Name: Chelsea Castoreno Grade/Subject: 3rd Grade ELAR Date: 03/13/2023

1. Texas Essential Knowledge and Skills (TEKS): (C2)

C) make and correct or confirm predictions using text features, characteristics of genre, and structures;

2. Deconstructing/Unpacking the TEKS: (C2) What students will know and be able to do
Students must be able to identify the text features, genre characteristics, and text structures.
Students will analyze the text features, genre characteristics, and text structures.
Students will make their predictions about the text.
Students will write their predictions in their reading journals.
Students will read the passage.
Students will correct or confirm their predictions based on what they read.
Students can provide evidence to support their correction or confirmation.

3. SMART Given a reading passage, students will write out their predictions about the text in their reading
Objective(s): (C3) journals and then correct or confirm their predictions using text features, characteristics of
genre, and structures with 90% accuracy.

Essential Question: "How did the text features, characteristics of the genre, and structure in the passage help you
correct or confirm your prediction?"

4. Central Focus
(C4)
How will this lesson link
with other lessons in the
unit?
Learning Targets
I CAN statements that
Clearly show alignment
with TEKS
5. Academic Language
(C5)
Academic language
represents the language
of the discipline that
students need to learn and
use to engage in the
content area in
meaningful ways.
There are 4 language
demands to consider as
you require students to
read, write, speak, listen,
demonstrate and perform.
The purpose of this lesson is to build upon the student’s knowledge of text structures, genre
characteristics, and text structures. The students will learn how to use these features to help
them make predictions about the text they will read. They will then be able to use evidence from
the text to confirm/correct their predictions. This lesson also serves as a building block for
future lessons on text features and structures, such as creating mental images and connecting the
text to real-world experiences. Making predictions and finding the evidence to support or
correct those claims is a great skill to have across many platforms in students’ lives.
I can use text features, genre characteristics, and text structures to make predictions about the
text.
I can write out my predictions.
I can read and use evidence from the text to confirm or correct my predictions.
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):
Predict, confirm, correct
Vocabulary (words, phrases, and/or symbols that are used within disciplines):
Predict, confirm, correct, text feature, genre, characteristics, text structure, evidence,
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 write their predictions in their reading journals and then correct/confirm those
predictions after reading.
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):
Students will outline their predictions in their reading journals using complete sentences.
6. Targeted Language Language Function (How will you help them demonstrate the DO verb?)
Supports (C5) Anchor charts
The resources,
representations, and
strategies you will Vocabulary Strategies - (GO TO Page)
provide to help students 1. Frayer Model
understand, use, and
practice the concepts and
language they need to 2. Word Wall
learn within the
discipline

Site the researcher’s Discourse strategies - (GO TO Page)

name as you refer to the -Write: KWL Chart
strategy.
-Talk: Think-Pair-Share (Hattie)

Syntax - (GO TO Page)

1. Anchor charts

2. Concept maps

Making Content Comprehensible (R9)

Informal review of key content concepts: Discuss with your neighbor 3 important things
we have learned so far.

7. Assessment/ Assessment of your TEK

Evaluation (C6) Formative: Assess individual and group performance before, during, and after the predictions
Assessment(s) must be and corrections/confirmations.
aligned to the TEKS,
and objectives.

Summative: Require students to explore a problem or concern stated either by the teacher or
the students about the predictions and the corrections/confirmations.

Assessment of your language demands:

Formative: Observe students using anecdotal notes while they write to gauge understanding of
language and vocabulary.

Summative: Collect reading journals to assess student’s writing work. Mastery will be shown
by students earning at least a 90%.
8. Hook (C7) Hook activity (make connections to prior learning)
Conversation starter: I will have something sitting on the students desk when they walk in and
have them make predictions about it.
Closure (C7)
Closure Activity: (make connections to prior learning)
We will review the key points of the lesson and exhibit student learning using the Whip Around
activity.
Student Assets (C7)

Personal assets: interests, knowledge, everyday experiences, family backgrounds

Cultural assets: traditions, languages, worldviews, literature, art
Community assets: resources, local landmarks, community events and practices
9. Body of Lesson/
Teaching Strategies and I DO – I will model how to identify test features, structures, and genre characteristics to
Learning Task(s) make a prediction about a short text. I will write out my prediction using complete
(C9) sentences. I will then read the short text to the students and then discuss if my predictions
were confirmed or if I need to correct them.
Be sure to include:
How will students learn WE DO – Together as a class we will make predictions on another short text using text
and use academic features, text structures, and genre characteristics. We will take turns reading the text and
language? then discuss if our predictions were confirmed or if we need to correct them.

YOU DO – The students will receive their text for independent predictions based on text
Three higher order features, text structures, and genre characteristics. They will write their own complete
thinking questions. sentences about their predictions in their reading journals. Then they will complete the
reading and confirm or correct their predictions.

