Reading

Topic/Grade Level: Time needed:

Third Grade Reading 30 min
Standard(s):
3.5 The student will read and demonstrate comprehension of fictional texts, literary nonfiction, and poetry.
a) Set a purpose for reading.
c) Make, confirm, and revise predictions.
k) Use reading strategies to monitor comprehension throughout the reading process.
l) Differentiate between fiction and nonfiction.
Instructional Objectives (ABCD):
SWBAT make predictions about a fictional story aloud and when using a graphic organizer 100% of the time.
SWBAT revise predictions about a fictional story aloud and when using a graphic organizer 100% of the time.

Preparation: Materials and/or Room Layout

➔ Computer Board
➔ Martina the Beautiful Cockroach (physical text)
➔ Martina the Beautiful Cockroach (on Epic)
➔ Student-provided paper & pencils
➔ Exit Ticket
➔ Chromebooks (optional)
Key Concepts & “Big Idea” of Lesson
I can make and revise predictions about a fictional text.
Key Discussion Question(s):
How can making predictions help us understand what we’re reading?
How can we make and revise predictions about a fictional story?
Lesson Element Instructional Design
and Time
Estimates

➔ Take raised hands to answer the question: what is advice?

Motivational ◆ Clarify that advice means a helpful tip on how to handle something
Device/ Hook ● It could be school related, life related… anything you want!
● Example: be kind to people, do your homework, etc...
➔ Students will participate in a think-pair-share to answer the following question:
◆ What is the best advice you ever received? OR If you were to give yourself from the past a
piece of advice, what would it be?
➔ Explain that we will be reading a Cuban folktale that all starts with a simple piece of advice.
◆ Clarify that a folktale is a story that is usually passed down from generation to generation
without being written down- but today, it is written down!

Transition Notes: n/a

BEFORE ➔ Explain that we are going to practice making and revising predictions
◆ Ask for student volunteers to share what predicting is
Introduction ◆ Share that when we predict, we are considering what we have just learned and using that
and Book Walk information to guess what might happen next
● Ex: we do this in our everyday lives with weather (if it’s cloudy, it might rain), if
it’s a holiday, you might predict that you’ll get a gift, if there’s a lot of snow outside,
you might predict that school will be cancelled
● Predictions don’t always have to be right- we can revise them!
➔ Introduce the text, stopping at a few pages to look at pictures and predict what might be happening:
◆ Page 4
◆ Page 12
◆ Page 20
➔ Determine: is this text fiction or nonfiction? How do you know?
➔ Guide students to create their graphic organizers on a sheet of paper, modeling it to look like this:
 I predict… Because… What happened?

Transition Notes: n/a

DURING ➔ The teacher will begin reading the text, stopping to model making a prediction on page 3:
◆ “It says here that her abuela gives her some shocking advice... The text says Martina is ready
Shared to get married, so something that’s shocking could be if her abuela says not to get married.
Reading So I predict that her abuela’s advice is: don’t get married!”
◆ Model recording this in the chart
● I predict… Abuela’s advice is to not marry
● Because… Martina wants to get married, but abuela has shocking advice
◆ After page 4, modeling revising my prediction
● I was not correct in this prediction, so I’ll write under the “What happened column:
Her advice was to use the coffee test”
➔ Stop after page 4 to offer guided prediction practice:
◆ Abuela said the coffee test never fails. What can we predict here?
◆ Write it in the graphic organizer
◆ Explain that we will answer this one at the very end
➔ The teacher will continue reading, periodically stopping to make new predictions or revise old ones.
Stop at the following points:
◆ Page 10- how do we think Don Gallo will react?
◆ Page 12- revise prediction
◆ Page 18- how do we think Don Lagarto will react?
◆ Page 20- revise prediction
◆ Page 24- What do we think Martina will do?
◆ Page 28- revise prediction
◆ Page 30- revisit first prediction
● Did the coffee test work? How do we know?
Transition Notes: Distribute exit tickets
AFTER ➔ Thank the students for their hard work predicting
➔ Explain that we have made a lot of predictions about the story, but what about AFTER the story?
Independent ◆ We can make these predictions using what we learned in the story!
Practice/ ➔ Explain that they are now going to work on a quick exit ticket
Assessment ◆ Students will submit the exit ticket when they are done.
◆ The electronic version of the book is available on Epic if they need it
➔ Ask students to give a thumbs up/ thumbs down to show how they feel about making predictions
➔ Turn to a partner and share what it means to make a prediction
Transition Notes: Students will put away their ChromeBooks if they had them out
Closure: ➔ Explain that they are now going to work on a quick exit ticket
◆ Students will submit the exit ticket when they are done.
2 min ◆ The electronic version of the book is available on Epic if they need it
➔ Thank the students for their great thoughts and engagement.
Transition Notes:
Students will put away their materials.