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Medaille College Department of Education

Lesson Plan- CRT Updated

Teacher Candidate’s Name: Priyanka Prasad Date: July 7th, 2021

Context for Learning (edTPA)

Where is the school where you are teaching located? City: Suburb: ✓ Town: Rural:

Grade level: 3 Number of students in the class: 32

Students with IEPs/504 Plans

Complete the charts below to summarize required or needed supports, accommodations, or modifications for your students that will affect your
instruction in this learning segment.
IEPs/504 Plans: Number of Supports, Accommodations, Modifications, Pertinent
Classifications/Needs Students IEP Goals
Nia- Emotionally disturbed- IEP with social needs 1 ● Out-of-class support with a school psychologist 45
minutes per week.
Jazmin- Student with auditory processing disorder- IEP with 1 ● In-class support services from a consultant special
modification needs education teacher.
● Assistive FM device for hearing teacher
● Preferential seating close to teacher
● Highlighted lesson outlines provided
Students with Specific Language Needs
Language Needs Number of Supports, Accommodations, Modifications
Students
English as a new language learner 3 ● ESL daily support from reading specialist
● Students will be given extra time to complete
assignments, with more 1:1 support as necessary.
● Sentence frames will be provided.
● Increased wait times during discussions
● Access to Google Translate and dictionary
Students with Other Learning Needs
Other Learning Needs Numbers of Supports, Accommodations, Modifications
Students
Reading 1-2 years below grade level 20 ● Extra time to complete work, breaking text into small
sections
● Partner work

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Reading 3-4 years below grade level 7 ● Extra time to complete work, breaking text into small
sections, working in partners.
● Providing graphic organizers.
● Increased wait times
Reading 5+ years below grade level 2 ● Extra time to complete work, breaking text into small
sections, working in partners.
● Providing graphic organizers.
● Testing administered in small-group settings.
● Increased wait times
● Redirection as needed
● Breaking text into smaller pieces
Gifted and Talented 1 ● Tiered assignments for this reading group
● Placement in highest leveled reader group
● Leadership opportunity when presenting to class “peer
tutoring”.

Lesson ______ of a ______ Day Learning Segment

Subject and Lesson Topic: Guided Reading Lesson

Grade Level: Grade 3 Lesson Duration: 30 minutes

Central Focus of the Learning Segment

The central focus is an understanding that you want your students to develop. It is a description of the important identifiable theme, essential question, or topic within
the curriculum that is the purpose of the instruction of the learning segment (Making Good Choices, 2016).
Through a guided reading lesson, students will develop fluency reading independently, learning to decode unfamiliar words using a variety of
cueing systems and they will then answer discussion questions to check their comprehension and later present their findings to the class.
Knowing Your Learners
Using Prior Knowledge
What do you know about your students’ prior academic learning as it relates to the central focus? (edTPA Handbook, Task 1, Prompt 2a)

Most of the students have been engaged in PM Benchmark reading groups from Kindergarten to grade 2. Most of the class began Kindergarten at our
school, however we have 3 students in the class who are new to the country and are English language learners. Literacy in our classroom begins with
independent book looks during the morning, to allow students to explore their interests. During this time, I call individual students to read with me,
as well as open up the reading corner where students are allowed to pair up with a friend to read together or listen to an audio book. At the end of
the day, students are engaged in a whole class read aloud, where I read a novel, while they engage in critical thinking and group discussions.
Students are familiar with the different literacy block expectations and have their Guided Reading Strategy Star located on their desk, along with
their personal dictionaries they have created. There is also a word wall up in our classroom. Our current novel in the novel study is “Wonder” by R.J.

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Palacio. During the whole class read alouds, I ask students to write out words on the white board, and talk about the words as a class, to help
students become familiar with both the meaning and spelling of new vocabulary. At the end of the novel, students complete different engaging
activities and get to watch the movie of the book as a fun Friday treat. In September, I used the Benchmark Assessment, along with observations and
running records to group students into guided reading groups, according to their instructional reading level, and continue to monitor their
growth. This has been done in an attempt to build fluency, comprehension and independent reading skills, while students work in smaller groups as
part of a whole reading program.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

I will be using the information about my students by differentiating instruction using data collection from my running records to provide support
through Guided Reading mini-lessons using Learning A-Z Classroom Guided Reading. I have also examined the standardized test assessments
from the previous year when putting the leveled reading groups together. As I examined previous year test records, I recognized that many of the
students were far below the grade level, and thus will be enhancing my literacy program through guided reading groups and using a number of best
practice strategies. The class will be divided into their small guided reading groups (which were determined based on similar strengths and needs),
where I will give a thorough introduction of the leveled reader book, ask students questions that will guide them to start thinking about the text,
review key vocabulary that will be necessary for students’ success, and provide students with support as they read independently. I will be providing
students with support as they read by reinforcing effective reading behaviors and prompting them to engage in problem solving strategies. Students
will also have access to their personal dictionaries and their Guided Reading Strategy Star and be encouraged to use decoding and phonics
strategies to sound out unfamiliar words.

