EDU 443 - Designing Strategy-Based Comprehension Instruction

Teacher Name: Paige Healey Grade Level: 3rd Grade

Target Content/Lesson Topic: ELA Realistic Fiction Date: 11/19/21

This lesson is for a(n) _____ whole class _X__ small group _____ individual

Planning

Essential Question How do we determine the point-of-view in a text?

- What is the essential question that How do the characters in a story help to enhance the story?
this lesson addresses?
How can we describe a realistic fiction text?
- What is the core purpose of the
lesson that includes the strategies and
skills necessary to accomplish the
deeper learning in the standard?

Sequencing This lesson fits into the overarching unit of reading different types of literature. In this lesson, students are focusing
primarily on the genre of realistic fiction. Throughout the unit, students will read different types of fiction genres in
- How does this lesson fit into the order to build their reading skills. They will analyze the point of view in each of the texts they read. This is not the
larger unit of study? first text that they have had to identify point-of-view.
- Focus on a logical/hierarchical
sequencing of skills (e.g., main ideas
before details, similarities before
differences).

State Learning Standards R.3.3 Describe a character (traits, motivations, and/or feelings) drawing on specific details from the text. (RL)

List the complete, relevant grade-level R.3.1 Develop and answer questions to locate relevant and specific details in a text to support an answer or inference.
standard(s). (RI&RL)

R.3.6 Discuss how the reader’s point of view or perspective may differ from that of the author, narrator or characters
1
September 2021
 in a text. (RI&RL)

Learning Target(s) and Learning LT:

Objective(s)
I can actively listen to and discuss the text with my peers.
- Choose your learning target(s) and
objective(s) based on the relevant state I can determine the point-of-view in the text and use details to support my answer.
learning standard(s). I can describe the characters in the story and answer questions to show my understanding.
- Write focused targets and objectives
that describe the specific learning
outcome (what students should be able LO:
to do as a result of the lesson).
SWBAT actively listen and read the text while determining the meaning of unfamiliar words and phrases in the text.
- Be sure they are stated in observable
and measurable terms (e.g., ABCD+T). SWBAT determine the point-of-view in a text in order to demonstrate their understanding of the text while referring
explicitly to the text as a basis for the answers.

Grouping Students will be working in small groups during this lesson. This is so that students are able to collaborate with their
peers while still staying on-task. Students tend to feed into distractions and get off-task in the whole-group setting, so
Describe how and why students are the small groups help to fix this problem. The groups will be split up by reading level, so the texts will reflect the
grouped based on abilities of the students.
- homogeneous, heterogeneous,
randomized

- ability, interest, IEP goals, social or

social-emotional, behavioral, language
acquisition

Co-Teaching Strategy My mentor teacher will be working with a separate group while I work with this group.

Does this lesson involve co-teaching?

If not, state N/A. If yes, identify the
co-teaching model and what role each
2
September 2021
 teacher will play.
-One Teach, One Observe; One Teach,
One Assist; Station Teaching; Parallel
Teaching; Supplemental; Alternative;
Team Teaching
Differentiation
Describe how you will meet individual
students’ needs by adjusting the
content, process, product, and
environment based on their readiness,
interests, and learning preferences.
IEP Goals Relevant to Lesson (Add rows as necessary.)
September 2021
Content
The content is differentiated prior to the lesson because students are split up into the groups based on their abilities.
The texts that each group will be reading and discussing are developmentally appropriate for the needs and abilities
of the students in that group.
Process
Students who struggle with comprehension can use the text to refer back to. Flexible grouping is used, and the length
of time will be varied for each student. Those who are struggling may get extra time for extra support and advanced
learners may be asked to pursue a topic in greater length.
Product
Students may choose to type on the graphic organizer through a digitalized version. This would be ideal for students
who struggle with motor skills. The student may also verbally share their answers with the teacher if they cannot
physically complete it. The same goes for the post-activity.
Environment
We will be moving around the classroom in order to create our groups. In this case, the environment will be
differentiated and offer a fresh perspective and learning area for students.
3
 Student IEP Goal

Student A I do not have access to this student’s IEP file to know what her goal is.

Student B I do not have access to this student’s IEP file to know what his goal is.

Accommodations and/or Modifications Required for Students in Special Education (Add rows as necessary.)
Student(s) Required Accommodation/Modification

Student A Reading the text aloud two days in a row will help Student A to comprehend and follow along with the rest of the group.
Group collaboration will also help this student to see different strategies and helpful ways to answer the questions.

Student B Student B sometimes works with an aide to complete his work. If he is in my group, I would allow him to type the
answers to the questions instead of verbally saying them in from of the group.

Supports for English Language Learners (Add rows as necessary.)

Student Necessary Supports (e.g., Sheltered English strategies, grouping strategies)

Student C Working within small groups so the student will feel more comfortable sharing and participating.

*There are bilingual teachers in each grade, so students who are at the beginning levels of their English-language
proficiency are in those classrooms.

