Spring 2019: RDG 4313 – Content Reading and Assessment

Grade Level: 3rd Grade Lesson Number: 1

Comprehension Strategy: Activate and Connect Teacher Candidate: Ashlyn Dieckmann
Teaching Technique: Creating and Prereading plan Student:
Date: February 6, 2019

Focus for Learning: Common Core State Standards (InTASC 4 & 7)

 CCSS.ELA.CCRA.R.3.7- Use information gained from illustrations and the words in a text to demonstrate understanding of
the text.

Instructional Objective (InTASC 4 & 7)

The student will be able to use prior knowledge before and while reading an article. The student can explain what prior knowledge is
to another person.
Instructional Procedures (InTASC 1, 2, 3, 5, 6, 7 & 8)
 Learning Target
I can connect an article to what I know and have learned in the past.

 Formative Assessments
During the lesson, the teacher will ask a few questions linked to prior knowledge. If the student is unable to answer such questions.
The teacher will reteach if necessary.

Assessing / Building Prior Knowledge

The teacher will assess prior knowledge by first asking what the student knows about prior knowledge. If the student does not know
the teacher will give the definition. If the student does not understand the teacher will give examples of what prior knowledge is. Then
the teacher will ask how he may have used prior knowledge while reading another book.

Modeling & Direct Instruction (NOTE: These two steps may be interchanged)

 Direct Instruction
1. Teacher will bring up the idea of what prior knowledge is
2. Teacher will ask the student if he has used prior knowledge while reading
3. Teacher will explain the importance of prior knowledge and how it helps the student understand what he is reading
and advance him in his writing

 Modeling
1. Teacher will show the student how prior knowledge works by giving an example using an article.
2. Teacher will say what she knows about the topic of the article and what she thinks it is about.

Guided Practice
1. The student will do a worksheet with the teacher that encourages the student to come up with the prior knowledge
on a topic from an article.
2. The teacher will ask the student what he knows about the topic of the military.
3. The student and teacher will make a list of words that go with the topic
4. After the list is made the student will explain why some of the words are connected with the topic
5. Then the teacher will show the student the article and ask him what he thinks it may talk about,
6. Student will write a summary of what he knows about the topic
7. Student will write what he hopes to learn from the articles.

Closure
The teacher will ask the student to explain what he has learned that day about prior knowledge. The teacher will also tell him to use
it whenever he is reading something new.

Summative Assessment
The student will be able to use prior knowledge before and while reading an article. The student can explain what prior knowledge is
to another person.

Independent Practice (OPTIONAL)

REV. 01_22_19 1
Lesson Timeline (Summary of Instruction) OPTIONAL
1. Find out what the student knows about prior knowledge
2. Explain what prior knowledge is and the importance of it
3. Model prior knowledge
4. Give the student the prior knowledge worksheet

Digital Tools, Resources, and Other Materials (InTASC 4 & 5)

 Pencil
 Activate and Connect: Creating a Prereading Plan Worksheet (pg. 69)
 One or two articles

Texts and Reader Information (InTASC 1, 2, 4, & 5)

List of all texts used (in APA format). Also include Lexile Levels.

Baldor, L.C. (2018). White House wants to give U.S. military another role, as Space Force. Associated Press.
Retrieved from https://newsela.com/read/US-space-force/id/45300/ Lexile Score: 550L

Feathered fighters used by French army to capture drones that pose a danger. (2017). Agence France
Presse. Retrieved from https://newsela.com/read/eagles-drones/id/27230/ Lexile Score: 600L

Student’s Lexile Level: _____

Student’s Fountas and Pinnell Level (per school testing): _____

Student’s Grade Level Reading: _____

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Spring 2019: RDG 4313 – Content Reading and Assessment

Grade Level: 3rd Grade Lesson Number: Lesson Plan 2

Comprehension Strategy: Determine Importance- Main Idea Teacher Candidate: Ashlyn Dieckmann
and Supporting Details Student:
Teaching Technique: Concept Wheel Date: February 8, 2019

Focus for Learning: Common Core State Standards (InTASC 4 & 7)

CCSS.ELA-LITERACY.RI.3.2- Determine the main idea of a text; recount the key details and explain how they support the main
idea.

Instructional Objective (InTASC 4 & 7)

The student will be able to determine the main idea and its supporting details by answering the five W’s. The student will
give at least two details per question.

Instructional Procedures (InTASC 1, 2, 3, 5, 6, 7 & 8)

 Learning Target
I can give the “main idea” and supporting details of a given article or book.

