One student with IEP/ELL student will be closely monitored within group and the
teacher will interview him at the end of the research to check for understanding of the
concepts.
INSTRUCTIONAL RESOURCES, MATERIALS AND TECHNOLOGY: reading books, index cards,
sticky notes if students want to jot down similarities or differences during the reading

READING WHOLE GROUP LESSON PLAN


Name: Kyrie Purdy
Date: Monday 2/8/15
I. LESSON FOUNDATION
Lesson Title: Spelling, Vocab, Phonics, and Previewing Expository Text (Whole week
overview)
Grade Level(s): 3
minutes)

Time Allotted: 1 hour (2 sessions of 30

Subject Area(s)/Subject Content Explanation: Reading


Standard(s)/Anchors:
Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grade 3 reading and content, choosing flexibly from a range of
strategies; use sentence level context as a clue to the meaning of a word or
phrase. [L.3.4a]
Determine the meaning of general academic and domain-specific words and
phrases in a text relevant to a grade 3 topic or subject area. [RI.3.4]
Engage effectively in a range of collaborative discussions with diverse partners on
grade 3 topics and texts, building on others ideas and expressing their own clearly.
Ask questions to check understanding of information presented, stay on topic, and
link their comments to the remarks of others. [SL.3.1c]
Ask and answer questions to demonstrate understanding of a text, referring
explicitly to the text as the basis for the answers. [RI.3.1]
Determine the main ideas and supporting details of a text read aloud or
information presented in diverse media and doormats, including visually,
quantitatively, and orally [SL.3.2]
Essential Question(s): How can we use vocabulary to help us better understand our
reading? How do we spell certain words with a certain spelling pattern? How can we
recognize phonics clues and sounds? What is adaptation? What does reading Expository
text look like?
Instructional Objective(s): When presented with a vocabulary words, the students will
determine their meaning and apply them accurately 8 out of 10 times.
When presented with spelling words, the students will be able to spell them accurately 8
out of 10 times.
When presented with expository text, the students will be able to identify its features
with 80% accuracy.
When reading an expository text, the students will be able to ask and answer questions
referring to the text accurately 8 out of 10 times.
Formative Assessment: Essential question/adaptation graphic organizer students fill out
before reading

Summative Assessment: End of the unit 4 Reading Test


II. LESSON BODY
INTRODUCTION: Introduce the Spelling words for the week. Read through them with the
students. Introduce Phonics skill for the week. Write the phonics letter representation on
the board and provide students with examples of the phonics rules applying in real words
that we use. Have students come up with more examples and allow them to share.
Practice saying the sound with the students alone and inside of the words.
TEACHING PROCEDURES:
Must include:
*Description of Method(s) Used to Present Subject Matter Have students turn to page
286 in their reading books. Ask students the weeks essential question/written on the
board: How do animals adapt to challenges in their habitat? Introduce the concept of
adaptations with a graphic organizer. Each student will get one and glue it into their
reading notebook and connect their ideas from background knowledge about
adaptations. Allow students to fill in graphic organizer and glue it into their Reading
notebooks. Ask students/write on the board What does adapt mean? Read page 286
Adapt to Challenges to find out. How do animals adapt to changes in their
environment? and hold a quick conversation about the essential question after
previewing the text and building background knowledge from page 286. Have a quick
discussion about Expository text. Explain to students that it informs the readers about a
topic and it may include headings, captions, maps, or other graphics to inform and
organize information. Read to students with an Interactive Read Aloud strategy. Ask
students to look for unfamiliar ideas that might be better understood if we reread the
text. Model your thinking at various parts of the story and reread unfamiliar ideas to
model the strategy rereading.
Introduce Vocabulary words in a vocabulary mini-lesson. Introduce each word, model how
to say it, have the students repeat. Then model saying a sentence with the word and
allow a student to create their own sentence for the word and allow them to share.
Repeat the vocabulary model and redirect ELL students/students with language deficits
to the vocabulary pictures on page 288.
*Guided Practice: Preview the genre of the story Grey Wolves, Red Foxes and remind
students what an expository text is. Ask students to look for key details in the text that
may allow us to compare and contrast the gray wolf and the red fox. Ask students to look
for similarities and differences between wolves and foxes and their adaptation styles.
Reread necessary parts. Read through Grey Wolves, Red Foxes with the students.
III. LESSON ESSENTIALS
DIFFERENTIATED LEARNING ACTIVITIES: Differentiation through the use of modeling, and
providing examples explicitly. Additional individualized strategies as mandated by IEPs
and 504 plans include: One student with IEP/ELL student will be closely monitored within
group.
INSTRUCTIONAL RESOURCES, MATERIALS AND TECHNOLOGY: Vocabulary words, spelling
words, phonics review on Pearson, reading books, graphic organizers, reading journals,
glue

READING WHOLE GROUP LESSON PLAN


Name: Kyrie Purdy
Date: Tuesday 2/9/15
I. LESSON FOUNDATION
Lesson Title: Close Reading of Expository Text
Grade Level(s): 3
minutes)