Using Student Assets

What do you know about your students’ personal, cultural, and/or community assets as they relate to the central focus? (edTPA Handbook, Task 1,
Prompt 2b)

My class is very diverse and the majority of the students are African American. We also have students who are Arabic or have an Indigenous
background, and come from mostly single-family homes. Based on low socio-economic income and high poverty rates in the area, all students
participate in a nutrition program where we provide breakfast, lunch, a mid-afternoon snack, and a boxed-meal to take home for dinner. Poverty
remains high in our class, and one student is homeless. Most of our students have been in the school since Kindergarten, and many have older
siblings who also attend our K-8 school. All of the students live nearby and often walk to our suburban school with their siblings. Gun violence is a
major concern in our neighborhood and 2 students in our class have lost siblings and one student who endured a loss of a parent as a result of it.
Overall, most students in the class are quieter, but work well as problem solvers when working in groups. Because many of the students are shy and
quiet, we often do a lot of group work and presentations to make them feel more comfortable and gain confidence in engaging in classroom
discussions. The class also overall enjoys having hands-on learning opportunities. 90% of the students are below the grade level for reading. We
have a few that have difficulties because of ESL and receive in-class support from a reading specialist daily. Of the 90%, most students are just below
the reading level and have been working hard at improving their reading. Our class also participates in a Reading Buddies program, where we meet
bi-weekly with our 7th grade friends and engage in reading or STEM activities. The students enjoy this as they get to learn and interact with other,
older students and build meaningful relationships.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

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Using this valuable knowledge, I will choose materials and resources that are mindful of culturally responsive teaching so that students can relate to
material and build confidence in their reading fluency. In addition, I will also be choosing books that are level-based, but also that relate to a similar
theme, so that students can come together as a whole class, at the end of the end of the leveled reader unit, to have a whole class discussion about
their learning and make connections. I will also be incorporating several hands-on and collaborative learning opportunities for the students to be
engaged. Lastly, I will be making use of Reading Buddies to get their mentors to work with them on finding interactive media (YouTube Videos for
kids and other interactive books), that talk further about the topic students are reading in their assigned guided reading groups. This will encourage
students to build on the material using different tools and in a more interactive, collaborative way. As my students come from a wide variety of
backgrounds, I will be culturally responsive in the texts chosen, to help students learn about unique contributions of each culture. For instance, there
will be a leveled reading group focusing on Indigenous contributions, three groups focusing on African American contributions, as well as a group
examining contributions of an Arabic explorer. Because we also have students whose parents are in the military, the Indigenous Code Talkers book
relates well as it bridges a gap between different groups of students in the classroom. The chosen texts are rich in culture, and also provide material
(like the discussion of army leaders), to which students in my class will be able to relate. Because such a large percentage of the class is below grade
level, there is a big emphasis on literacy in our classroom, and much of the day is centered around a number of engaging literacy activities to help
bring students to grade level.

Students are grouped into Group 1, Group 2, Group 3, Group 4 or Group 5. Each group has a fun name to promote a positive image and group
identification. A common problem found amongst both students and parents is that students feel that they are being labelled and placed in a
“slower” group. The purpose of these group titles are to allow students to build a positive association with their group. These groups also come
together at the end of the leveled reading units to teach each other about the contents that they learned in their stories. This provides them with an
opportunity to be experts in their books, in an attempt to take the negative feelings of being in a lower reading group. The student who is
emotionally disturbed will first be introduced to the text with her counsellor, outside of class to discuss her feelings privately on the subject. This will
provide her an opportunity to get comfortable with the text and be prepared for the discussions that will happen in class.

Group 1 The Quality Cookies: “Jazz Greats” (Leveled Reader Q) - Elizabeth, Becky, Beatrice, Jermain, Aisha (ESL), Abaan (ESL)
Group 2 The Marvelous Munchies: “Martin Luther King Jr.” (Leveled Reader M) - Sohan, Diamond, Rochelle, Syed, Vihaan, Eric
Group 3 The Smarties Delights: “Harriet Tubman” (Leveled Reader S) - Aiza, Monaco, Anushka, Aaron, Tissha, Jovian
Group 4 The Precious Pupils: “Code Talkers” (Leveled Reader P)
Group 5 The Perfectionist Pals: “World Traveller Ibn Battuta” (Leveled Reader P)

Curriculum Standards
Three areas of standards guided reading will focus on include: reading fluency, decoding words and comprehension. Below is a list of both the NYS
standards and Ontario standards they fall under.

Reading Fluently:
NYS 3RF4: Read grade-level text with sufficient accuracy and fluency to support comprehension.
Ontario Reading Fluently 3.3 Read appropriate texts at a sufficient rate and with sufficient expression to convey the sense of the text readily to the
reader and an audience.

Decoding Words:
NYS 4RF3a: Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read

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accurately unfamiliar multisyllabic words in context and out of context.
Ontario Reading Fluently 3.2: Reading Unfamiliar Words: predict the meaning of and rapidly solve unfamiliar words using different
types of cues, including: semantic (meaning) cues (e.g., prefixes, suffixes, base words, phrases, sentences, and visuals that activate existing knowl-
edge of oral and written language); syntactic (language structure) cues (e.g., word order, language patterns, punctuation); graphophonic
(phonological and graphic) cues (e.g., onset and rime; syllables; similarities between words with common spelling patterns and unknown words;
words within words).

Comprehension:
NYS 3SL1: Participate and engage effectively in a range of collaborative discussions with diverse peers and adults, expressing ideas clearly, and
building on those of others.
Ontario: 3R: 1.4 Demonstrate understanding of a variety of texts by identifying important ideas and some supporting details (e.g., restate
important ideas and some related details from an informational text about early settlers; retell a story giving details about
specific elements of the text such as setting, characters, and theme)
NYS: 3SL2: Determine the central ideas and supporting details or information presented in diverse texts and formats (e.g., including visual,
quantitative, and oral).
Objectives Assessment Modifications to Assessments
Using Bloom’s Taxonomy, include statements Using formal and/or informal assessment tools, how will you evaluate If applicable, explain how you will adapt
that identify what students will be able to do and document your students’ progress on each of the objectives? assessments to allow students with specific
by the end of the lesson and are aligned to the needs to demonstrate their learning.
standards identified above. (edTPA Task 1, Prompt 5b)
Students will be able to use reading Informal Assessments include: ● Students are grouped according to
strategies to read their leveled reader ● Teacher observations their strengths and needs, through
A-Z book with at least 90% accuracy and ● Running Record to monitor student progress their leveled reading groups.
answer text-based questions scored ● Oral text-based questions and group discussions ● I will model fluent reading to
using a rubric. students and assist students with
Formal Assessment includes: their fluency during the guided
● Grading students on fluency for reading a chosen reading lesson, on an as-needed
passage of the text, at the end of the guided reading book basis.
lessons. ● We will review cueing strategies
● Students in Group 1 will be completing a graphic prior to beginning the reading.
organizer that asks for the main idea for each chapter, ● Sentence frames will be provided
followed by explaining the important details. It will be for our ELL students for answering
graded using a short-response question rubric. the text-based questions sheet.
● Students will do a peer teaching/collaborative ● Think/Pair/Share for students to
teaching presentation (at the end of the learning think about the text.
segment) where they will share their learning of the ● The students that are ELL will be
contents of the book (key African-American given visual cards to help build
members) with the class. speech sentence fluency.
● The student with an IEP will be completing a ● Graphic Organizer to help students
matching game for beginning sounds. organize their thoughts

