Name: Marsha Cook Grade/Subject: 3rd Grade/ELAR Date: 02-01-2024

1. Texas Essential Knowledge and Skills (TEKS): (IDP2CPE)

§110.5.6. E Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses
metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to:
(E) make connections to personal experiences, ideas in other texts, and society.

2. Deconstructing/Unpacking the TEKS: (IDP2CPE) What students will know and be able to do
Verb: make
Content: connections
Context: to personal experiences, ideas in other texts, and society
Test: Write complete sentences in their journal about the connections they’ve made.

3. SMART By the end of the lesson, students will be able to make and record at least two connections of
Objective(s): each type for each text they read using sticky notes, journals, or digital tools.
(IDP3CPE)

Essential Question: How do we make and record connections with a text and what do they
Essential Question: reveal about our understanding?

4. Central Focus The student uses metacognitive skills to develop and deepen comprehension of increasingly
(IDP4CPE) complex texts.
How will this lesson link
with other lessons in the
unit?

Learning Targets 1. I can…make 6 connections to the text I am reading.

I CAN statements that 2. I can…write about the 6 connections I make in my reading.
Clearly show alignment
3. I can…explain the 6 connections I have made by writing them in complete sentences.
with TEKS
5. Academic Language
(IDP5CPE) Language Function (an active verb that students will use to demonstrate their learning in the
assessments; some examples are- explain, describe, predict, summarize, compare, evaluate, interpret,
justify): Compare, explain, describe, identify,
Academic language
represents the language
of the discipline that
students need to learn and
use to engage in the Vocabulary (words, phrases, and/or symbols that are used within disciplines):
content area in Connections, text, compare, explain, describe, identify,
meaningful ways.

There are 4 language

demands to consider as
you require students to
read, write, speak, listen,
demonstrate, and
perform.
Discourse (Structures of written and oral language, how will they talk, write, and participate in
knowledge construction: discussions, reports, essays, multi-media presentations, performance):
Students will read stories and use group discussions, graphic organizers, and short answer
questionnaires to discuss and share the types of connections they make.
Syntax (The set of conventions for organizing symbols, words, and phrases together into structures, e.g.,
graphic organizers, formulas, charts, language rules, outlines, graphs, tables):
graphic organizers, and short answer questionnaires,
6. Targeted Language Language Function (How will you help them demonstrate the DO verb?)
Supports (IDP5CPE) Students will be able to describe the types of connections they are making.
The resources, Students will be able to explain how connections are made with text.
representations, and
strategies you will
provide to help students Vocabulary Strategies - (GO TO Page – FS1CPE)
understand, use, and 1. Frayer Model
practice the concepts and
language they need to 2. Word Wall
learn within the
discipline.
Discourse strategies - (GO TO Page – FS2CPE & FS4CPE)
Site the researcher’s -Write: Write notes or post-its to remember connections and to clarify them.
name as you refer to the
strategy.
-Talk: Discuss with a small group what connections have been made with the text.

Syntax - (GO TO Page – FS4CPE)

1. Use chart paper to compare and contrast Post-it notes that describe the various types of
connections made to the story.
2. Write complete sentences to create paragraphs about connections.

Making Content Comprehensible (RF9CPE)

Vocabulary self-selection: After reading a content text, students self-select vocabulary that they
think is essential to the understanding of the content concepts.
(RF9CPE)

7. Assessment/ Assessment of your TEK

Evaluation (IDP6CPE) Formative:
Assessment(s) must be • During a read-aloud or a class discussion, ask students to show their thumbs up if they
aligned to the TEKS, agree with a statement, thumbs down if they disagree, or thumbs sideways if they are
and objectives. unsure. This will help gauge students’ opinions, perspectives, and confidence levels.
• Self-evaluations – have a chart at the front of the room that has the categories “I’ve got
this,” “I need a little more time,” and “I’m totally lost.” Have them place a sticky dot in
the space which applies to them. Dots are nondescript and do not include their names.

Summative:
• Final project – Use the examples of connections they have made with their stories to
create a new story with those connections. Have them create the illustrations for their
own story.
• Collage – Use pictures to create a collage about the story you read and the connections
that you made with that story. Present it to the class when you are done.
Assessment of your language demands:
Formative:
• Ask students to explain their reasoning or evidence for their answers to text-dependent
questions.
• Provide students with opportunities to self-assess and peer-assess their language and
content performance and set goals for improvement.
 Summative:

• Apply knowledge and understanding of foundational literacy skills, such as phonics,

word recognition, fluency, and vocabulary, to read and spell grade-level words
accurately and fluently.

8. Hook (IDP7CPE) Hook activity (make connections to prior learning)

1. Students will first be divided into six groups. I will do this by having them draw
marbles from a bag that contains marbles in 6 colors. They will each join the other students
whose marbles match theirs.
2. Each group will be given an object. There will be six objects which include 4 books a
mirror and a globe. Each object will be able to “match” another object in some way. The groups
will be asked to find their matching group and then be seated as a final group.
3. When three groups have been made ask students to discuss why they think the objects
go together. Give time for discussion and then ask for feedback.
4. After a time of sharing answers, explain to the students what the connections are and
how they relate to our lesson. [TEXT-TEXT, TEXT-SELF, TEXT-SOCIETY]

Closure (IDP7CPE) Closure Activity: (make connections to prior learning)

3-2-1 Exit ticket

3 things they learned, 2 things they have a question about, and 1 thing they want the instructor
to know – exit ticket journal

Student Assets Personal assets: refer to specific background information that students bring to the learning
(IDP7CPE) environment. Students may bring interests, knowledge, everyday experiences, family
backgrounds, and so on, that a teacher can draw upon to support learning.

