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RDG 4313: Content Reading and Assessment Lesson Plan

Rev. 1/29/17
Grade Level / Content Area Teacher Candidate Name Date of Lesson
3rd Grade Reading Raquel Ryan 3/15/17
Lesson # Strategy Name (Danielson 1e.) Teaching Technique (Danielson 1e.)
5 Questioning Question Logs: 3Rs
Common Core Standard/s for English Language Arts (Danielson 1a. and 1c.)
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the
Distinguish their own point of view from that of the author of a text.

Student Objectives/Learning Outcomes (Danielson 1a. and 1c.)

The student will comprehend the text by using the skill of questioning.
1) She will pose questions prior to reading the text by recording what she thinks or wonders about the text in the
first column of her reading log. By recording her questions, she will be identifying the purpose/topic of the text.
2) She will also generate new questions as she reads by writing her reactions in the middle column and posing
additional questions in order to discover new information.
3) By the end of the reading, the student will look back at her previous questions for final clarification and problem
solving by writing her reflections in the third column of the log.
Assessment Summary (Danielson 1f.)
 Formative Assessment: During the lesson, I will ask the student probing questions to gauge whether she is
understanding the lesson or not. For example, I could ask, “How does forming a question about the article help
you understand it?” and “What questions did you have while you were reading this text?” and “How can you
answer the questions you came up with?”.
o Criteria for Competency: She should be able to answer these questions independently or with minimal
assistance from me.
 Summative Assessment: I will evaluate the student’s understanding of producing her own questions before,
during, and after reading a text. I will also ask closing questions about the lesson
o Criteria for Competency: She should be able to independently develop her own think/wonder questions
prior to reading the text. She will also be able to write down her reactions without prompting. Finally, she
will look to her previous questions and attempt to answer them using the reflection column. Then, she will
answer the closing questions with accuracy and minimal assistance.
Prerequisite Skills or Knowledge (Danielson 1a.)
1) The student needs to have a basic understanding of how to write questions in reference to an article or book. This
is important because the student will be asked to apply this skill throughout the majority of the lesson.
2) The student will need to be able to read the texts at her Lexile range. Since the goal is for The student to use the
text to formulate questions, she needs to be able to focus more on comprehension as opposed to decoding.
Instructional Procedures (Danielson 1e.)
Purpose: To explain WHAT will be learned and WHY it is important to reading comprehension.
1) I will begin by asking the student, “Why do you think we ask questions while reading?” if she answers with
something close to, “We ask questions to understand what we are reading,” then she has the correct answer. If
she does not give an answer similar to this then I will ask, “Have you ever written your own questions about a
book or article?” and if the answer is no then I will refer to Accommodations Section #1. If her answer is yes, then
I will refer to Accommodations Section #2.
2) Since we talked about questioning last time, I will give her a quick definition and purpose of the topic. For
example, I’ll say, “Questioning is a skill that readers use to think about what they have read and relate their prior
knowledge to it. It is an important skill because when it helps us relate to what we already know, it causes us to
learn new things”. By stating this, I will be reiterating the definition and purpose of practicing the skill of
3) I will show her the reading log that we will be using and explain how we will use it during our readings. I will also
describe how questioning occurs in three phases: prior to reading, during the reading, and after you finish
4) Modeling: Using the Zootopia article, I will do a think aloud that focuses on the title, headings, and illustrations to
develop initial questions before reading. I could say things such as, “According to the title and pictures, I know this
article will be about the movie, Zootopia and it looks like it has won an Academy Award. Hmm…I wonder why this
is?”. Then, since I am about to write a question, I will select a “Q” sticker and place it in my record column of the
Reading Log and write my question next to it. “I am going to write, ‘How did the movie win an award?’”. Then I will
say, “I think this article will talk about other movies that wanted to win an award”. Since, it’s a “think” statement, I
will select a “T” sticker and write my question next to the sticker in the first column. Then, I can ask her if she has
any questions or statements about the article. Next, we will read the article aloud together, and when I come to a
sentence that causes me to think about something or think of another question, I will use an emotion sticker and
write my statement next to it. I will also allow the student to pick an emotion sticker and write her own statement
next to it. Finally, we will finish reading the article and then I will show her the third column of the chart. Using this
column, I will do another think aloud and say, “Since this is a reflection column, I am going to look back at the
questions I already asked and thoughts that I wrote down about the article. Let me see if I can answer any of
these questions, if I can I am going to highlight the question and, using the same color, highlight the answer in the
article”. Then I will see if the student can answer any of her questions or follow-up on any statements she made. If
we are unable to answer our questions, refer to Accommodations Section #3.