Time Allotted: 1 hour (2 sessions of 30

Subject Area(s)/Subject Content Explanation: Reading


Standard(s)/Anchors:
Ask and answer questions to demonstrate understanding of a text, referring
explicitly to the text as the basis for the answers. [RI.3.1]
Describe the logical connection between particular sentences and paragraphs in a
text [RI.3.8]
By the end of the year, read and comprehend informational texts, including
history/social studies, science, and technical texts t the end of the grade 2-3
complexity band independently and proficiently [RI.3.10]
Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grade 3 reading and content, choosing flexibly from a range of
strategies; use sentence level context as a clue to the meaning of a word or
phrase. [L.3.4a]
Essential Question(s): How does rereading help us as readers understand what we are
reading? How can we reread to clarify understanding? Why do good readers reread?
Instructional Objective(s): When reading an expository text, the students will be able to
implement rereading as a comprehension strategy to clarify their own understanding 8
out of 10 times.
When reading an expository text, the students will be able to compare and contrast
information
Formative Assessment: Sentence clue index card (exit ticket) Whole class Venn Diagram
Summative Assessment: End of the unit 4 Reading Test
II. LESSON BODY
INTRODUCTION: Explain to students that today we will be reading our expository text
Gray Wolves, Red Foxes, out of our Pearson Reading book. Explain that when we read
expository text, we may come across unfamiliar ideas and facts so rereading can help us
try to understand what we are reading about. Ask students to turn and talk to their
neighbor about some things that they do when they come across unfamiliar ideas or
facts.

TEACHING PROCEDURES:
Must include:
*Description of Method(s) Used to Present Subject Matter Explain to students that
sometimes we compare and contrast certain things during and after reading to help us
understand concepts in the story. Give each student several sticky notes and instruct
them to take notes while we read of things that the text says are alike and different
regarding the wolves and foxes.
*Guided Practice - Model reading/locating a similarity or difference the first 1-2 times,
while reading if the passage says that they are alike, stop and make a note of it yourself.
Have the students follow and continue on their own as we read the text. After the
reading pull up a giant Venn Diagram on chart paper. As a class discuss the similarities
and differences that we noticed and noted and allow the students to come put their
sticky note similarities and differences in the right positions on the Venn Diagram. When
this is finished have a discussion about sentence clues
*Independent Practice Give each student an index card. Go over the example sentence
clue in the book: The gray wolf is the largest member, or a part, of the wild dog family.
Model with another sentence how to circle the unknown word and underline the sentence
clue/fragment that helps us better understand what the unknown word means. Have
students begin searching through their text for sentence clues. Instruct students to try
the Your Turn section on page 297. They will need to use the sentence clues to discover
the meaning of adapted and packs. Have students write the sentence that contains
the word, circle the unknown word and underline the sentence clue. After the students
complete the two provided for them they will have to write their own sentence that
contains a sentence clue using one of our vocabulary words for this week.
III. LESSON ESSENTIALS
DIFFERENTIATED LEARNING ACTIVITIES: Differentiation through the use of modeling
research for groups who need it, and providing examples of good research techniques.
Additional individualized strategies as mandated by IEPs and 504 plans include: One
student with IEP/ELL student will be closely monitored within group and the teacher will
interview him at the end of the research to check for understanding of the concepts.
INSTRUCTIONAL RESOURCES, MATERIALS AND TECHNOLOGY: Index cards, reading books,
chart paper, sticky notes

READING WHOLE GROUP LESSON PLAN


Name: Kyrie Purdy
Date: Wednesday 2/10/15
I. LESSON FOUNDATION
Lesson Title: Mojave Reading Literature Anthology
Grade Level(s): 3
minutes)

Time Allotted: 1 hour (2 sessions of 30

Subject Area(s)/Subject Content Explanation: Reading


Standard(s)/Anchors:
Determine the meaning of general academic and domain-specific words and
phrases in a text relevant to a grade 3 topic or subject area. [RI.3.4]
Engage effectively in a range of collaborative discussions with diverse partners on
grade 3 topics and texts, building on others ideas and expressing their own clearly.
Ask questions to check understanding of information presented, stay on topic, and
link their comments to the remarks of others. [SL.3.1c]
Ask and answer questions to demonstrate understanding of a text, referring
explicitly to the text as the basis for the answers. [RI.3.1]
Determine the main ideas and supporting details of a text read aloud or
information presented in diverse media and doormats, including visually,
quantitatively, and orally [SL.3.2]
Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grade 3 reading and content, choosing flexibly from a range of
strategies; use sentence level context as a clue to the meaning of a word or
phrase. [L.3.4a]
Essential Question(s): How can we compare and contrast using text evidence and facts
from our story? What kind of details are important when comparing and contrasting two
topics?
Instructional Objective(s): When presented with an expository text, the students will be
able to locate details to compare and contrast two aspects or topics in the text with 80%
accuracy.
Formative Assessment: Group created Venn Diagrams
Summative Assessment: End of the unit 4 Reading Test
II. LESSON BODY
INTRODUCTION: Explain to students that today we will be reading a new story Amazing
Wildlife of the Mojave, and we will building our own Venn Diagrams to compare and
Contrast with.
TEACHING PROCEDURES:
Must include:

*Description of Method(s) Used to Present Subject Matter Read the story to students
using questioning skills and noticing sentence clues. Model your thinking to gear the
students towards compare/contrast with the animals in the story.
*Guided Practice Each students will be put in a group of 3-4 and be asked to work as a
group to compare two animals from the story. The groups will be decided for the students
and the animals will be predefined as well. The students will have to use text evidence to
compare and contrast their animals. The teacher will monitor and assist groups who
need it.
*Independent Practice The students will do a quick write using their groups Venn
Diagram. The students will write about how their animals were alike, then tell how they
were different using text evidence from our story.
III. LESSON ESSENTIALS
DIFFERENTIATED LEARNING ACTIVITIES: Differentiation through the use of modeling
thinking and questioning. ELL students may be grouped together, but will not be asked
to write for whole group. Additional individualized strategies as mandated by IEPs and
504 plans include: One student with IEP/ELL student will be closely monitored within
group and the teacher will interview him at the end of the research to check for
understanding of the concepts.
INSTRUCTIONAL RESOURCES, MATERIALS AND TECHNOLOGY: Chart paper, markers,
reading books, sticky notes

READING WHOLE GROUP LESSON PLAN


Name: Kyrie Purdy
Date: Thursday 2/11/15
I. LESSON FOUNDATION
Lesson Title: Spelling/Vocabulary Test
Grade Level(s): 3

Time Allotted: 1 hour 2 sessions -30 minutes

Subject Area(s)/Subject Content Explanation: Reading


Standard(s)/Anchors:
Determine the meaning of general academic and domain-specific words and
phrases in a text relevant to a grade 3 topic or subject area. [RI.3.4]
Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grade 3 reading and content, choosing flexibly from a range of
strategies; use sentence level context as a clue to the meaning of a word or
phrase. [L.3.4a]
Essential Question(s): How can we use vocabulary to help us better understand stories
that we read? How do we spell our spelling words? How are our vocabulary words used in
context and what do they mean?
Instructional Objective(s): When presented with vocabulary words, the students will be
able to define them and apply them in the correct context with 80% accuracy.
When presented with spelling tasks, the students will be able to spell weekly spelling
words accurately 8 out of 10 times.
Formative Assessment: Spelling test, vocabulary test
Summative Assessment: End of the Unit 4 test
II. LESSON BODY
INTRODUCTION: Explain to students that today we will continue our research for our
assigned map and group together in our assigned groups. (Focus on definitions first,
students should have all definitions necessary and should start with definitions for
research).
TEACHING PROCEDURES:
Must include:
*Description of Method(s) Used to Present Subject Matter Have students get test
blockers. Pass out spelling test. Vocabulary test will be administered right after.
*Independent Practice Have students independently take their spelling and vocabulary
test.

III. LESSON ESSENTIALS


DIFFERENTIATED LEARNING ACTIVITIES: Differentiation through the use of test
modifications for ELL students. They must choose between 2 spellings of a word and they
do not complete the written sentence portion of the vocab test. Additional individualized
strategies as mandated by IEPs and 504 plans include: One student with IEP/ELL student
will be given the same accommodations and he will be given extra time if needed.
INSTRUCTIONAL RESOURCES, MATERIALS AND TECHNOLOGY: Blockers, week 3 spelling
and vocab test

READING WHOLE GROUP LESSON PLAN


Name: Kyrie Purdy
Date: Tuesday 2/16/15
I. LESSON FOUNDATION
Lesson Title: Spelling, Vocab, Phonics, and Previewing Expository Text (Whole week
overview)
Grade Level(s): 3
minutes)

Time Allotted: 1 hour (2 sessions of 30

Subject Area(s)/Subject Content Explanation: Reading


Standard(s)/Anchors:
Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grade 3 reading and content, choosing flexibly from a range of
strategies; use sentence level context as a clue to the meaning of a word or
phrase. [L.3.4a]
Determine the meaning of general academic and domain-specific words and
phrases in a text relevant to a grade 3 topic or subject area. [RI.3.4]
Ask and answer questions to demonstrate understanding of a text, referring
explicitly to the text as the basis for the answers. [RI.3.1]
Determine the main ideas and supporting details of a text read aloud or
information presented in diverse media and doormats, including visually,
quantitatively, and orally [SL.3.2]
Follow agreed upon rules for discussion. [SL.3.1b]
Describe the relationship between a series of historical events, scientific ideas or
concepts, or steps in technical procedures in a text, using language that pertains
to time, sequence, and cause and effect. [RI.3.3]
Describe the logical connection between particular sentences and paragraphs in a
text (e.g., comparison; cause and effect; first, second, third in a sequence). [RI.3.8]
Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate
information relevant to a given topic efficiently. [RI.3.5]
Use information gained from illustrations (e.g., maps, photographs) and the words
in a text to demonstrate understanding of the text (e.g., where, when, why, and
how key events occur). [RI.3.7]
Know and apply grade-level phonics and word analysis skills in decoding words.
[RF.3.3]
d. Read grade-appropriate irregularly spelled words. [RF.3.3d]
Read with sufficient accuracy and fluency to support comprehension. [RF.3.4]
b. Read on-level prose and poetry orally with accuracy, appropriate rate, and
expression on
successive readings. [RF.3.4b]
Essential Question(s): How can we use vocabulary to help us better understand our
reading? How do we spell certain words with a certain spelling pattern? How can we