Cultural assets: refer to the cultural backgrounds and practices that students bring to the learning
environment, such as traditions, languages, worldviews, literature, art, and so on, that a teacher
can draw upon to support learning.

Community assets: refer to common backgrounds and experiences that students bring from the
community where they live, such as resources, local landmarks, community events and
practices, and so on, that a teacher can draw upon to support learning.
9. Body of Lesson/
Teaching Strategies and I DO – Think Aloud- Model what I want the students to do by reading a story for them and
Learning Task(s) making connections out loud for them to hear/see.
(IDP8CPE)

Be sure to include: WE DO – Guided Practice – Each group will have a chance to make connections to the book
How will students learn they have and can discuss whether they are making the correct types of connections or not.
and use academic
language?

YOU DO – The final project, involves students creating a collage to display the types of
connections they have learned about and the meaning behind those connections.

Three higher-order
thinking questions.
 Differentiation-(GO TO page – FS2CPE) (Tailoring instruction to meet individual needs;
Marzano Strategy differentiating the content, process, product, and/or learning environment):

o Second Language learners/Cultural Diversity: Use books printed in English and Spanish
to accommodate the Spanish speakers in the room.

o Gifted/advanced learners: Provide more advanced texts. Learners will still need to
understand the skills being taught but can use more advanced readers.

Technology: -(GO TO page – FS11CPE) We could use text-to-voice technology here to give
equal access to those who struggle with reading at the same level

Marzano Strategy: (GO TO page – FS4CPE)

• 1. Identifying similarities and differences (45 percentile gain)
• 2. Summarizing and note taking (34 percentile gain)
• 3. Reinforcing effort and providing recognition (29 percentile gain)
• 5. Non-linguistic representations (27 percentile gain)

Higher order thinking questions: (GO TO page – FS9CPE)

1. What book did this book remind you of and why? (Bloom’s level 1)
2. How is this book different from or like your life? (Bloom’s level 2)
3. How is this text like things that happen in the real world? (Bloom’s level 4)

Grouping / Partnering Technique: (GO TO page – FS – Hattie’s)

• Within class grouping 0.18

• Ability grouping for gifted students 0.30

Potential misconceptions and your plan to address them:

Ensure that the class has ample opportunity to engage in discussion with the teacher
during the example so that connections are meaningful and self-explanatory.
10. Resources and Visual impairment:
materials needed 1. Incorporating Assistive Technology
2. Tape recording lectures
3. Provide additional time on assignments and tests.
4. Ensure that walkways remain clear and that areas accessed by students are marked and well
(SP7CPE)
defined.

ELL Student:
1. The teacher will Reinforce learning by modeling correct language usage when students make
mistakes.
2. The student will listen to the teacher’s explanations of new or unfamiliar terminology as well as
students’ sharing during group activities; thereby, increasing the learner’s listening skills.
3. This student will be assigned a speaking responsibility and individually called on during class
group interactions, as direct communication with peers will enhance the ELL student's speaking
skills during class group activities and interactions.
4. The student will use their level of language mastery to discuss with peers during group activities.
5. The student will complete written assignments to enhance their writing skills.
SELF EVALUATE
(IDP8CPE)
11. Classroom
Management Strategies
(ME5CPE)
What procedures will you
employ to manage
transitions, behavior,
passing out materials,
engagement, etc.?
Add 3 procedures
12. Academic Supports
for Students
(SPE6CPE)
What instructional
strategies and planned
supports, will you employ to
meet the needs of each
student that has identified
special learning needs?
(SPE11CPE)
1. Transition Management: Use visual and auditory cues to signal transitions. For
example, a specific bell sound or music can indicate it’s time to move from one activity to
another. Additionally, having a countdown timer visible to all students can help them
manage their time and prepare for the next task.
2. Behavior Expectations: Establish clear and consistent rules that are communicated and
reinforced regularly. Implement a system of rewards and consequences that are fair and
understood by all students. For instance, a point system for positive behavior can
encourage students to follow the rules, and a clear set of consequences for negative
behavior can deter disruptions.
3. Material Distribution: Designate a ‘materials manager’ from the students who is
responsible for passing out and collecting materials. This role can rotate among students
to give everyone a sense of responsibility and involvement. To streamline the process, have
materials organized and ready to go in a specific location in the classroom.
Accommodation(s)- (A change that helps a student overcome or work around obstacles):
1. Provide a printed copy of the notes.
2. Provide a peer note-taker.
3. Behavior reward system
Modification(s)- (A change in what is being taught or what is expected from the student):
1. Reduction of homework/class work
2. use of a calculator
3. simplified vocabulary and concepts
Strategies for ELLs (strategies that support language acquisition)
1. Cultivate Relationships and Be Culturally Responsive: Create a classroom environment where students feel
known, appreciated, and comfortable taking risks. Incorporate elements from students’ diverse backgrounds
into lessons
2. Differentiation: Tailor instruction to meet the varying language levels of ELLs. This could involve modifying
assignments or providing additional support for students who need it
3. Encourage Oral Language Development: Focus on developing students’ speaking skills through
conversation, presentations, and other oral activities
4. Visual Aids: Use charts, graphs, pictures, and other visual aids to help ELLs understand and retain new
concepts and vocabulary
 5. Scaffolding: Provide support structures to help ELLs achieve tasks they cannot complete independently.
Gradually remove these supports as students become more proficient.

NOTES: