Román 1

Module 3: Lesson Plan 1

Damaris Román

Central State University

ECE-3561-30N Language Arts Methods for ECE/Field

Dr. Stephanie Petricone-Turchetta

September 25, 2022

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Lesson for Intermediate Self-Contained, Grades 3-5

LESSON PLAN 1

Lesson Plan Title: Amber Brown Is Not a Crayon Guided Reading Comprehension Strategies

Date: September 25, 2022  

Number of Days Covered: This lesson covers 1 chapter in 1 day. Using a chapter book, it can be extended to multiple days.

Subject: ELA-Literacy, Reading Literature

Grade Level: Intermediate Self-Contained 3-5 grade

Academic Content Standards: (English Language Arts Standards» Reading: Literature» Grade 3 | Common Core State Standards Initiative, 2019)

CCSS.ELA-LITERACY.RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis

for the answers.

CCSS.ELA-LITERACY.RL.3.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as

chapter, scene, and stanza; describe how each successive part builds on earlier sections.

Objectives/Goals: “I can” statements (In student-friendly language)

o After reading a chapter, student will be able to identify o I can find evidence in the text to support my responses.

textual evidence to support their answers to comprehension o I can recall and retell facts of the story.

questions. o I can describe how the new chapter read builds on the one before it.

o After reading a chapter, students will be able to collaborate

in small groups to summarize the chapter by recalling and

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Lesson for Intermediate Self-Contained, Grades 3-5

retelling facts, describing the sequence of events, and

paraphrasing the text.

Anticipatory set/Connection to Prior Learning (3-5 minutes)

After the students have sat in small groups, the teacher will review with students the Show-U-Know (Second and Third Grade | Florida Center for

Reading Research, n.d.) sheet with strategies good readers use to make sure they are understanding when reading, increasing their self-awareness.

The teacher will explain and model for students how to use Show-U-Know sheet, as students share what they remember from the last chapter read

to set stage for the new chapter. For example, chapter three of the book reads: ““Snack time.” Justin puts the package of Oreos on his kitchen table”

(Danziger & Ross, 1994, p. 22). One student had previously shared that his cat’s name is Oreo. How do they know that the author is talking about

cookies and not about a cat? Teacher will ask students what Oreos are, as the author does not specify what it is. The teacher will encourage the class

to reflect on their prior knowledge of Oreos. Students might respond that Oreos are cookies and may even tell whether they enjoy them or not, as

well as how they often consume them—by either opening them up and eating the cream in the middle, or by dipping them in milk first. By

accessing what they know, students are relating to the text, and helping other students who might not be familiar with Oreos. Applying this strategy,

students will be aware of their prior knowledge to help them make inferences of what the author is trying to say and have better understanding while

reading the new chapter. The text will be read in a think aloud form to allow space to check for understanding, giving the students the opportunity to

think of the strategy they are applying (or need to apply).

The new vocabulary and word meaning the students will be acquiring through this lesson will facilitate making connections with their prior

knowledge and experiences. The students will be practicing and monitoring for reading fluency which provides a bridge between word recognition
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Lesson for Intermediate Self-Contained, Grades 3-5

and comprehension. This lesson will encourage students to practice reading comprehension strategies such as accessing background knowledge,

making prediction, and asking questions based on the text read, visualization, and discussions to help them become strategic readers. For example,

one of the strategies on the Show-U-Know sheet is to change the reading rate. Students will be reminded of the importance of paying attention to

punctuation and pauses when reading, and how taking a breath when they encounter a coma or a period, or to taking time and pacing themselves

when reading, help good reader to understand what they are reading.

Direct Instruction/Student Engagement (5 minutes - explicit instruction) (10-15 minutes -guided practice)

Once the anticipatory set for the lesson is completed, for explicit instruction, the teacher will read the first part of the chapter modeling the think

aloud/dialogic reading style, and how to monitor their understanding. As a guided practice, students will be encouraged to pause to think about what

they know, make predictions, add comments to expand comprehension by really making connections to the students’ background knowledge, and/or

look up unknown words found along the way. For gradual release of responsibility, students will take turn reading each page. To practice the skills

emphasis will be made on the comprehension strategies such as thinking about they know, sounding out the unknown words, looking up known

words, and changing reading rate as we read the chapter. Depending on the skills level and for time keeping and remaining on task, teacher may

assist students to look up definitions of unknown words either on a dictionary or a computer/iPad.

