Lesson #2

Lesson Topic: Readers Workshop! Grade level: 3rd Length of lesson:45 minutes

Desired Results
State Content Standard(s):
 3.RN.2.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the
text as the basis for the answers.
 3.RN.2.2 Determine the main idea of a text; recount the key details and explain how they support the
main idea.
 3.RN.3.1 Apply knowledge of text features to locate information and gain meaning from a text (e.g.,
maps, illustrations, charts, font/format).

Central Focus: Essential Question(s):

Students will comprehend the key facts, text What is the main idea of the read aloud text?
features, and main ideas of a read aloud text by What is the genre of the read aloud text?
demonstrating their listening skills as well as Is this text an informational report, if so, how?
comprehension of other text.

Student objectives (outcomes):

Students will be able to:
- Comprehend the main facts and ideas from the read aloud text
- Identify the genre and type of text of the read aloud
- Ask and answer questions pertaining to the read aloud text and small group text
- Analyze the small group text to answer assessing questions
- Use images in the text to locate information and meaning of the text itself

Assessment Evidence
Performance Task(s):
Students will be participating in the read aloud
as a whole class and will be asked assessing
questions during the reading to show their
comprehension of the reading. I will observe
students’ responses during the read aloud to
measure their understanding of the text and
ability to answer the assessing questions. If
students are not participating students will be
called on to answer questions to check for
understanding and listening skills.
Other Evidence:
For the extension of the lesson during small groups, these
students will be observed based on their listening skills and
comprehension of text to be able to use evidence from the
text to answer the questions regarding the reading passage
they are given. The reading passages are chose based on
reading level/ability to challenge students. Students are split
into 4 different reading groups, and there are two passages.
For this lesson, the advanced students will be reading
Famous African Americans-Oprah Winfrey and the lower
ability students will read Meet Rosa Parks.
 Learning Plan
Learning Activities:
Introduction (5 min)
As an introduction to this lesson, students will participate in a read aloud of the text Tornadoes! By Gail
Gibbons. This book is an extension of the read aloud from the previous week, Hottest Coldest Highest Deepest
by Steve Jenkins where the students were introduced to the wonders of the world and different geographical
features of them. Students will first be asked assessing questions such as “is this an informational text why or
why not?”, “what is the genre of this text?”, “what do you know about tornadoes already?” to assess their
knowledge of being able to connect what we are currently learning in our writing unit to the types of novels we
are reading. We will also start with a picture walk of the novel since it is very important for students to pay close
attention to the pictures and how they correspond to the words. The text features in this novel are very
important for students to look at since this is what will be taught in the upcoming weeks reading unit.

Investigation (30 min)

During the reading students will pay close attention to facts and details being read in the novel and will be able
to participate in discussions throughout the reading. Student will be looking at text features that are provided in
the text such as pictures, labels, key vocabulary, etc. Which will all be discussed later on in our informative
writing unit. During this read aloud students will learn about the different features of a tornado such as the
types of clouds, wind speeds, how to protect yourself from a tornado as well as other safety practices, etc. The
assessing questions during the read aloud will include questions such as “look at the image on this page, what
do the different colored arrows mean?”, “why is it safer to get out of your car rather than staying inside of it
during a tornado?”, Where else do you think it is safe to hide during a tornado? Think about what we practice in
school.”, etc. Students should pay close attention to the details and facts presented in the book and how the
pictures on each page help tell the story of a tornado. At the end of the reading students will be asked to
explain the purpose/main idea of the reading, how the illustrations helped them understand tornadoes, and is
there any questions that they still have about tornadoes.

Summary (20 min)

For the remaining time of reading workshop, students will be split into their small groups that they are in every
week. These groups are split up based on students’ ability/levels of reading. Each week students start a new
passage, on Monday two groups start a passage and on Tuesday the other two groups start their passage. For
the small groups at the start of the week I, as the teacher, introduce students to the passage for the week and
will read aloud the passage to the group of students. I will model how to use expression while reading, pausing
during punctuation, etc. After the passage is read, students will take the remaining time to answer the assessing
questions about the passage that was just read aloud to them. If students are more advanced readers, they can
take on the extra challenge or reading the passage to themselves and out loud as a small group without
teacher’s additional help.

Resources and Materials:

- Read aloud text, Tornadoes! By Gail Gibbons
- Readworks.org passage; Famous African Americans-Oprah Winfrey and Meet Rosa Parks
 - Overhead projector
- Ipads
Required Accommodations/Modifications:
A possible modification for students during this lesson would be to have students help read the read aloud text.
This would allow students to be more engaged during the lesson to make sure that they are listening for key
facts and ideas regarding the purpose of the text. Students can also write down their answers to show
participation if needed.

Additional Modifications for Individual Students:

- For the student in the classroom who has a visual processing IEP, the book will be displayed on the
overhead projector board for the student to have a visual resource of the book. The screen is also
zoomed in for students to be able to see the board. The questions to the small group text will be read
aloud for this student. This is a common modification he receives.
- The visual of the book being displayed on the board will also help the ESL student in the classroom be
able to identify types of words on the screen with how they are pronounced and spelled out. Questions
to the small group text will be read aloud for this student to make sure he comprehends what the
question is asking of him.
- For students who are struggling readers, the text will be read aloud to them during small group time by
the teacher and will ask comprehending questions throughout the reading to check students
understanding of the passage.

Extending the Lesson

For the extension of this lesson, students who had a more difficult time with answering the assessing questions
with the reading passage we be pulled for small group later in the week. These students will be given the
opportunity to revise their answers to the questions by taking the time to reread the passage together and to
look for evidence in the passage that helps them find the answer to each question. For questions that require
students to type their answer, we will verbally say our thoughts instead of writing them. Some student have
difficulty with typing their words, so this will allow me to still grasp my students knowledge and comprehension
of the text through verbal answers.

Adapted from Understanding by Design, Expanded 2nd Edition (2005) by Grant Wiggins and Jay
McTighe, Association for Supervision and Curriculum Development.