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Academic Language Demands
(edTPA Task 1, Prompt 4c)
Function
Looking at your standards and
objectives, choose the one Bloom’s
word that best describes the active Recite
learning essential for students to
develop understanding of concepts
within your lesson.
Vocabulary Group 1: “Jazz Greats”
Key words and phrases students slave, plantation, racism, jazz, melodic,
need to be able to understand and inspired, improvised, scat, bebop, composer,
use spontaneity
Group 2: “Martin Luther King Jr.”
slavery, minister, refuse, rights, separation,
fair, marches.
Group 3: “Harriet Tubman”
slave, plantation, meager, abolitionists,
Underground Railroad, perilous.
Group 4: “Code Talkers”
breaking code, discrimination, unfair,
marines, Navajo, serve, symbols, transmit,
language, Native.
Group 5: “World Travelled Ibn Battuta”
cruel, invaders, Muslim, silk, travellers,
explorer.
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Instructional Supports
Strategies teachers provide to help learners understand, use, and practice
the concepts (edTPA Task 1, Prompt 4d)
Recite: Students will be provided small group learning time and 1:1
reading time throughout the week to practice reading fluently. I will
also be providing them with modeling to show students effective
reading. They will be given their Reading Strategy Star to refer to
while reading to practice good reading strategies. I will also be
getting students to read some parts of the passage out loud as a
group, so students can also hear their peers engage in effective
reading.
● Direct Instruction/ Academic Vocabulary: I will be
reviewing the words with students in the introduction piece
of the guided reading lesson.
● Hands-on-Learning: I will be doing a “Break The Egg”
Word activity with students. (See Break The Egg Activity
Attached). Encourage group discussions while doing the
“Egg Activity” to learn about new words.
● Notebooking: Students add the new words to their “My
Dictionary”which they create in a portfolio-type style, as
they add words from September, throughout the year,
adding new words that we either discuss in Guided Reading
Groups, or other whole class or independent learning
activities.
● Word Splash: for the bigger words like “racism” and “slave”
for students to think about what these words mean.
● Independent Vocabulary Sheet: Following the guided
reading lesson, students will be provided in-class time
during literacy blocks to complete the attached vocabulary
sheets for each guided reading group. This will help them
become more familiar with the words and its definitions.
The vocabulary sheets are either crossword puzzles or
cryptograms, making it more engaging for students.
● Placemat Activity: Students will work through group
discussions using placement activities, where they first
think about their answer independently, write, and then
collaborate using group discussion to write their answers
in a co-creating space.
● Increased time to complete work
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Syntax
Describe ways in which students
will organize language (symbols,
words, phrases) to convey
meaning.
Discourse
How members of a discipline talk,
write, and participate in
knowledge construction and
communicate their understanding
of the concepts
Group 1: Students will work in pairs to
complete a cryptogram puzzle by the text
and the definitions provided.
Group 2: Students will work in pairs to
complete a worksheet on word synonyms,
using a thesaurus.
Group 3: Students will be examining words
through a crossword puzzle using the text to
help with definitions.
Group 4: “Code Talkers” - students will be
completing a whole group activity, in which
we will sort words based on /e/ digraph
sounds sorting long and short vowel sounds.
Then, students will complete the worksheet
on nouns to identify proper nouns, using the
worksheet attached.
Group 5: Students will be completing the
worksheet on antonyms, by filling in the
blanks with the correct vocabulary. They will
also work in pairs to complete the proper
nouns/nouns worksheet.
Groups 1, 2, 3, 4 and 5: Students will be
reading the book orally to enhance their
reading fluency. They will also be completing
a worksheet individually to solidify their
understanding of the text, and be engaged in
small group discussions after reading the
text.
The whole class will then present their
findings from their books to the class and
help in teaching their peers about the
content. using jigsaw learning and oral
presentations.
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● Close Read: Some parts of the text may be confusing or
difficult for students to understand, so I will use a close read
instructional practice for these parts.
● Hands on Learning/Practice: The use of interactive
puzzles will allow students to practice using the words they
have learned.
● Modelling: I will model think alouds for students during
the guided reading lesson.
● Guided Strategy Star and use of a Thesaurus
● Increased Wait Times: When asking students questions, I
will make sure to use increased wait times to allow them to
process the question and formulate their answers.
● Lesson Outline: with highlighted text- This will be
provided for Jazmin to be able to follow along with the
lesson better, because of her auditory processing disorder.
I will facilitate and support small group discussion and provide
students with language/sentence frames to help support
questions during the group discussions. I will also be reinforcing
effort and providing recognition for students as they attempt to
participate in group discussions. By providing sentence frames
and also increasing wait times for responses, students will be
more inclined to answer and participate in the group discussions. I
will also offer students a chance to use Google Translate or a
dictionary to put together their thoughts.
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Instructional Process Accommodations and/or Modifications
and/or Supports
Anticipatory Set/Motivator ● Assist students in gathering materials
● Introduction: Get students’ attention after drama/dance class: “Macaroni and Cheese!” and getting set up, as necessary.
Students reply: “Everybody freeze!” “Awesome. We will be beginning our literacy centers in ● Students in their learning areas can
the next 5 minutes and I need everybody to look around, put away anything that doesn’t ask group members for assistance if
belong on our desks, get a quick drink if needed and then get ready to move to our learning needed .(collaborative learning).
centers for today. I will be reading with Group 1, my Quality Cookies today, and the rest of ● Guided reading groups are based on
the class will be moving to the appropriate centers. Please check the schedule in the front of similar reading levels
the board to make sure you are at the right center. I will now be setting the timer”. ● Visual timer at front of the class for
setup time
● Behavior Management Reminders: Today’s literacy centers need to be at a voice volume of ● Visual lights to show the volume
2- remember that means partner voices. And, to recap, if you need to ask me a question, meter for the literacy block.
what do we do? … That’s right, remember ‘3 before me’ and the rules for silently asking me ● Fidget toys available at the front of the
a question while I work with the reading groups. I will come around and check how classroom for anyone who needs it.
everyone is doing when I have a chance.” ● Reminders of quiet work and silent
questions chart at the front of the class
● Review the literacy centers: “There are 3 different literacy centers this week. (1) You may be (see picture attached).
placed at a comprehension station, where you and 3 friends will be working on an
interactive board game. Questions will be based on our novel study “Wonder” and the book
is also with the game. Please make sure to grab your devices for this game. (2) The vocab lab
will have students working in pairs to do a synonym dominoes game and an antonyms
dominoes game. If you are working at the vocab lab, please make sure to either grab a
device or a dictionary and take your leveled reader books with you because all of the words
are from our texts for this unit. (3) The last station is Batter’s Up where we will be
practicing our letter blends in pairs as well. Remember, we will all get a turn at every station
this week. Please stay at your assigned station and if you and your group have completed
the activity at least twice then you may return to your own desk and continue working on
any unfinished work from earlier today with our literacy work. Can someone remind the
class what our 2 jobs this afternoon include? …Perfect! And after the literacy block, we may
be spending some time outside. Does anyone have any questions?”