recognize phonics clues and sounds? How are people able to fly? What does reading
Expository text look like? What is a cause and effect relationship? How can we identify
cause and effect relationships in the stories that we read? How can we use text evidence
to prove our cause and effect relationship is accurate?
Instructional Objective(s): When presented with a vocabulary words, the students will
determine their meaning and apply them accurately 8 out of 10 times.
When presented with spelling words, the students will be able to spell them accurately 8
out of 10 times.
When presented with expository text, the students will be able to identify its features
with 80% accuracy.
When reading an expository text, the students will be able to ask and answer questions
referring to the text accurately 8 out of 10 times.
Formative Assessment: Essential question/adaptation graphic organizer students fill out
before reading
Summative Assessment: End of the unit 4 Reading Test
II. LESSON BODY
INTRODUCTION: Introduce the Phonics pattern Homophones, as soon as students
enter the room, allow them to come to the carpet and sit in front of the smart board.
Write the phonics letter representation on the board and provide students with examples
of the phonics rules applying in real words that we use. Have students come up with
more examples and allow them to share. Practice saying the sound with the students
alone and inside of the words. Allow students to go back to their seat to open their book
to page 302 to look at the vocabulary words. Introduce the vocabulary words for the
week. (Say it, have students repeat, provide it in a sentence, allow students to share
their own sentence using the word). Remind students of the Spelling words for the week
on the board (they received these on Friday).
TEACHING PROCEDURES:
Must include:
*Description of Method(s) Used to Present Subject Matter Have students turn to page
301 in their reading books. Ask students the weeks essential question/written on the
board: How are people able to fly? Introduce the concept of Flight with a graphic
organizer. Each student will get one and glue it into their reading notebook and connect
their ideas from background knowledge about Flight. Allow students to fill in graphic
organizer and glue it into their Reading notebooks. Ask students/write on the board what
does flight mean? Read Up, Up, and Away to find out. How are people able to fly? What
machines do they use? Why do people even fly? And hold a quick conversation about the
essential question after previewing the text and building background knowledge. Have a
quick discussion about Expository text. Explain to students that it informs the readers
about a topic and it may include headings, captions, maps, or other graphics to inform
and organize information. Read to students with an Interactive Read Aloud strategy. Ask
students to look for unfamiliar ideas that might be better understood if we reread the
text. Model your thinking at various parts of the story and reread unfamiliar ideas to
model the strategy rereading.
*Guided Practice: Preview the genre of the story Firsts in Flight. Read through the story
as a shared reading. Question students to prompt them to discover the cause and effect

relationships within the story. Ask students to look for events or things in the story that
seem to cause other events or things to happen. Reread necessary parts.
III. LESSON ESSENTIALS
DIFFERENTIATED LEARNING ACTIVITIES: Differentiation through the use of modeling, and
providing examples explicitly. Additional individualized strategies as mandated by IEPs
and 504 plans include: One student with IEP/ELL student will be closely monitored within
group.
INSTRUCTIONAL RESOURCES, MATERIALS AND TECHNOLOGY: Vocabulary words, spelling
words, phonics review on Pearson, reading books, graphic organizers, reading journals,
glue

READING WHOLE GROUP LESSON PLAN


Name: Kyrie Purdy
Date: Wednesday 2/17/15
I. LESSON FOUNDATION
Lesson Title: Close Reading of Expository Text
Grade Level(s): 3
minutes)

Time Allotted: 1 hour (2 sessions of 30

Subject Area(s)/Subject Content Explanation: Reading


Standard(s)/Anchors:
Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grade 3 reading and content, choosing flexibly from a range of
strategies; use sentence level context as a clue to the meaning of a word or
phrase. [L.3.4a]
Follow agreed upon rules for discussion. [SL.3.1b]
Describe the relationship between a series of historical events, scientific ideas or
concepts, or steps in technical procedures in a text, using language that pertains
to time, sequence, and cause and effect. [RI.3.3]
Describe the logical connection between particular sentences and paragraphs in a
text (e.g., comparison; cause and effect; first, second, third in a sequence). [RI.3.8]
Essential Question(s): How does rereading help us as readers understand what we are
reading? How can we reread to clarify understanding? Why do good readers reread? How
can we use the cause and effect relationships in a story to help us understand what the
text is saying? How can we the cause and effect relationships in a story to help us
understand what genre the text is?
Instructional Objective(s): When reading an expository text, the students will be able to
implement rereading as a comprehension strategy to clarify their own understanding 8
out of 10 times.
When reading an expository text, the students will be able to identify cause and effect
relationships with 80% accuracy.
Formative Assessment: Multiple-meaning words sentence index card (exit ticket) Whole
class Cause and Effect Chart
Summative Assessment: End of the unit 4 Reading Test
II. LESSON BODY
INTRODUCTION: Explain to students that today we will be reading our expository text
First in Flight, out of our Pearson Reading book. Explain that when we read expository
text, we may come across unfamiliar ideas and facts so rereading can help us try to
understand what we are reading about. Ask students to turn and talk to their neighbor
about ways they try to make sense of something that they have read.

TEACHING PROCEDURES:
Must include:
*Description of Method(s) Used to Present Subject Matter Explain to students that
sometimes we look for ways things in a story effect or cause other things or events while
reading to help us understand the story. Explain that history is a sequence of events.
One event causes another event to happen, which in turn leads to another event. We use
cause and effect relationships to describe how one event leads to another. Remind
students that our story First in Flight induces us to the history of how people began to
fly and it gives us the events in order.
*Guided Practice - Model reading/locating cause and effect event. Discuss with students
how we know that it is a cause and effect relationship. Model locating a multiplemeaning word the first 1-2 times, while reading notice which context clue helped you
figure it out. Have the students follow and continue on their own as we read the text.
After the reading pull up the cause and effect chart on the Smart Board. As a class
discuss the causes and effects that we noticed and noted and allow the students to
provide you with cause and effect relationships to finish the graphic organizer.
*Independent Practice Give each student an index card. Go over the example sentence
clue in the book: Seconds, and fly. Note which word in the sentence was our clue or
context clue to what the meaning was of the multiple-meaning word. They will need to
use the context clues to discover the meaning of seconds and fly. Have students
write the sentence that contains the word, circle the context clue word and underline the
multiple meaning word. After completing the first two with the students they will have to
choose a vocabulary word to look for and use a context clue to figure out its meaning.
They will write the sentence as directed above on an index card (exit ticket).
III. LESSON ESSENTIALS
DIFFERENTIATED LEARNING ACTIVITIES: Differentiation through the use of modeling
research for groups who need it, and providing examples of good research techniques.
Additional individualized strategies as mandated by IEPs and 504 plans include: One
student with IEP/ELL student will be closely monitored within group and the teacher will
interview him at the end of the research to check for understanding of the concepts.
INSTRUCTIONAL RESOURCES, MATERIALS AND TECHNOLOGY: Index cards, reading books,
chart paper, sticky notes

READING WHOLE GROUP LESSON PLAN


Name: Kyrie Purdy
Date: Thursday 2/18/15
I. LESSON FOUNDATION
Lesson Title: Spelling/Vocabulary Test
Grade Level(s): 3

Time Allotted: 1 hour 2 sessions -30 minutes

Subject Area(s)/Subject Content Explanation: Reading


Standard(s)/Anchors:
Determine the meaning of general academic and domain-specific words and
phrases in a text relevant to a grade 3 topic or subject area. [RI.3.4]
Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grade 3 reading and content, choosing flexibly from a range of
strategies; use sentence level context as a clue to the meaning of a word or
phrase. [L.3.4a]
Essential Question(s): How can we use vocabulary to help us better understand stories
that we read? How do we spell our spelling words? How are our vocabulary words used in
context and what do they mean?
Instructional Objective(s): When presented with vocabulary words, the students will be
able to define them and apply them in the correct context with 80% accuracy.
When presented with spelling tasks, the students will be able to spell weekly spelling
words accurately 8 out of 10 times.
Formative Assessment: Spelling test, vocabulary test
Summative Assessment: End of the Unit 4 test
II. LESSON BODY
INTRODUCTION: Go over the weekly homework assignment with the students and review
the vocabulary used in context.
TEACHING PROCEDURES:
Must include:
*Description of Method(s) Used to Present Subject Matter Have students get test
blockers. Pass out spelling test. Vocabulary test will be administered right after.
*Independent Practice Have students independently take their spelling and vocabulary
test.
III. LESSON ESSENTIALS

DIFFERENTIATED LEARNING ACTIVITIES: Differentiation through the use of test


modifications for ELL students. They must choose between 2 spellings of a word and they
do not complete the written sentence portion of the vocab test. Additional individualized
strategies as mandated by IEPs and 504 plans include: One student with IEP/ELL student
will be given the same accommodations and he will be given extra time if needed.
INSTRUCTIONAL RESOURCES, MATERIALS AND TECHNOLOGY: Blockers, week 4 spelling
and vocab test

READING WHOLE GROUP LESSON PLAN


Name: Kyrie Purdy
Date: Friday 2/19/15
I. LESSON FOUNDATION
Lesson Title: Weekly Wonders Reading Test
Grade Level(s): 3

