Teacher: Daisy Baeza
Monday Tuesday
S TEKS:
u 3.6e
Make connections to
b personal experiences,
j ideas in other texts, and
e society
c Ask students to create a
t Direct Instruction:
Ask students to come up
with at least one connection
with either a different text,
personal life, or society.
Guided Practice:
Will give my students a
description of what a
connection is and will give
my students an example of a
connection in relation to the
text.
Independent Practice:
Will ask students to think of
a connection and write it
down on a piece of paper for
reference.
Learning Barriers:
Students with:
 Autism Spectrum
Disorder may have a
difficult time
remembering
previous texts or
making a connection
with real
experiences.
 ADHD may have
trouble
remembering the
text that they just
read or was read
aloud to them.
 Dyslexia mas have
Wednesday
TEKS:
3.7e
Interact with sources in
meaningful ways such as
notetaking, annotating,
freewriting, or illustrating
Direct Instruction:
Ask students to take notes of
important
events/information as the
text is being read aloud or
independently.
Guided Practice:
Will give my students a sheet
where they will have a guide
for writing down important
ideas, new words, and
questions about the text, and
do an example with them.
Independent Practice:
Will ask students to keep
writing down important
information, new words, and
writing down questions they
have about the text.
Grade Level: 3rd Grade
Thursday
TEKS:
3. 8c
Analyze plot elements,
including the sequence of
events, the conflict, and
the resolution
Direct Instruction:
Ask students to make a story
mountain where they
include the background
information (Characters,
setting, etc.), rising action,
climax, falling action, and
resolution.
Guided Practice:
Will give my students a pre
drawn mountain map with
brief description of what
they need to include for each
part and read it aloud to
them.
Independent Practice:
Will ask students to write
down the sequence of events
by filling in the story
mountain map.
Learning Barriers:
Students with:
 Autism Spectrum
Disorder may have
been distracted
during the reading
Friday
TEKS: Assessment (Leave Blank)
2.10a
Explain the author’s purpose
and message withing the text
Direct Instruction:
summary and draw an image
on the main purpose or
message from the reading.
Guided Practice:
Give students a sentence
starter such as, “The author’s
purpose in this reading was
to…” and recall as a class what
the reading was about.
Independent Practice:
Ask students to complete the
sentence starter by stating the
authors purpose and making a
drawing that represents their
writing.
Learning Barriers:
Students with:
 Autism Spectrum
Disorder may become
distracted or avoid
completing the
assignment
 ADHD may not have
understood what was
read, therefore may
not be able to state the
purpose of the reading
 Dyslexia may not be
able to write down the
authors purpose in
words
Accommodations:
 Will have fill in the
 difficulty writing Learning Barriers:
making a connection Students with:
and writing the  Autism Spectrum
connection down Disorder may not
want to or may get
distracted from
paying attention to
Accommodations: the text.
 Will give additional  ADHD may have
time to process the been distracted Accommodations:
task of making a from listening and
connection processing the text
 Will provide a fill in  Dyslexia may not be
the blank handout to able to write down
students who need notes
it
 Will provide a video Accommodations:
that gives an  Will provide
example of a students with a fill
connection to a in the blank handout
society experience  Will take pauses
between reading to
Modifications: review and recall
 Will ask to only what was just read
express their and allow them to Modifications:
connection aloud write down their
without having to notes
write it down  Point out
 Will give students information that is
pre-selected important and
connections to text- should be written
to-text or text-to- down
society connections
 Students will not be Modifications:
expected to make a  Have the student
connection express the
important
information aloud
while an assistant to
the class or related
writes it down for
him/her
 Will show a video
summarizing text
instead of having
them take notes
 Will only have
student listen to the
text being read.
 ADHD may have blanks about the
difficulty staying on authors’ purpose
task and completing  Will give additional
the map/distraction. time for students to be
 Dyslexia may not able to recall the story
have understood the and complete the
text due to lower assignment
reading fluency  Will provide the
drawing that will
show the purpose of
 Will have fill in the the author
blank sentences
 Will include images Modifications:
from the story in  Shorten the
chronological to assignment by giving
help them recall the them the authors
important events purpose and only
from the story having them make a
 Will play a video drawing
telling the story with  Give a shorter, more
images for visual reading level
and auditory appropriate story
support  Give a different
activity to complete
 Will give a shorter
story to read
 Will make the
assignment shorter
only asking to give
the main idea
 Will not require for
them to complete
the assignment, only
have them answer a
few questions
related to the
reading.