Assessment

Formative Assessment The assessment for this lesson is rather informal. As students are reading the text, interacting, and answering the
4
September 2021
 - How will you monitor student
learning throughout the lesson?
- Be specific about how your practice
assessments connect directly with the
lesson objective.
Formative Evaluation Criteria
- What material(s) will you use to
evaluate learning?
- Attach a copy of your checklist,
rubric, observation criteria, or other
measure.
Summative Assessment
How will students demonstrate
mastery of the standard?
Note: This assessment does not have to
occur during/after this lesson but in
upcoming lessons.
Summative Evaluation Criteria
September 2021
questions, I will observe and keep track through the use of a checklist. Students will turn in their graphic organizer
along with their short summary at the end of the lesson to be looked over by the teacher. Students will receive a
complete or incomplete grade for this lesson. Similarly, the teacher will keep an eye on those students who may need
any re-teaching done.
A simple checklist will be used to keep track of understanding. A sample is as follows:
Understands
Complete Incomplete
Point-of-View
Ivy
Paitynn
Darien
Matthew
Kalanah
Students will be evaluated on their ability to distinguish between different perspectives and point-of-views and how it
impacts the way the story is told.
Since this lesson is part of larger unit of study, there is not a summative assessment set yet. One idea that could be
put into place would be to ask students to write their own piece of literature that follows a genre of their choosing.
Since students will be observing many different genres of literature, they would be able to pick their favorite and
construct their own story.
A rubric would be created that evaluates the students’ final writing pieces. Some possible categories could be:
5
 - What material(s) will you use to
evaluate learning?
- Attach a copy of your checklist,
rubric, observation criteria, or other
measure.
Opening: Introduction and
Connection to Previous Learning
● Anticipatory Activity (Hook)
● Activate prior knowledge.
● Be sure students understand
procedures and instructions for the
lesson.
● Establish clear expectations.
● Model concept.
The groupings/instruction/lesson
progression may look different in
different parts of the lesson!
September 2021
 The student picks a genre and the story makes sense in the context of the genre
 The student follows the guidelines of that genre
 The story has a setting, plot, and characters
 There is a narrator/point-of-view
 Grammar/conventions
Students would be scored 1-3 in each of these categories.
Students who are proficient in the literature will earn 15-12 points.
Students who are emerging in the literature will earn 11-7 points.
Students who are at the beginning stages of understanding literature will earn a score of 6 or less.
Procedures
“What stories have you read about superheroes?”
“What kinds of powers might superheroes have?”
I will explain that superhero stories often tell about ordinary people who have or develop special powers. Superhero
stories usually feature the hero helping others, righting wrongs, and saving the world from evil forces.
“What superpower would you like to have? What would you do with it?”
Since we will have read the text the day prior, I will ask students to activate their background knowledge by asking
them what they remember about the story.
Students will have copies of their own book to follow along in. At this point, they would get their books and we
would read through the book together pausing at difficult words.
6
 Once we read the book together, I will ask students a series of questions that require them to use their knowledge
gained from the text. They will be able to go back to look for the answers if needed.

We will then speak about point-of-view. Students know what a narrator is and how to classify a character as the
narrator. The character would use words like “I” “me” “we” and “my”.

“When the narrator is one of the characters in the book, we are often able to learn about what the character is
thinking and feeling. We have to make sure we first know who it is to understand the kind of information we can
get.” (Strategy 6.10).

We will go over the characteristics of first-person POV, third-person POV, and second-person POV. Students will
then be given the graphic organizer on POV to identify who the narrator is in the text. I would model how to use the
organizer by completing it based off of another book that we have just completed.

During: Lesson Progression Students will then be sent to work independently to complete their graphic organizers. It is a fairly short and simple
organizer, so it should not take students very long.
In this portion of the lesson, you will
be letting go and letting students
engage in productive struggle;
engaging in gradual release (“I do, we Once they have completed the organizer, we will come back to the whole group to discuss.
do, you do”), inquiry, guided or
independent practice, or other learning
methods. Please write what you are “Who can tell me who the narrator of the story is? Give me a thumbs-up if it is Slo-Mo Man’s daughter. Thumbs-up
looking for in terms of: if it is one of the thugs. Thumbs-up if it is not a character in the story. Thumbs-up if it is Slo-Mo man.” (The answer
is Slo-Mo Man).
● Students’ thinking and how
they will start the lesson.

● Provide appropriate support We would then discuss why we came to the decision that Slo-Mo man is the narrator. Students will be asked to cite
(not explaining how to do it). the text to support their answer.

7
September 2021
 ● Provide worthwhile
extensions.
We will then brainstorm how the story could have been different if it had been told in a different POV. This will
● Provide opportunities for launch the post-reading activity.
students to engage in using the
academic language.

This is where you will be suggesting

or modeling specific strategies and
helping students choose which strategy
makes sense to them. However, you
must make sure ideas come from
students.