Time Allotted: 1 hour 2 sessions -30 minutes

Subject Area(s)/Subject Content Explanation: Reading


Standard(s)/Anchors:
Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grade 3 reading and content, choosing flexibly from a range of
strategies; use sentence level context as a clue to the meaning of a word or
phrase. [L.3.4a]
Determine the meaning of general academic and domain-specific words and
phrases in a text relevant to a grade 3 topic or subject area. [RI.3.4]
Ask and answer questions to demonstrate understanding of a text, referring
explicitly to the text as the basis for the answers. [RI.3.1]
Determine the main ideas and supporting details of a text read aloud or
information presented in diverse media and doormats, including visually,
quantitatively, and orally [SL.3.2]
Follow agreed upon rules for discussion. [SL.3.1b]
Describe the relationship between a series of historical events, scientific ideas or
concepts, or steps in technical procedures in a text, using language that pertains
to time, sequence, and cause and effect. [RI.3.3]
Describe the logical connection between particular sentences and paragraphs in a
text (e.g., comparison; cause and effect; first, second, third in a sequence). [RI.3.8]
Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate
information relevant to a given topic efficiently. [RI.3.5]
Use information gained from illustrations (e.g., maps, photographs) and the words
in a text to demonstrate understanding of the text (e.g., where, when, why, and
how key events occur). [RI.3.7]
Know and apply grade-level phonics and word analysis skills in decoding words.
[RF.3.3]
d. Read grade-appropriate irregularly spelled words. [RF.3.3d]
Read with sufficient accuracy and fluency to support comprehension. [RF.3.4]

b. Read on-level prose and poetry orally with accuracy, appropriate rate, and
expression on
successive readings. [RF.3.4b]
Essential Question(s): How can we use vocabulary to help us better understand our
reading? How do we spell certain words with a certain spelling pattern? How can we
recognize phonics clues and sounds? How are people able to fly? What does reading
Expository text look like? What is a cause and effect relationship? How can we identify
cause and effect relationships in the stories that we read? How can we use text evidence
to prove our cause and effect relationship is accurate?

Instructional Objective(s): When presented with a vocabulary words, the students will
determine their meaning and apply them accurately 8 out of 10 times.
When presented with spelling words, the students will be able to spell them accurately 8
out of 10 times.
When presented with expository text, the students will be able to identify its features
with 80% accuracy.
When reading an expository text, the students will be able to answer questions referring
to the text accurately 8 out of 10 times.
When presented with an expository text, the students will be able to identify cause and
effect relationships with 80% accuracy.
When presented with an expository text, the students will be able to locate text evidence
to justify their reasoning with 80% accuracy.
Formative Assessment: Weekly Wonders Reading Test Week 4
Summative Assessment: End of the Unit 4 test
II. LESSON BODY
INTRODUCTION: Instruct students to come into the room quietly and get a laptop to take
their Weekly Reading Test.
TEACHING PROCEDURES:
Must include:
*Description of Method(s) Used to Present Subject Matter Hand out to students their
test blockers. Allow students to begin logging into their Wonders accounts to begin their
test.
*Independent Practice Have students independently take their Weekly Reading Test.
III. LESSON ESSENTIALS
DIFFERENTIATED LEARNING ACTIVITIES: Differentiation through the use of test
modifications for ELL students. ELL students take their test with the ELL teacher on paper
and they have 2 multiple choice items eliminated. Additional individualized strategies as
mandated by IEPs and 504 plans include: One student with IEP/ELL student will be given
the test in the ELL teachers room with 2 multiple choice items eliminated.
INSTRUCTIONAL RESOURCES, MATERIALS AND TECHNOLOGY: Blockers, laptops, week 4 weekly
Reading Test

READING SMALL GROUP LESSON PLAN


Name: Kyrie Purdy
Date: Tuesday 2/16/15
I. LESSON FOUNDATION
Lesson Title: Small group Cause and Effect
Grade Level(s): 3

Time Allotted: 30 minutes

Subject Area(s)/Subject Content Explanation: Reading (small group)


Standard(s)/Anchors:
Describe the relationship between a series of historical events, scientific ideas or
concepts, or steps in technical procedures in a text, using language that pertains
to time, sequence, and cause and effect. [RI.3.3]
Describe the logical connection between particular sentences and paragraphs in a
text (e.g., comparison; cause and effect; first, second, third in a sequence). [RI.3.8]
Essential Question(s): How can we determine the causes and effects of a story? What
does a cause and effect relationship look like?
Instructional Objective(s): When presented with a story, the students will be able to
identify the causes and effects of that story with 80% accuracy.
When presented with a story, the students will be able to describe the relationship
between the cause and effect with 80% accuracy.
Formative Assessment: Cause and Effect graphic organizer
Summative Assessment: End of the Unit 4 test
II. LESSON BODY
INTRODUCTION: Allow the students that you will not be pulling to the small group table
to complete their Spelling work. They may do a word sort, a rainbow write, or ABC order.
When the students finish with this they may start their choice time. They may choose to
go to any station listening, fluency, comprehension, partner read, or read to self. Pull
group 1 to small group table. Explain that today we will be looking at cause and effect
relationships in our reading today.
TEACHING PROCEDURES:
Must include:
*Description of Method(s) Used to Present Subject Matter Explain to students that
today we will be reading a nonfiction article (an expository text). Encourage them to pay
attention to the sequence of the story and how certain events cause or effect other
events in the story.
*Guided practice Hold a quick discussion with the students about what they noticed in
terms of how certain events caused or effected other events. Choral read with students