● Monitor: Make sure students are where they need to be and have the materials needed.
Then begin a guided reading lesson.
Instructional Procedures ● Guided Reading groups are
Group #1: Elizabeth, Becky, Beatrice, Jermain, Aisha (ESL), Abaan (ESL), Jazmin (APD) differentiated to meet the students’
Book: “Jazz Greats” (Leveled Reader Q) -Quality Cookies needs.
● Students have their ‘Reading Strategy
(1) First, I will introduce the text by asking students about their knowledge on music: Star’ to reinforce reading strategies for
new or unfamiliar word(s).

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● “I want us all to take a look at the cover of the book. What do we see? What do we think the
book will be about?” Draw students attention to the singer, microphone and music.
● “How many of us enjoy listening to music, whether it’s at home or at school?” Possible
answers: I do! I like to dance to music. “That’s great! I love to dance as well. What kind of
music do you listen to? Do you have a favorite singer?” Possible Answers: Yes! I love Justin
Bieber, and I also like to listen to Indian music because my dad sings and plays the tabla. “Oh
wow! That’s amazing. You’re so lucky! You get to listen to music in two different languages
and you understand them both! So Bollywood music is a genre of music. Just like Justin
Bieber sings a lot of Pop songs. Pop is also a genre of music. Just like books and movies have
genres, songs also have genres.”
● “How many of us have heard the word ‘jazz’ before? What does it mean? Can anyone guess
what jazz is based on the picture in the front cover?” Possible Answer: Is it a kind of music?
“Yes! Jazz is its own style or genre of music. And the book we are going to be reading is all ● Hands-on-learning & Collaborative
about Jazz.” Learning: Students will be doing a
(2) Then, I will introduce the vocabulary for this text by asking students to think about specific hands-on vocabulary activity, where
words in the text: they will be unscrambling the letters in
● “So for today’s text, we have some vocabulary which is written on this handout for us to their egg to build one of the focus
start thinking about.” Share group handout with focus vocabulary. “Are there any words that words. They work together as a small
stand out to you? Are there any words you don’t recognize? Does anyone know what racism group to problem-solve.
is and what slaves were? Have a group discussion about this using a word splash.
● “We will be doing our “Vocabulary Egg” activity. In each egg, students have one of the ● Preferential Seating: Jazmin has APD
following words. We can work together to build the word using the scrabble pieces inside and thus I will ask her to sit in close
the egg. For example, I open my egg and find the letters “z, j, z, a”. What word from this proximity to me, and will have the FM
group of words do you think it makes? Jazz! Excellent! What clues did you use to figure that system turned on.
out? Okay. So, now it’s your turn. Open your eggs and see if we can work together to turn
our scrambled eggs into unscrambled eggs!” Have a brief discussion about each word.
● “Now that we have become a bit more familiar with these words, I want us to keep our ears
and eyes open for them when we see them in the text today.”
● Important vocabulary include: slave, plantation, racism, jazz, melodic, inspired, improvised,
scat, bebop, woo, composer, spontaneity.
(3) Next, I will introduce the text using the pictures, and the structure of the book.
● “Now I want us to all turn to page 3. What do you notice? Do you remember what this is
called?” Possible Answer: Table of contents. “What is the purpose of a table of contents?
That’s right! A table of contents tells us what the book will be about. So, we can see this
book will tell us about the history of jazz and then look at some famous jazz artists.”
● “I want us all to turn to page 20 of the book. What do we notice in the picture? What
instruments are the jazz musicians holding? Do any of you play any instruments or know
anyone who does play instruments? So a saxophone is an instrument you see in jazz music.”
Ask students about their experiences with these instruments, and other instruments.