Purpose: Engaging students in the lesson activities.
1) The student and I will look at the second article and this time, I will ask her, “By looking at the title, illustrations,
and headings, what questions can you think of or what statements do you want to write about this topic?”.
2) After she has placed her stickers and written her questions and statements in the record column, we will take
turns reading the article.
3) While we are reading the article, paragraph by paragraph, I will ask The student, “Did any other questions or
thoughts come to mind?”. If her answer is yes, then I will tell her to use a sticker and write it down in the reactions
column. Then I will ask why she wrote what she did. If her answer is no, we will continue reading.
4) After reading the article together, I will instruct the student to look at the third column and say, “Do you remember
what we do with our reflection column?” If she knows, then I will allow her to decide what questions she is able to
answer by highlighting them and highlighting the answer in the article. If she doesn’t know, I will remind her.
5) After she has answered and commented on all of her questions and statements, then she will circle the questions
she does not know the answer.
6) If the student is struggling to come up with questions or comments, refer to the practice activity in the
Accommodations Section #1.
7) If the student is grasping the topic quicker than expected, refer to the Accommodations Section #4.

Purpose: The end of the lesson and a summative assessment to determine if the student has successfully
learned the concept/s.
1) Now, we will look to the Lemur book for the student to complete the assessment portion of the lesson.
2) We will be using a selection from the book for her to read silently.
3) Summative Assessment: The student will be able to accurately fill in all three columns of the Reading Log
independently or with minimal assistance. She will also verbally answer the questions, “Why do we ask questions
while we read?” and “How does making your own questions help you understand the text?”. She should be able
to answer these with statements close to the following, “We ask questions while we read to help us understand
what we read. And, by making our own questions, it helps us remember what we are reading about and learn new
things”. Her answers and completion of the activity will give me a strong indication as to how well she has
understood and applied the skill of questioning.
Accommodations for Differentiated Instruction (Danielson 3e.)
1) If the student has never created her own questions nor understands why we ask questions while we read,
then I will provide the correct answer to the latter statement. For example, if she does not know why we ask
questions then I can say, “It’s OK you don’t know the answer, the reason we ask questions when we read is
so that we can understand what we are reading about. If we don’t ask questions then we aren’t really learning
more”. Next, I will address her confusion about creating her own questions by doing a practice activity. This
will entail modeling how to ask questions by looking at the title, illustrations, and headings to identify what the
topic is and what I want to know about it.
2) If the student does not know why we ask questions while we read but she has created questions before, then
I will simply give her the correct answer and move on. Later on in the lesson, I will ask her the question again
to see if she remembers and understands.
3) If the student and I are unable to answer the questions that were posed, then we will circle them and see if we
can answer them at a later time using Google.
4) If the student is grasping the topic quicker than expected, then I will release responsibility of the activity to her
much sooner by allowing her to read the texts silently and fill out the charts on her own.

Materials and Supplies (Danielson 3c.)

2 Articles
1 Book
Reading Logs
Text Title & Author / Lexile and/or Grade Equivalent Level (Danielson 3c.)
Riley, H. (2009). Ring-Tailed Lemurs. Minneapolis, MN: Lerner. (640L)

Disney’s “Zootopia” wins Academy Award for best animated movie. (2017, March 1). Agence France-Presse. Retrieved
from: (500L)

Scientists have discovered that bees are surprisingly smart insects. (2017, March 9). PBS NewsHour. Retrieved from: (540L)

Student’s Lexile Range and/or Reading Levels (Independent and Instructional)

(645 L) Range: 545 – 695 L Grade 3