and as you are reading stop to question them and prompt them thinking about the cause
and effect relationships in the story. Reread parts of the article to notice cause and effect
relationships that were a part of discussion.
*Independent Practice Have students complete a Cause and Effect Graphic Organizer
with little assistance from the teacher. Encourage them to use text evidence and go back
to reread with them if necessary. Monitor students to make sure they are using text
evidence to describe the cause and effect relationships in the article.
III. LESSON ESSENTIALS
DIFFERENTIATED LEARNING ACTIVITIES: Differentiation through the use of modeling and
examples. Small group discussion, intense setting.
INSTRUCTIONAL RESOURCES, MATERIALS AND TECHNOLOGY: Cause and Effect articles,
Cause and Effect graphic organizers

READING SMALL GROUP LESSON PLAN


Name: Kyrie Purdy
Date: Wednesday 2/17/15
I. LESSON FOUNDATION
Lesson Title: Small group Cause and Effect
Grade Level(s): 3

Time Allotted: 30 minutes

Subject Area(s)/Subject Content Explanation: Reading (small group)


Standard(s)/Anchors:
Describe the relationship between a series of historical events, scientific ideas or
concepts, or steps in technical procedures in a text, using language that pertains
to time, sequence, and cause and effect. [RI.3.3]
Describe the logical connection between particular sentences and paragraphs in a
text (e.g., comparison; cause and effect; first, second, third in a sequence). [RI.3.8]
Essential Question(s): How can we determine the causes and effects of a story? What
does a cause and effect relationship look like?
Instructional Objective(s): When presented with a story, the students will be able to
identify the causes and effects of that story with 80% accuracy.
When presented with a story, the students will be able to describe the relationship
between the cause and effect with 80% accuracy.
Formative Assessment: Cause and Effect graphic organizer
Summative Assessment: End of the Unit 4 test
II. LESSON BODY
INTRODUCTION: Allow the students that you will not be pulling to the small group table
to complete their Spelling work. They may do a word sort, a rainbow write, or ABC order.
When the students finish with this they may start their choice time. They may choose to
go to any station listening, fluency, comprehension, partner read, or read to self. Pull
group 1 to small group table. Explain that today we will be looking at cause and effect
relationships in our reading today.
TEACHING PROCEDURES:
Must include:
*Description of Method(s) Used to Present Subject Matter Explain to students that
today we will be reading a nonfiction article (an expository text). Encourage them to pay
attention to the sequence of the story and how certain events cause or effect other
events in the story.
*Guided practice Hold a quick discussion with the students about what they noticed in
terms of how certain events caused or effected other events. Choral read with students

and as you are reading stop to question them and prompt them thinking about the cause
and effect relationships in the story. Reread parts of the article to notice cause and effect
relationships that were a part of discussion.
*Independent Practice Have students complete a Cause and Effect Graphic Organizer
with little assistance from the teacher. Encourage them to use text evidence and go back
to reread with them if necessary. Monitor students to make sure they are using text
evidence to describe the cause and effect relationships in the article.
III. LESSON ESSENTIALS
DIFFERENTIATED LEARNING ACTIVITIES: Differentiation through the use of modeling and
examples. Small group discussion, intense setting.
INSTRUCTIONAL RESOURCES, MATERIALS AND TECHNOLOGY: Cause and Effect articles,
Cause and Effect graphic organizers

READING SMALL GROUP LESSON PLAN


Name: Kyrie Purdy
Date: Thursday 2/18/15
I. LESSON FOUNDATION
Lesson Title: Comprehension Skill Practice Cause and Effect
Grade Level(s): 3

Time Allotted: 30 minutes

Subject Area(s)/Subject Content Explanation: Reading


Standard(s)/Anchors:
Ask and answer questions to demonstrate understanding of a text, referring
explicitly to the text as the basis for the answers. [RI.3.1]
Describe the relationship between a series of historical events, scientific ideas or
concepts, or steps in technical procedures in a text, using language that pertains
to time, sequence, and cause and effect. [RI.3.3]
Describe the logical connection between particular sentences and paragraphs in a
text (e.g., comparison; cause and effect; first, second, third in a sequence). [RI.3.8]
Essential Question(s): How can we find the causes and effects within our story? How are
people able to fly? What events caused ____? What historical events had an effect on
____? What was the effect of ____? What sentence clue shows us the cause and its effect?
What causes ____? What is a signal word?
Instructional Objective(s): When presented with a story, the students will be able to
identify and describe cause and effect relationships with 80% accuracy.
Formative Assessment: Whole class cause and effect graphic organizer
Summative Assessment: End of the Unit 4 test.
II. LESSON BODY
INTRODUCTION: Explain to students that today we will read a Firsts in Flight. Ask
students to keep in mind the causes and effects between this the historical events in the
story.
TEACHING PROCEDURES:
Must include:
*Description of Method(s) Used to Present Subject Matter Read Firsts in Flight using
an interactive reading strategy. Question students as you read.
*Guided Practice Ask students what are some things that you noticed about this story
that was causing other events to happen? What are some things that you noticed
between the events? Have a discussion with students about relationships between cause
and effect events and how they might be different? While reading prompt and guide
students thinking to notice the cause and effect relationships.