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● “Can we all turn to page 10? What do we notice on this page that is similar to the cover?”
Possible Answer: It is the same lady. “That’s right! Can someone read her name for us? Ella ● Go slowly, and ask students if they
Fitzgerald that’s right. She is one of the jazz artists this book will be telling us about.” have any questions or need
(4) I will then model fluent reading: clarifications.
● “I would like everyone to turn to page 4. As I read the beginning of this text, I want us to ● Increase wait time
think about how I am reading and what strategies I am using: ‘The Roots of Jazz. Can you
name a kind of music that was invented in America? It’s a kind of music that gets people
moving. It can be fast and wild, or it can be slow and melodic.’ What do you notice about my
reading?”
● Possible answer: You read with energy and it doesn’t sound choppy.
● “Excellent! When we read, we want to make sure we are pausing when we see commas, and
stopping for a breath when we see periods. Imagine reading an entire page and not stopping
for any breaks! We also want to read with expression, and when we see a question mark, we
make sure to ask the sentence as a question.”
● “We also want to make sure we use our finger to help us guide along the book” ● Partner work
● “Do you guys also see any words you might not recognize or words that are bolded? What ● Visual timer
do you think the word melodic means? Let’s turn to the glossary. Remember, glossaries can
help us learn the meanings to words.”
(5) Students Independently Read: Now, it’s your turn! Get ready to put those reading goggles on and
start your whisper reading. Remember, you have your Guided Reading Strategy Star to remind
you of ways you can read effectively. I will actively listen to monitor students’ reading progress.

(6) Following the reading, I will engage students in a group discussion about the story. I ask them
questions like the following:
● What did we learn in this text? What do we now know about jazz music?
● Who were some of the famous jazz singers we see in the book?
● Can someone tell me what the link between racism and jazz music was in the text? Did you
like this book? What were some things you found challenging about the book?
● Asking these questions will allow me to clarify any misunderstandings students may have
about the text, check for their understanding, and learn about what they enjoyed or found
challenging about the text.

(7) Independent work: Graphic Organizer, Vocabulary Sheet (partners), and personal dictionary.
● “We have a graphic organizer we will be working on for the remainder of the period, and
when you are done, there is a fun partner activity using our new words. We will be doing a
word puzzle to solve for new words, and then we will add our new vocabulary words to our
personal dictionaries through notebooking. So to recap: we will first take a movement
break and get some wiggles out, and then we have 3 jobs: 1. graphic organizer 2. word
puzzle and 3. add our words to the dictionary.”
● “Before we get started, I just want to make sure that we go over the graphic organizer
together. Can everyone take a look at the worksheet? Let’s read the instructions together.

