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Subject: ELA

Lesson Topic: Comprehension and Multi-Skill Review with Leveled Trade Books
Essential Question: Can students read their leveled trade book and respond to various
questions using learned comprehension strategies?
CCSS.ELA-LITERACY.RL.3.1 - Ask and answer questions to demonstrate
understanding of a text, referring explicitly to the text as the basis for the answers.
CCSS.ELA-LITERACY.RL.3.3 - Describe characters in a story (e.g., their traits,
motivations, or feelings) and explain how their actions contribute to the sequence of
Learning Objectives and Assessments:
Learning Objectives


Students will be able to demonstrate

The teacher will observe the students

comprehension by participating in a group

throughout the reading and also during a brief

discussion at the conclusion of the reading.

discussion at the chapter conclusion.

Students will use and apply several

The teacher will monitor student responses in

comprehension strategies when responding in their work packets, ensuring that the
their work packets.

responses are correct.

Materials: Trade books, work packet

Prior Knowledge: Students have previously learned various reading comprehension
strategies and have worked with trade books earlier in the year.
Lesson Beginning: The teacher will begin the lesson by giving a brief review of various
reading comprehension strategies including identifying the main idea, making inferences
and finding supporting details.
Instructional Plan:
1. The teacher will break the students into three groups based on their reading level
(Lexile score).

2. She will hand out the three different trade books and corresponding work
packets. Students will be reading Chocolate Fever, Sideways Stories from
Wayside School or Punished.
3. The teacher will explain what chapters the students will be reading today as well
as if they will be reading with their group, independently, or with a teacher.
4. The teacher will remind students to open their packets prior to reading their
assignment to preview the vocabulary and questions.
5. The group reading with the teacher will conclude with a quick discussion that
highlights the important details of the chapter.
6. Once finished reading the assignment, students will return to their seats. They
will be instructed to complete the corresponding part in the packet independently.
7. The teacher will allow several minutes for students to complete their
corresponding packet work which includes creating sentences with vocabulary
words, comprehension questions and an open ended skill review question.
8. The teacher will emphasize the importance of using the text to support your
9. Once most students appear to have finished the days reading and work in their
packet, the teacher will instruct the students to store their packets in their reading
folder until tomorrow.
Closure: To conclude, the teacher will pick a reading strategy to focus on and ask the
class who can make a connection between that strategy and what they read in their book
today! The teacher will allow several minutes for students to discuss their ideas with a
neighbor. She will then allow students to share their connections before ending the
Differentiation: Students will be broken up into their reading groups based on their
Lexile score. The teacher will also offer assistance during the packet completion to any
student who needs additional support. Early finishers will be instructed to work on their
Text Feature Book then ST Math if time allows.