*Independent Practice Fill out a cause and effect graphic organizer with students
together as a whole class. Allow student suggestions to fill it in. Prompt thinking when
needed.
III. LESSON ESSENTIALS
DIFFERENTIATED LEARNING ACTIVITIES: Differentiation through the use of modeling and
group discussion. Additional individualized strategies as mandated by IEPs and 504 plans
include: One student with IEP/ELL student will be closely monitored within group and the
teacher will interview him at the end of the research to check for understanding of the
concepts.
INSTRUCTIONAL RESOURCES, MATERIALS AND TECHNOLOGY: reading books, smart
board, and cause and effect graphic organizer.

READING SMALL GROUP LESSON PLAN


Name: Kyrie Purdy
Date: Friday 2/19/15
I. LESSON FOUNDATION
Lesson Title: Finish up test
Grade Level(s): 3

Time Allotted: 30 minutes

Subject Area(s)/Subject Content Explanation: Reading


Standard(s)/Anchors:
Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grade 3 reading and content, choosing flexibly from a range of
strategies; use sentence level context as a clue to the meaning of a word or
phrase. [L.3.4a]
Determine the meaning of general academic and domain-specific words and
phrases in a text relevant to a grade 3 topic or subject area. [RI.3.4]
Ask and answer questions to demonstrate understanding of a text, referring
explicitly to the text as the basis for the answers. [RI.3.1]
Determine the main ideas and supporting details of a text read aloud or
information presented in diverse media and doormats, including visually,
quantitatively, and orally [SL.3.2]
Follow agreed upon rules for discussion. [SL.3.1b]
Describe the relationship between a series of historical events, scientific ideas or
concepts, or steps in technical procedures in a text, using language that pertains
to time, sequence, and cause and effect. [RI.3.3]
Describe the logical connection between particular sentences and paragraphs in a
text (e.g., comparison; cause and effect; first, second, third in a sequence). [RI.3.8]
Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate
information relevant to a given topic efficiently. [RI.3.5]
Use information gained from illustrations (e.g., maps, photographs) and the words
in a text to demonstrate understanding of the text (e.g., where, when, why, and
how key events occur). [RI.3.7]
Know and apply grade-level phonics and word analysis skills in decoding words.
[RF.3.3]
d. Read grade-appropriate irregularly spelled words. [RF.3.3d]
Read with sufficient accuracy and fluency to support comprehension. [RF.3.4]

b. Read on-level prose and poetry orally with accuracy, appropriate rate, and
expression on
successive readings. [RF.3.4b]
Essential Question(s): How can we use vocabulary to help us better understand our
reading? How do we spell certain words with a certain spelling pattern? How can we
recognize phonics clues and sounds? How are people able to fly? What does reading
Expository text look like? What is a cause and effect relationship? How can we identify
cause and effect relationships in the stories that we read? How can we use text evidence
to prove our cause and effect relationship is accurate?

Instructional Objective(s): When presented with a vocabulary words, the students will
determine their meaning and apply them accurately 8 out of 10 times.
When presented with spelling words, the students will be able to spell them accurately 8
out of 10 times.
When presented with expository text, the students will be able to identify its features
with 80% accuracy.
When reading an expository text, the students will be able to answer questions referring
to the text accurately 8 out of 10 times.
When presented with an expository text, the students will be able to identify cause and
effect relationships with 80% accuracy.
When presented with an expository text, the students will be able to locate text evidence
to justify their reasoning with 80% accuracy.
Formative Assessment: Weekly Wonders Reading Test Week 4
Summative Assessment: End of the Unit 4 test
II. LESSON BODY
INTRODUCTION: Instruct students to come into the room quietly and get a laptop to take
their Weekly Reading Test.
TEACHING PROCEDURES:
Must include:
*Description of Method(s) Used to Present Subject Matter Hand out to students their
test blockers. Allow students to begin logging into their Wonders accounts to begin their
test. A small group will be pulled as needed to the small group table to work on cause
and effect with a cause and effect graphic organizer.
*Independent Practice Have students independently take their Weekly Reading Test.
III. LESSON ESSENTIALS
DIFFERENTIATED LEARNING ACTIVITIES: Differentiation through the use of test
modifications for ELL students. ELL students take their test with the ELL teacher on paper
and they have 2 multiple choice items eliminated. Additional individualized strategies as
mandated by IEPs and 504 plans include: One student with IEP/ELL student will be given
the test in the ELL teachers room with 2 multiple choice items eliminated.
INSTRUCTIONAL RESOURCES, MATERIALS AND TECHNOLOGY: Blockers, laptops, week 4 weekly
Reading Test