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“Write the main ideas and the important details for each of the chapters listed on the chart.
At the bottom, write a summary about a chapter of your choice”. So the first one says, Ella
Fitzgerald. What page can we find her chapter? How do you know? Yes that’s right! Using
the table of contents.”
● “Perfect! So I want us all to take a quick stretch, go get some water if you need to, get some
wiggles out and then come back in the next 2 minutes and get started on your work.”
● “Tomorrow we will meet again and go over the text again. Then, we can start putting our
group presentation together.”
● “While you get settled, I will be taking a walk around to see the rest of the groups. (During
this time, I make sure students are on task, and answer any questions they may have. I also
spend a bit of time with the student on an IEP to review his book with him and ask him
yes/no questions and ask him to match the animals to the letter sounds. This activity is
done repeatedly through the week.”
Closure
I will wrap up the literacy block by reviewing things that went well and things that we could
improve on as a whole class, with both the Learning Areas and Guided Reading groups.
● “We all did a great job of working together to solve problems. I noticed friends were helping
each other when someone would get stuck.”
● “I also really liked the way we used classroom resources instead of coming to me right away.
I saw students using their Strategy Star, personal dictionaries and the word wall. This is
excellent!”
● “What were some of the things you enjoyed during today’s literacy block?”
● Possible Answers: We really liked the ipad game! It was a little hard with the questions
though. I like working in groups and partners.
● “That’s great to hear! It can be fun working with devices. Yes, reading comprehension
questions can be tricky. Remember, we can always use the book to try to find the answers,
or we can ask our friends too. Yes! It can be a lot more fun when we work with friends
during learning. We can learn from them and we can also be teachers too.”
“Everybody did a great job of working hard today! I think after recess we can spend some extra time
outside doing some outdoor learning. Don’t worry if you haven’t finished your word work, we will
get some time tomorrow to finish it. Remember, we will work on these activities for the rest of the
week and then on Friday we can all come together and do a group share to see what all of our
books had in common! Can we all put our things away and get ready for lunch? We have 5 minutes,
I’ll put our visual timer on.”
List all materials and/or technology tools required for the lesson.
Key instructional materials must be attached. These materials might include such items as class handouts, assignments, slides, and interactive
white-board images.

❏ Leveled Reader Books (5 Books)

❏ Reading Comprehension Activity Worksheet for the guided reading groups

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❏ Vocabulary words bank for guided reading group
❏ 4 devices for the interactive board game- per group (each student will use their own)
❏ Access to both an online and physical dictionary
❏ Vocabulary Dominoes Activity - Learning Areas literacy center
❏ Device for simple online dictionary for vocabulary dominoes
❏ Baseball Game - Learning Areas literacy center
❏ Tokens for baseball game
❏ Visual Timer
❏ Fidget Toys bin
❏ 3D Animals for IEP student
❏ Yes/No question bank and visuals for IEP student
❏ Visual for “Volume Level”
❏ Visual for “Silent Questions”
❏ Vocabulary Scrabble Eggs Activity
The following pages will include images of the resources needed for this lesson plan:

Contents:
1. 5 leveled reader guided reading books for each group of students
2. Reading Comprehension worksheet for guided reading group
3. Vocabulary Worksheet for selected guided reading group
4. Literacy Center Activities:
a. Chart Outlining each literacy center
b. Baseball Digraph
c. Synonym Dominoes
d. Reading Comprehension for classroom novel
5. Tools Needed for lesson with me:
a. Scrabble Vocabulary Eggs
b. Vocabulary sheet overview
c. Guided Reading Strategy Star
d. Placemat Activity
6. Classroom Visuals and tools:
a. Volume Meter
b. Silent Questions
c. Rubric for Guided Reading Short Answer Response

1. The 5 leveled reader books are as follows:

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2. Reading Comprehension Worksheet (For Assessment): Leveled Reader for Level Q: “Jazz Greats”

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Guided Reading Group: Extension Activity for Vocabulary: “Jazz Greats”

