‭Dakota State University‬

‭College of Education‬

‭ ame‬‭: Lexi Ellingson‬

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‭Grade Level‬‭: 3‬
‭School‬‭: Brandon Elementary‬
‭Date‬‭: 09/27/2023‬
‭Time‬‭: 12:45-1:15‬

‭Reflection from prior lesson‬

‭●‬ ‭Students have been working towards reading comprehension and writing skills. They have been‬
‭engaged and have worked hard in the first two weeks of RTI time.‬

‭Lesson Goal(s) / Standards‬‭‬

‭●‬ ‭3.RL.1 - Ask and answer questions to demonstrate understanding of a text, referring explicitly to‬
‭the text as the basis for the answers.‬
‭●‬ ‭3.RL.3 - Describe characters in a story (e.g., their traits, motivations, or feelings) and explain‬
‭how their actions contribute to the sequence of events.‬

‭Lesson Objective(s)‬
‭●‬ ‭The students will ask and answer questions about the text with 100% participation.‬
‭●‬ ‭The students will describe the characters in the story and explain their actions by answering the‬
‭questions at 90% accuracy.‬

‭Materials Needed‬‭‬
‭●‬ ‭Trey’s Sport‬‭comprehension worksheet‬
‭●‬ ‭Crayons and pencil‬

‭ ontextual Factors/ Learner Characteristics‬‭(Eg. How‬‭many boys vs. girls, students on IEPs, ELLs (English‬
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‭Language Learners), students on behavior plans, characteristics of the class such as talkative, high-poverty,‬
‭etc.)‬
‭●‬ ‭4 students, all boys. Reading levels range from 1st grade to 3rd grade. Two students are very talkative‬
‭while the other two students are shy.‬
‭●‬ ‭OK - IEP for reading, writing, and behavior. Works with OT.‬
‭●‬ ‭CO - IEP for reading.‬
‭●‬ ‭LO - no services‬
‭●‬ ‭CH - no services‬

‭ onnection(s) to Research & Theory‬

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‭Experiential learning theory - The students will practice finding evidence in stories by underlining the evidence‬
‭in the color corresponding with the question. Underlining evidence teaches students that looking back in the‬
‭story will help us answer questions.‬
‭Connectivism learning theory - The students are most likely familiar with sports or the idea that they might not‬
‭have a sport they are good at.‬

‭A. The Lesson Reading Comprehension‬

‭●‬ I‭ntroduction‬‭5 minutes ‬

‭○‬ ‭getting attention‬‭: Who knows what a good reader does?‬‭Are you a good reader? (students might‬
‭say: “Good readers read books good.” “Good readers remember what they read.”)‬
‭○‬ ‭“Good readers should read the title and make a prediction of what the story will be about. Good‬
‭readers think about what they are going to read and see if they know anything about the topic.‬
‭For example, maybe you know a lot about sports! While good readers read, they visualize, or‬
‭picture, the events in the story. After the story, good readers reflect what they read.‬
 ‭○‬ r‭ elating to past experience and/or knowledge‬‭: We have been working on reading‬
‭comprehension in third grade. This is when we understand and remember what we read.‬
‭○‬ ‭creating a need to know‬‭: Why do you think we need‬‭to comprehend what we read?‬
‭○‬ ‭(students might say: “To answer the questions on the worksheet.” “So we can learn.”‬
‭○‬ ‭sharing objective, in general terms‬‭: Today, we will‬‭read the story twice and answer the questions‬
‭on the back. You will underline the evidence in the text with the corresponding color and write the‬
‭evidence on the line.‬

‭●‬ ‭Content Delivery‬‭- 23 minutes‬

‭ oday we are going to do a reading comprehension worksheet. We are going to read the story‬‭Trey’s Sport‬
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‭twice. I will read aloud once and then we will take turns reading. Lookout for our‬‭sequence‬‭words. What‬‭is a‬
‭sequence‬‭word?‬
‭(students might say: “I’m not sure but I have heard about it in reading class.” “They are words that help us read‬
‭the story in order.”)‬
‭When I look at our story, I see three sequence words. They start the second, third, and fourth paragraphs. OK‬
‭can you find one of them?‬