Marzano Strategy

Differentiation-(GO TO page) (Tailoring instruction to meet individual needs; differentiating the

content, process, product, and/or learning environment):

o Second Language learners / Cultural Diversity: Based on Tomlinson’s differentiation

strategies I will provide bi-lingual visual aids for vocabulary for Secondary Language
Learners.

o Gifted / advanced learners: Based on Tomlinson’s differentiation strategies I will extend

the content for gifted/advanced learners by having them create a PowerPoint presentation
of their predictions and then go back and add in the reasoning behind whether their
predictions were correct or incorrect.

Technology: -(GO TO page)

I will use a Smartboard to read with the class so they can follow along simultaneously during
our “I do” and “We do” portions of the lesson. I will then use a document camera so the
students visually observe in real-time how I am modeling and writing out my predictions.

Marzano Strategy - (GO TO page)

 I will use Marzano’s strategy of setting an objective and providing feedback as I work with
students on understanding and identifying text features, structures, and genre characteristics and
as they make their predictions.

Higher Order Thinking Questions (GO TO page)

I will use Bloom’s Taxonomy to drive high order thinking by asking the following questions.
1. How did the text features, characteristics of the genre, and structure in the passage help
you make your prediction?
2. How can you use evidence from the text to support your prediction?
3. What evidence from the text helped you confirm or correct your prediction?

Grouping / Partnering Technique: (Hattie)

Using Hattie’s grouping techniques I will implement multiple Think-Pair-Share opportunities
throughout my lesson.

Potential misconceptions and your plan to address it:

Students may think that just because one part of their prediction was correct that their
whole prediction will be correct. I will address this by asking guiding open-ended
questions during “I do” and “we do” so they can see firsthand how even if one part of my
prediction is correct, as we read that may not stay the case. It is important for them to
read the text in its entirety and find evidence to support their predictions.

10. Resources and

materials needed (C9) Pencils, reading journals, short texts, smartboard, document camera, highlighters, item
for hook discussion
(E7) A slant board can be used to accommodate special learners who need support with writing.
A text-to-speech device can be used to accommodate special learners who need support with reading the
text.

(How might you differentiate materials and resources for learners with various needs?)
I could differentiate reading materials for audio materials for learners with various needs.

SUBMIT LPG and SELF EVALUATION RUBRIC – C9

11. Classroom Rational:
Management Strategies I will ask the students, "What does a referee do when there is a rule violation or something
(CBM5) needs to be brought to someone's attention?" I anticipate the students will say blow a
What procedures will you whistle or throw a flag. I will agree and explain that just like a referee, there will be times
employ to manage when I need to get their attention.
transitions, behavior, Teacher Input:
passing out materials, So when I want to get your attention I will make a "T" with my hands like a time-out sign
engagement, etc.?
like this (I will now model the sign) and when you see me do this, I want you to do the
Add 3 procedures same hand signal with me. I will give praise to those who quickly and quietly follow this
instruction. Once all hands are up with our time out signal, I will say "Your learning is
important" and you will say "Because I am important."
Guided Practice:
I will now show the sign and I want you to show me if you know how to make the sign. (I
will hold up my hands in a time out signal and await students to do the same. I will praise

12. Academic Supports
for Students (E6)
What instructional
strategies and planned
supports, will you employ to
meet the needs of each
student that has identified
special learning needs?
(E11)
those who are participating and on task.) Once all hands are up I say "Your learning is
important" and you say "Because I am important."
Check for understanding:
Okay class so how will you know when I want your full attention? -Students should say
that they will see the hand signal.
What does this hand signal mean? - That you want our full attention and that we should
also put up our hand signals.
What do I say once I see all hands making our hand signal? -Your learning is important.
What do you say after I say your learning is important? -Because I am important.
Independent Practice:
Great! Now we will practice. I want you to turn and talk to your partner about our new
procedure. I will wait a few minutes and then implement the new procedure. I put my
hands up and make the time-out sign, await the students to do the same, and then
implement our motivational callback. During this independent practice time, I will offer
guidance, feedback, and positive praise.
Accommodation(s)- (A change that helps a student overcome or work around obstacles):
1. Time – adapt the amount of time the student has to complete the assignment.
2. Quantity-adapt the number of sentences the student needs to write.
3. Participation-adapt alternative ways the student can participate throughout the lesson.
Modification(s)- (A change in what is being taught or what is expected from the student):
1. Change in scoring rubric
2. Reduce complexity
3. Prompting
Strategies for ELLs (strategies that support language acquisition)
1. Explicit vocabulary instruction
2. Post content and language objectives
3. High level of student interaction
4. Establish baseline
5. Instructional interventions