Closing: Wrap-Up and Extension
End the lesson with a final review of
key ideas and knowledge. This is
where you have students talk about
their thinking and share strategies with
the whole class. It’s important to name
strategies and use academic vocabulary
here, extending the lesson to broader
ideas.
● Promote a community of
learners.
Students will be asked to write at least five sentences about how the story would have been different. They would be
required to choose an alternate character in the story or an outside narrator. They would be asked to write at least five
sentences about how the plot of the story would be changed. Would Slo-Mo man still have caught the bad guys?
Would we have learned more or less about the story? These are questions they would be encouraged to answer in the
post-reading activity. This would be done individually.
We will then come back together where students would be able to share what they wrote with the rest of the group.
They would be able to share their opinions while actively listening to their peers’ ideas. This would allow them to
make sense of the material.

● Listen actively and probe We will then talk about what we liked about this story and what we disliked about the story. I will encourage students
thinking without evaluating or to be respectful of their peers’ opinions.
telling them how you would do
it.
If there is time left in the lesson, students can draw a picture of a superhero and describe the superpower they have.
Summarize main ideas and identify
future problems that they would be
able to solve using the thinking you
8
September 2021
 have discussed. Provide a brief
preview of what the next lesson will
include.

Curricular and Instructional  Slo-Mo Man text by Marianne Posadas to read and discuss
Resources or Materials  Teacher guide with questions to spark discussion
 Graphic organizer for students to fill out
- List and provide a brief rationale for
 Paper and pencil to write short summary
all necessary lesson resources and
materials. If not original, cite the
source.

- Attach/link a copy of all materials the

teacher and students will use during
the lesson; e.g., handouts, questions to
answer, slides, worksheets, and so on.

Supplies, Equipment and Optional

Technology
 Chromebook to type answers for Student B
- List all other supplies that need to be
available.

9
September 2021
 10
September 2021
 1
September 2021
 Designing Strategy-Based Comprehension Instruction Reflection

Overall, I think this lesson went very well. The students were very engaged in the lesson and eager to

participate. This was a small group lesson, so the five students that I had in my group gathered at the reading table. We

had read the text the day prior to this lesson. The first time reading, I did so by reading straight through while pausing to

explain some of the tricky words in the book (i.e. loot, disguise). Students then answered a few comprehension

questions. The day of the lesson, students summarized what they had read. We refreshed the idea of point of view and

the characteristics of each one. Students filled out their graphic organizer, and they discussed how the story would have

been different if an alternate character had been the narrator. Students were asked to write a few sentences explaining

this idea.

It was quite difficult for me to pick a strategy. There were so many ideas that would have worked really well with

this lesson, so it was hard to narrow them down. I ended up choosing strategy 6.10 titled Who’s Telling the Story? This

strategy asks students to analyze the narrator and point-of-view. If readers can keep track of what’s happening, it better

helps them to understand the characters. POV was always difficult for me as kid, so I wanted to create a fun and

engaging lesson that was helpful for the students. I thought it would be meaningful for students to create a short

paragraph that explains how the story would have been different if the narrator hadn’t been Slo-Mo Man. This was their

purpose for comprehension, and I think it really helped them to make sense of the material.

I think the implementation of this lesson went over very well. Students really enjoyed the nature of this text, and

they were more than willing to participate. They took turns reading the book, and I always had a volunteer to answer

questions. I think this is partly because they do not usually do lessons like this on a regular day. They often read on EPIC,

an online reading program. I have not seen my mentor teacher do many lessons that were organized and complete. I

think students really enjoyed the structure and interaction with their peers. Students were able to make many text-to-

self connections which allowed them to make sense of the material. At the end of the lesson, we went in a circle and

explained one thing that we really liked about this book. I did this to ensure that each student participated. I had one

1
September 2021
student who did not volunteer to read and was hesitant to answer questions. When we went around in the circle, she

was able to share her opinion- so there was no wrong answer. It was a great way to wrap up the lesson.

It was really helpful to have the student discourses from earlier in the semester. There were three questions

within my survey that helped me to create this lesson. The first question asked students what their favorite type of book

to read. Most of the students said that they liked to read picture books. I was able to find a book that matched the level

of the students and that had engaging pictures and text. The second question asked students if they liked fiction or non-

fiction. While whole-class results were pretty split, the students in my particular group preferred fiction over non-fiction.

With this being the case, the superhero text was a perfect pick. The final question asked students how they learned best.

Most of the students said they learn best by listening, so I read the book on the day prior. I did this to ensure that they

were comprehending the plot of the story. Because this text was tailored to my students, they were very engaged in the

lesson. I think having these discourses really helped to learn about my students, and I would definitely implement a

survey in my future classroom.

If I were to teach this lesson again, there is not much that I would change about it. The students and I enjoyed

the text as well as the graphic organizer. If I were to add anything, I might create some type of rubric to evaluate the

students. I think this would help tie the lesson together and provide an alternate way to offer students feedback. I might

also choose one of the other strategies that I liked from the book. As I stated earlier, it was difficult for me to narrow it

down to just one strategy. I would consider using a different strategy and changing the lesson slightly. For example, I

thought about using strategy 6.2 titled What’s in the Bubble? This strategy centered around dialogue, so for the post-

reading activity, I would have students continue the story for 4 additional scenes using dialogue to explain the plot.

Ultimately, I think this lesson came together well, and I would not make any major changes to it. I would

certainly use student discourses in the future to boost interest and engagement.

2
September 2021