 Formative Assessments
In the midst of the lesson, the student will write one sentence about what he understands and a sentence on what he does not
understand on the back of the worksheet. The teacher will go over what he doesn’t understand.

Assessing / Building Prior Knowledge

The teacher will assess prior knowledge by asking the student to describe his day. The teacher will ask the student why he
chose what he said. From here the teacher will explain what he decided to say were the main ideas of his day.
Modeling & Direct Instruction (NOTE: These two steps may be interchanged)

 Direct Instruction
1. Teacher will ask the student to go over his day
2. Teacher will ask why he chose those events of the day and how he described those moments
3. Teacher will ask the student if he knows what a main idea is and how to support it
4. Teacher will explain what a main idea is as well as how to support it
5. Teacher will explain to the student why it is important for him to know what a main idea is and how to find it
6. Teacher will explain why it is important to give supporting details

 Modeling
1. Teacher will demonstrate how to find the main idea and supporting details
2. Teacher will do a worksheet to model to the student what he will be doing with his own article.

Guided Practice
1. The teacher will explain to the student how to fill out the worksheet
2. The student will read the article
3. The student will determine the main idea of the whole article and write in the middle of the wheel
4. The teacher will give examples of the who/ what, when, why, where, and did what?
5. The student will fill out the who/ what, when, why, where, and did what?
6. The student will give two answers per question.
Closure
The teacher will ask the student what he had learned about determining the main idea and supporting details. The teacher
also will ask the student what he liked and disliked about it.
Summative Assessment
The student will be able to determine the main idea and its supporting details by answering the five W’s. The student will give at least
two details per question.
Independent Practice (OPTIONAL)

Lesson Timeline (Summary of Instruction) OPTIONAL

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Digital Tools, Resources, and Other Materials (InTASC 4 & 5)
 Pencil
 Determine Importance- Main Idea and Supporting Details Worksheet (pg. 136)
 One article

Texts and Reader Information (InTASC 1, 2, 4, & 5)

List of all texts used (in APA format). Also include Lexile Levels.
Football and basketball has new competition at high schools: Esports. (2017, June 6). Milwaukee
Journal Sentinel and Newsela staff. Retrieved from https://newsela.com/read/esports-high
school/id/31212/ (560L)

Student’s Lexile Level: _____

Student’s Fountas and Pinnell Level (per school testing): _____

Student’s Grade Level Reading: _____

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 Spring 2019: RDG 4313 – Content Reading and Assessment

Grade Level: 3rd Grade Lesson Number: Lesson 3

Comprehension Strategy: Infer Meaning Teacher Candidate: Ashlyn Dieckmann
Teaching Technique: Using Vocabulary to Make Inferences Student:
Date: March 16, 2019

Focus for Learning: Common Core State Standards (InTASC 4 & 7)

CCSS.ELA-LITERACY.CCRA.R.1- Read closely to determine what the text says explicitly and to make logical inferences from
it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
CCSS.ELA-LITERACY.CCRA.R.4- Interpret words and phrases as they are used in a text, including determining technical,
connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

Instructional Objective (InTASC 4 & 7)

The student will be able to infer meaning by finding words he doesn’t know in the text and making inferences on what the
words may mean then comparing it the actual definition. The student will make reasonable inferences on four to five of the
vocabulary words.
Instructional Procedures (InTASC 1, 2, 3, 5, 6, 7 & 8)
 Learning Target
I can make inferences on words found in a text that I may not know the meaning of.

 Formative Assessments
The teacher will use the 3-2-1 method to check for understanding. Asking the student what are three things he has learned
about inferring meaning, two questions he may have on inferring meaning of words, and one thing he found interesting about
inferring meaning of words.
Assessing / Building Prior Knowledge
The student needs to know how to use higher thinking and skills and know how to read attentively. The teacher will ask the
student what it means to infer. If the student is unable to answer the question, the teacher will explain.

Modeling & Direct Instruction (NOTE: These two steps may be interchanged)

 Direct Instruction
1. Teacher will ask the student about what it means to infer meaning
2. Teacher will explain the importance of inferring meaning
3. Teacher will explain how we use inferring meaning
4. Teacher will explain the worksheet
5. Teacher will do formative assessment

 Modeling
1. Teacher will give an example of what it is to infer meaning
2. Teacher will do one example on the worksheet
Guided Practice
1. The student will do the worksheet with the help of the teacher
2. The student will find go into the text and look for words he might know the meaning
3. Then the teacher will ask the student to write what he thinks the word means for each one on an ipad
4. Student will write what he thinks the word is based on what he read
5. Then the student and teacher will look up the true meaning of the word
6. The student will then judge if his inference was correct.
7. If there is time, we will review the prior week’s strategy of Determining Importance: Main Idea and Supporting
Details.