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Learning Areas: Literacy Center Activities:
Word Study (Phonics)
S Ontario 3.2- use of phonics spell
t unfamiliar words using a variety of
a strategies that involve
n understanding sound-symbol
d relationships, word structure, word
a meanings and generalizations about
r spelling. (e.g., apply knowledge of
d short-vowel and long-vowel
s patterns).
NYS: 3RF3d: Recognize and read
grade-appropriate irregularly
spelled words.
O
b The student will identify variant
j correspondences in words.
e the text.
c
t
i
v
e
D Students identify vowel digraphs in
i words by playing a baseball game.
r (Partner game)
e 3 students are ideal for this game so it does not get
c 1. Place game board, vowel digraph
t reference baseball bat, baseball
i word cards face
o down, and game pieces at the
n center.
s 2. Student one, the pitcher, selects
the top baseball word card and
reads the word aloud
(concealing it from student two).
Vocabulary
Ontario:Vocabulary 3.3- confirm spellings and
word meanings or word choice using several
different resources. (e.g., dictionary of synonyms
and antonyms, use of a thesaurus to find
alternative words).
NYS: 3L4d: Use glossaries or beginning
dictionaries to determine or clarify the precise
meaning of key words and phrases.
The student will identify synonyms.
Students identify synonyms by playing a domino
game. (Can be done in partners, or groups of 3-4
students).
1. Divide the synonym domino cards equally
amongst the students.
2. The students with the “START” card begins by
placing the START domino on the table, and reads
the word on the other end of the domino (i.e.,
small).
3. All students look for a domino with a synonym
(i.e., little) and connect it to the domino on the
table.
4. Students continue to search for the next
synonym to match the domino card.
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Comprehension
Ontario: 1.7 Identify specific elements of text and
explain how they contribute to the meaning of the
texts (narrative, setting, characters, plot, theme). 1.8
express personal opinions about ideas presented in
the text.
NYS: 3R3: In literary texts, describe character
traits, motivations, or feelings, drawing on specific
details from the text. (RL)
3SL1b: Follow agreed-upon norms for discussions
by actively listening, taking turns, and staying on
topic. 3SL1c: Ask questions to check
understanding of information presented and link
comments to the remarks of others.
The student will respond to questions about the text
and identify the setting, characters and purpose of
Students practice comprehension skills by playing a
digital board game about a class novel study of
“Wonder” which was as a whole group read aloud.
crowded.
Students are to choose which colour game piece
they would like to be. They then take turns rolling
(either a real classroom die) or the digital die by
pausing at any given time the dice that appears in
the slideshow. They move their game piece by the
number represented on the dice. Then, they answer
the question on the number they land on. It is like a
regular board game, but because it is digital, it can
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3. Student two, the batter, repeats 5. Continue until all the dominoes are connected. be easily manipulated by the teacher to tailor
the word, identifies the vowel 6. Peer evaluation towards any unit or book study.
sound, and vowel
digraph (using the vowel digraph
baseball bat if needed). For
example, student repeats
“toast, /o/, oa”.
4. If correct, advances to base. If
incorrect, pitcher states correct
vowel digraph and the
batter receives an out.
5. Continue to move around the
bases as vowel digraphs are
correctly identified.
6. After three outs or two runs,
switch roles. Depending on time,
innings may be limited.
7. Peer evaluation

M● Vowel digraph reference ● Synonym domino cards ● Technology (ipad or tablet)

a baseball bat ● Online thesaurus or dictionary ● Google Slides
t ● Word baseball game board ● Real dice (or digital)
e ● Baseball pattern (enough for all ● Real game piece (counters) or digital ones in
r of the words) the slideshow
i ● Word cards
a ● Game pieces (counters)
l
s

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Activity #1: Baseball Digraph
This activity is taken from Florida Center for Reading Research. After printing the activity, I made it more engaging and durable for
students’ use by coloring it and also laminating it and assembling it into a file folder activity. By laminating and assembling it into a file
folder activity, this game can be used multiple times through the years and will hold sturdy. Below is an image of the assembled game.

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Activity #2: Synonym Dominoes:
This activity has also been taken from the Florida Center for Reading Research. I have modified this activity to examine words specific to the
texts being read in class. The words are from the guided reading leveled books and students are able to use a dictionary or thesaurus to
complete the game. This activity can easily be modified to use words specific to students’ reading level and/or unit of study. In order to make
the activity more durable and engaging, it is made on construction paper and laminated.

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Activity #3: Board Game for “Wonder” (Comprehension):
This activity was individually created on Google Slides. It is easy to manipulate for different unit studies, and for different class novels. It is a
great activity to keep students engaged and can be very effective for evaluating students’ reading comprehension of a text. Since it is an activity
on a digital platform, it allows students an opportunity to work with technology, develop technological skills, and also hear and see different
videos inserted into the Google Slides game. Below is the example of the board game. Attached with this assignment, you can find the link to
the Google Slides presentation and the PDF version of each slide for your reference. The link to the entire presentation is here:
https://docs.google.com/presentation/d/1MITAxtZr7kSU7hUZmgDt82ufGxZQ5Y4y2LDrlEx9Tgs/edit?usp=sharing

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5. Guided Reading Lesson with me:
a. Scrabble Egg Activity: b. Vocabulary Bank

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Guided Reading Strategy Star: Placemat Activity:

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Classroom Tools:
Volume Meter
Silent Questions

https://www.classcraft.com/blog/quiet-a-noisy-classroom/ Teachers Pay Teachers Resource

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The rubric students will be assessed on, for their reading comprehension questions:

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