‭*after I read the story aloud to the group and we take turns reading paragraphs*‬
‭1.‬ ‭Why did Trey not like football?‬
‭a.‬ ‭You should look back in your story and find evidence that tells us why Trey does not like football.‬
‭What did you find? Underline in blue.‬
‭i.‬ ‭(students might say: “the helmet and padding were too heavy.” “He is too slow.” “The‬
‭football kept slipping from his hands.”) All of these are acceptable answers.‬
‭2.‬ ‭How did Trey hurt his knees?‬
‭a.‬ ‭Look back in the story and find evidence. What did you find? Underline in red.‬
‭i.‬ ‭(students might say: “It doesn’t say he hurt his knees.”‬‭Hint: the word skinned means‬
‭when you fall and your knees are scratched up and might start bleeding.‬‭“Oh! Then‬
‭Trey hurt his knees playing soccer.) “Correct. Underline the evidence that told you.‬
‭Acceptable answers: but everytime he tried to kick the soccer ball into the net, he tripped‬
‭and fell to the ground.‬
‭3.‬ ‭What happened when Trey tried to play golf?‬
‭a.‬ ‭Look back in the story and find evidence. What did you find? Underline in green.‬
‭i.‬ ‭(students might say: “He thought it was relaxing.” “He took his time and concentrated.”‬
‭Look farther into the paragraph. What happened that might discourage him from‬
‭playing golf?‬‭Acceptable answers: the club slipped‬‭from his hands; he took a deep‬
‭breath, swung the club, and flung it across the golf course.‬
‭4.‬ ‭What does‬‭outcome‬‭mean?‬
‭a.‬ ‭You might already know what the word means. But what does the word mean in the story? Find‬
‭it in the story and underline in orange what might help you find the meaning.‬
‭i.‬ ‭(students might say: “It means what happens. It means he kept flinging the club.” Both of‬
‭these answers would be acceptable.‬
‭5.‬ ‭Why did Trey decide he liked basketball?‬
‭a.‬ ‭Look back in the story and find evidence. Underline in purple.‬
‭i.‬ ‭(students might say: “Because someone asked him to play with him. Because the‬
‭basketball came to him. Because he made a basket.”‬
‭IF WE HAVE TIME:‬
‭6.‬ ‭Make an inference. How was Trey feeling when he sat down on the bench? Circle the words or phrases‬
‭that gave you the clue in yellow.‬
‭a.‬ ‭What is an inference? (students might say: “Like a guess or a clue?”) “An inference is a‬
‭conclusion, or what you think happened, in the story. So what did you think Trey felt when he‬
‭was sitting on the bench?” (students might say: “sad” or “frustrated.”) Both of these would be‬
‭acceptable.‬
‭7.‬ ‭What is your favorite sport to play? why?‬
 ‭●‬ ‭Closure‬‭- 2 minutes‬

‭ oday, we worked on our reading comprehension skills and found evidence in the story to support our answers‬
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‭from the story‬‭Trey’s Sport‬‭. Can someone remind me‬‭what good readers do?‬

‭ . Assessments Used‬
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‭Observation of participation and working. I will collect the papers at the end of RTI time. I cannot grade them‬
‭since the students are from different classes. I will keep these papers to compare at the end of the semester.‬

‭C. Differentiated Instruction‬

‭●‬ ‭Adaptations for students with special needs or not meeting expectations‬
‭○‬ ‭Students with special needs or not meeting expectations can ask for help from other students.‬
‭They can also write a fragment instead of a full sentence.‬
‭●‬ ‭Adaptations for those exceeding expectations‬
‭○‬ ‭Students who are exceeding expectations can help other students find evidence in the story.‬
‭●‬ ‭Language Support‬‭(‭I‬F‬‭you have ELLs (English Language‬‭Learners))‬
‭○‬ ‭n/a‬

‭ . Resources‬
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‭Trey’s Sport‬‭- Mrs.‬‭Freeborn‬