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Closure
Teacher will ask the student to explain what he has learned in this lesson and give an example of inferring meaning.

Summative Assessment
The teacher will give the student another passage to read. The student will have to find one word he does not know and repeat what
he did for the worksheet on his own to his best ability.
Independent Practice (OPTIONAL)

Lesson Timeline (Summary of Instruction) OPTIONAL

1. Teacher will go over the idea of inferring meaning
2. Teacher will give formative assessment
3. Student will do worksheet with teacher
4. Teacher will do summative assessment and closure
5. Review, if there is time
Digital Tools, Resources, and Other Materials (InTASC 4 & 5)
Infer Meaning: Using Vocabulary to Make Inferences Worksheet (pg. 99)
iPad for looking up words
Pencil

Texts and Reader Information (InTASC 1, 2, 4, & 5)

List of all texts used (in APA format). Also include Lexile Levels.
Doyle, B. (2011) Behind enemy lines: Under fire in the Middle East. New York, NY: Scholastic (780L)

Student’s Lexile Level: 691-770 (schools)

Student’s Fountas and Pinnell Level (per school testing): O

Student’s Grade Level Reading: 4th (my testing)

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Spring 2019: RDG 4313 – Content Reading and Assessment

Grade Level: 3rd Lesson Number: Lesson 4

Comprehension Strategy: Summarize and Synthesize & Teacher Candidate: Ashlyn Dieckmann
Determine Importance- Main Idea and Supporting Details Student:
Teaching Technique: Using the 5 W’s and How & Note-Taking Date: March 23, 2019
Wheel
Focus for Learning: Common Core State Standards (InTASC 4 & 7)
CCSS.ELA-LITERACY.RI.3.2- Determine the main idea of a text; recount the key details and explain how they support the main
idea.
CCSS.ELA-LITERACY.R.2- Determine central ideas or themes of a text and analyze their development; summarize the key
supporting details and ideas
Instructional Objective (InTASC 4 & 7)
The student will be able to find the main idea and its supporting details to summarize and synthesize by using the 5 W’s
and How, and drawing a picture. The student will take valid notes for -the 5 W’s and How- that are in his own words and
draw a picture the accurately describes the given text.

The student will be able to summarize and synthesize by taking notes in his own words about the people, setting, events,
and important facts. The student will give at least one detail for each section.

Instructional Procedures (InTASC 1, 2, 3, 5, 6, 7 & 8)

 Learning Target- I can use the main idea and supporting details to summarize a given text.

 Formative Assessments
The teacher will ask the student questions on using the main idea and supporting details, and summarizing and synthesizing. If the
student does not answer questions with accuracy, the teacher will go back over what the student didn’t understand.

Assessing / Building Prior Knowledge

The student needs to be able to infer meaning in order to determine the main idea, supporting details, and summarize and
synthesize. In order for the student to summarize he needs to be able to determine the main idea and supporting details,
so the teacher will review with the student by connecting the main idea and supporting details and summarizing in one
worksheet. The teacher will ask the student if he knows what summarizing is, the teacher will explain if he does not.

Modeling & Direct Instruction (NOTE: These two steps may be interchanged)

 Direct Instruction
1. Teacher will review inferring meaning
2. Teacher will ask the student what he remembers about the main idea and supporting details
3. Teacher will explain the main idea and supporting details
4. Teacher will explain the connection with summarizing and synthesizing
5. Teacher will ask the student if he knows what summarizing and synthesizing is and it’s importance
6. Teacher will do formative assessment
7. After guided practice, the teacher will explain the summative assessment

 Modeling
1. teacher will demonstrate what student needs to do for the worksheet.
2. Teacher will give an example of a summary by giving the student a summary of the book
(Summary: The book is about 8 different soldiers from the war in the Middle East.)
Guided Practice
1. Teacher will go over the worksheet
2. Student will read a small portion out of the book in his head
3. Student will read the portion in chunks out loud to the teacher
4. Student will fill in the worksheet after each chunk he reads
5. After the student fills out the 5 W’s and How, he will draw a picture using the information from the questions

Closure
The teacher will ask the student what he learned and how he may use the information he learned in the future, in school and out.

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Summative Assessment
The student will be able to summarize and synthesize by taking notes in his own words about the people, setting, events,
and important facts. The student will give at least one detail for each section.

Independent Practice (OPTIONAL)

Lesson Timeline (Summary of Instruction) OPTIONAL

Digital Tools, Resources, and Other Materials (InTASC 4 & 5)

Summarize and Synthesize: Using the 5 W’s and How worksheet (pg. 251)
Summarize and Synthesize: Note- Taking Wheel worksheet
Pencil
Colored pencils

Texts and Reader Information (InTASC 1, 2, 4, & 5)

List of all texts used (in APA format). Also include Lexile Levels.
Doyle, B. (2011) Behind enemy lines: Under fire in the Middle East. New York, NY: Scholastic (780L)

Student’s Lexile Level: 771-980

Student’s Fountas and Pinnell Level (per school testing): O

Student’s Grade Level Reading: 4TH/ 5th grade

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Spring 2019: RDG 4313 – Content Reading and Assessment

Grade Level: 3rd grade Lesson Number: Lesson 5

Comprehension Strategy: Developing Vocabulary Teacher Candidate: Ashlyn Dieckmann
Teaching Technique: Conceptual Definitions Student:
Date: April 6, 2019

Focus for Learning: Common Core State Standards (InTASC 4 & 7)

CCSS.ELA-LITERACY.CCRA.R.4- Interpret words and phrases as they are used in a text, including determining technical,
connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone

Instructional Objective (InTASC 4 & 7)

The student will enhance his vocabulary by using conceptual definitions. The student will accurately explain four
subcategories and how they relate to the main idea of “D-day”.
Instructional Procedures (InTASC 1, 2, 3, 5, 6, 7 & 8)
 Learning Target- I can say and find meaning of words.

 Formative Assessments- The teacher will ask the student what developing vocabulary is, the teacher will give the
student a sentence with a word that can be defined easily with the information already found in the text.

Assessing / Building Prior Knowledge

The student needs to be able to infer meaning as well as summarize. The teacher will ask the student what he knows about
developing vocabulary. The student also needs to be able to find important details.

Modeling & Direct Instruction (NOTE: These two steps may be interchanged)

 Direct Instruction-
1. Teacher will review main idea and supporting details, summarizing, and inferring meaning-
Ask the student what he remembers about the three strategies. Main idea and supporting details are the point the
author is trying to get across and the information that supports the point. Summarizing is shortening a passage
and putting it in your own words. Inferring meaning is judging, assuming, or taking meaning from information
given.
2. Teacher will ask the student what he knows about developing vocabulary.
3. Teacher will describe developing vocabulary and its importance.
Vocabulary is knowing words, what the words mean and knowing how to use them. Developing vocabulary
because its something we use every day, we read it, we write it, and we speak it.
4. Teacher will conduct formative assessment
 Modeling
1. Teacher will show what the student needs to do for the worksheet.
The teacher will give the student the main vocabulary concept. The teacher will tell the student he needs to find
four subcategories that relate to the main vocabulary concept, then he needs to explain the subcategories and how
they relate.
2. Teacher will do one example for the student

Guided Practice
1. Student will skim the chapter before reading
2. Student will begin reading
3. When the student comes across a word that he doesn’t know the teacher will have him read each of the letters and
have him try saying the word again,
4. If he doesn’t say the word, the teacher will have him read the sentence again.
5. If the student doesn’t get the word again, the teacher will give him a choice.
6. Teacher will guide him through the chapter to look for the words that summarize D-Day
7. Student will find his four subcategories
8. Student will describe his four subcategories on the worksheet.

Closure
The teacher will ask the student what he had learned, what he like about the days lesson, and how will he use it in and out
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of the school setting. Teacher will do a summary of how subcategories relate to a main concept.

Summative Assessment
The student will enhance his vocabulary by using conceptual definitions. The student will accurately explain four
subcategories and how they relate to the main idea of “D-day”.
Independent Practice (OPTIONAL)

Lesson Timeline (Summary of Instruction) OPTIONAL

Digital Tools, Resources, and Other Materials (InTASC 4 & 5)

iPad (to look up words if needed)
Developing Vocabulary: Conceptual Definitions worksheet (pg. 270)
Pencil
Texts and Reader Information (InTASC 1, 2, 4, & 5)
List of all texts used (in APA format). Also include Lexile Levels.
Demuth, P.B. (2015) What was D-Day? New York, NY: Penguin Random House LLC. (840L)

Student’s Lexile Level: 771-980

Student’s Fountas and Pinnell Level (per school testing) :O

Student’s Grade Level Reading: 4TH/ 5th grade

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