After reading the chapter, we will read through the comprehension questions together and teacher will encourage students to find/provide the

evidence from the text. Then, the responsibility will be released to the students being instructed to answer the comprehension questions

independently. After completion, students will be prompted to assess their application of comprehension strategies by filling out the Show-U-Know

sheet. Opportunity for clarification will be provided. Teacher will collect Show-U-Know sheet and comprehension questions for grading and data
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Lesson for Intermediate Self-Contained, Grades 3-5

purposes.

Assessment and Independent Learning (10 minutes)

o The student will complete the comprehension questions that goes with each chapter as formative assessment. Students are to complete the

questions with at least 80% accuracy to be considered proficient. Students can work independently or in small group (or paired) with their

classmates to discuss the chapter. Students will provide explanations, draw conclusions, and refer to specific passages from the book to

demonstrate how they used reading comprehension strategies to understand the content.

o The teacher will be observant of the conversations and responses during read/think aloud and discussions to assess students’ engagement and

understanding.

o At the conclusion of activities, students will fill out a Show-you-Know sheet to evaluate their understanding and show that they have used

comprehension techniques.

Closure (5 minutes)

After completing and demonstrating the three “I can statement” through the comprehension questions, students will be filling out the short Show-U-

Know self-monitoring sheet at the end of the activities. Students will fill out the blank to final question.

“To understand what I read today, I ______________________________________.”

Students will fill out the blank with at least one of the reading comprehensions strategies and briefly share with the group how they used the chosen

strategy. For example, for a prior chapter read, a student stated, “To understand what I read today, I summarized the story.” The student, in fact,

recaptured the main idea of the chapter read, with three supporting details accurately. Another student stated, “To understand what I read today, I
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Lesson for Intermediate Self-Contained, Grades 3-5

sounded out the words.” This student was able to decode unknown words to increasing his understanding of the text he was reading.

During closure, opportunity will be provided to make prediction of next chapter to create anticipation for future reading.

Differentiation

For differentiation, English language learners will be provided with rephrased instructions or translations, and additional examples and teacher

modeling as needed. Els will be allowed to orally share his responses with the teacher, as needed. Sentence starters prompts can be provided as well

as scaffold to facilitate the writing process. Additional time to complete comprehension questions will be also provided as needed. Pictures can be

provided along with the definition of unknown words for prior knowledge access and new vocabulary building.

Advanced learners can use the dictionaries or computer to look up unknown words definitions. Advanced learners can respond to questions during

discussion first to help other students understand the questions asked. Advanced students can be strategically paired to support ELs when working

independently by repeating the instruction or providing guidance when finding evidence to their responses for the comprehension questions.

Homework/Home Connection

Each homework/home connection will vary according to the chapter theme. Students are to write a journal entry. Teacher will encourage students to

share reading with family at home. For example, the first chapter talks about traveling to China, and one of the vocabulary words for the first

chapter was “passport”. Students were encouraged to continue the conversation at home about traveling to other countries. For this chapter theme

students were assigned to draw an illustration of what their passport would look like. Other chapters have questions such as what their favorite pizza

or dessert is.
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Lesson for Intermediate Self-Contained, Grades 3-5

Materials

For this lesson I will need:

 Book: Amber Brown Is Not a Crayon by Paula Danziger

 Show-U-Know self-monitoring sheets

 Comprehension question

 Dictionary or computer (Google) to look up unknown words

 Pencils

 White board and dry erase marker (as needed)

Technology

For this lesson, the teacher will be the only one using technology to facilitate instruction. The computer/iPad will be used to look up unknown

words definitions (if needed)

Writing

 Student will write their answers to the comprehension questions providing evidence form the text. Students will be demonstrating the “I can

find evidence in the text to support my responses” statement.

Key Vocabulary

Each chapter has specific vocabulary words such as ability (talent or skill in a specific area), broker (real state agent, or person that helps buy and

sell properties/houses), passport (a document/booklet issued by a country to a citizen that allows the person to travel to other countries). Unknown
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Lesson for Intermediate Self-Contained, Grades 3-5

words highlighted by students as we read aloud/think aloud will also be defined and reviewed.

Reference:

Danziger, P., & Ross, T. (1994). Amber Brown is not a crayon. #1. Scholastic.
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Lesson for Intermediate Self-Contained, Grades 3-5

English Language Arts Standards» Reading: Literature» Grade 3 | Common Core State Standards Initiative. (2019). Corestandards.org.

http://www.corestandards.org/ELA-Literacy/RL/3/

Second and Third Grade | Florida Center for Reading Research. (n.d.). Fcrr.org. https://fcrr.org/student-center-activities/second-and-third-grade