Elementary Education Lesson Plan Template

READINESS
Big Idea:
Change over Time

Rationale:
It is important to explicitly teach reading comprehension strategies. Students who receive explicit instruction will
become better readers than those who do not. Drawing conclusions (Making Inferences) and chronological
sequence (Analyze) are strategies that will improve reading comprehension. The end goal is for students to
become independent readers through implementing these strategies.

I. Goals/Objectives/Standard(s)
a. Goal(s)
The students will use comprehension strategies to improve their independent reading.

b. Objective(s)
1. After guided reading group 1, students will demonstrate how to use the strategy of analyzing text to
sequence the events in Bog Sweet Bog.
2. After guided reading group 2, students will demonstrate how to use the strategy of drawing conclusions
(making inferences) to answer the question, Which harvesting method would be more difficult?
3. After completing the free write station, students will demonstrate they can write in a variety of ways by
drafting a paper.
4. After completing the read-to-self station, students will demonstrate they are independent readers by
telling a friend about the book they read.
5. After completing the task card station, students will use the strategy of drawing conclusions to guide their
independent reading by filling out the task cards.

c. Standard(s):
3.RN.2.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps
in processes or procedures in a text, using words such as first, next, finally, because, problem, solution, same,
and different.
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.W.1 Write routinely over a variety of time frames and for a range of discipline-specific tasks, purposes, and
audiences; apply reading standards to write in response to literature and nonfiction texts.
3.RL.1 Read and comprehend a variety of literature within a range of complexity appropriate for grades 2-3.
By the end of grade 3, students interact with texts proficiently and independently.

II. Management
a. Time * Introduction: 5 minutes, Stations: 10-15 minutes each, Closure: 5 minutes
b. Materials * Bog Sweet Bog (iPads), Task Cards (iPads), Read-to-self books (Library), Picture for free write
c. Space * Guided Reading (Front Green Table with teacher chair facing the rest of the classroom), Workstation
1 (Table 3), Workstation 2 (Table 1), Workstation 3 (Living Room), Intro and Closure at desks.
d. Students * I will implement the behavior management plan with star bucks and NOISE letters. While students
are reading silently I will observe other stations if they need redirecting. I will set a timer on the board that
will ding when time is up. I will look for tables that are quiet and listening to earn a star buck before rotating.
I will use nonverbal communication and proximity to refocus students.

III. Anticipatory Set

Good morning class, I have 2 objects in my paper bag today. Lets take a look inside to see what I have hidden in here.
(Pull out the first object) Wow! Who can tell me what this is here I am holding? (Call on a student) Thats right; its
an old cell phone. How old do you think it is? (Call on several students) Now lets take a look at the other item in my
bag. Who can tell me what this item is? (Call on a student) Thats right; its an iPhone 7. How long ago did this
phone come out? (Call on students) What are some differences between these 2 phones? How many of you would

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 like the old phone? How many of you would like the new phone? When I was in the 8 th grade, I really wanted this old
phone, but now it seems that nobody wants it anymore? Why dont you want it? (Call on several students) Thats
right, the phone has changed over time and now there are better versions to have.

IV. Purpose: Today we are going to learn about a reading comprehension strategy because it is important to
remember what you have read in order to learn new things. Reading for comprehension will help you learn about
what is happening in the news, what a song means, what your homework is for the night, and how diary of a
wimpy kid feels.

PLAN FOR INSTRUCTION

(ACEI 1.0)

V. Adaptation to Diverse Students--

A (Autism): He can listen to the story on his iPad with headphones. He can also bring one fidget item to each
station.
J (ADHD): If he gets through the guided reading station with less than 3 prompts he can receive 5 star bucks.
R (ELL): He can listen to the story on his iPad with headphones if the text is too difficult.
H (LD): Ask her questions directly to keep her engaged in discussion. She will follow along if you redirect her
attention. She will answer a series of questions if you ask her directly, but will not participate in group discussions
on her own.
General: I have adapted the teaching point and the questions I ask students based on their reading ability. The
task cards are also adapted to be at the level of each reading group.

(ACEI 3.2)
VI. Lesson Presentation (Input/Output)
(ACEI 2.1)

o Introduction: This week you have been reading a book about raisins. Can someone tell me
how to raise a raisin? (Call on a student) Thats right; raisins begin as grapes on a vine, but
instead of getting picked as grapes they get thrown into a field to dry out in the sun. The
moisture evaporates and causes the grape to shrivel up into a dried grape which we call a
raisin. What other lesson have I done where you could see an object change over time? Thats
right; our science demonstration showed water turning into vapor and then raining in the jar.
Today for guided reading we are going to look at something else that can change over time.
o I am going to split you up into 4 groups today. I will have one group with me at the guided
reading station, and the other groups will be doing workstations. You will not get to every
group today, so dont worry if you miss something. In the living room you will be reading to
self and taking AR quizzes when you are ready. At table 1 you will complete task cards which
can be found on your class website. Finally, at table 3 you will be doing a free write based on
a picture I have printed out for you. Each workstation will have a set of directions if you forget
what you need to do. I will show the timer on the screen for 15 minutes and when it rings you
need to stop. I will be looking for the first workstation to be quiet and listening for my
directions to earn 2 star bucks each. Look on the board to see your groups and what station
you begin at.

o Workstation 1: Picture Free Write (Table 3)(This is a new station for literacy block, but they
often do free writing during other parts of the day)
Give the students a picture
Have the students do a free write based on the picture.
When students are finished they can share their stories with each other.
This will not be assessed by spelling or grammar. It is to provide the students an
opportunity for creative writing and storytelling.
o Workstation 2: Task Cards (Table 1) (This station is a part of my classrooms regular literacy
block)
Students will download task cards on their iPad
They will be based on their reading level

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 Students can complete the task cards as a group
The task cards will give the students a story and they will have to draw a conclusion.
o Workstation 3: Read to Self (Living Room) (This station is a part of my classrooms regular
literacy block)
Students can read to self
Students can complete an AR test
Students can complete spelling/vocabulary practice or any make-up work.
When 2 minutes are left on the timer students can tell a partner what they read
about.

o Guided Reading Lessons

o Both groups will be reading the same text out of their unit reading program on their iPads.
The story is called Bog Sweet Bog and it talks about the two methods for harvesting
cranberries.
Guided Reading Group 1: Lowest Group/Yellow (Sequence of Events/Analyze)
1. Prereading
How many of you have big meals on Thanksgiving? Do any of you have
cranberry sauce with your meal? Or eat cranberry pie? Have you ever had
cranberry juice?
Today we are going to read one of our sleuth investigations. This one is
called Bog Sweet Bog
Do any of you know what a bog is? A bog is where cranberries grow. It is
an area of soft mushy ground with soil where cranberries grow on vines.
As you read I want you think about the process of harvesting
cranberries.

2. Reading
Everyone is going to read silently to themselves.
Stop when you get to the last paragraph of the first page.
In this first section think about what way of harvesting the author is
talking about
After they finish the first section: Who can tell me something you
learned? (Ask several students)
Depending on time stop there and move to teaching. If time, continue
reading.
When you are reading the second portion think about how this method
of harvesting is different from the first method.
Read the second portion silently to yourself.

3. Responding
What did you like about this story? Did you learn something new about
cranberries?
We are going to analyze how the author used chronological sequence.
That means we are going to look at how the author sequenced the events
to organize the information in the order it occurs. How did the author
explain the process for wet harvesting?
Does anyone remember the first step? Second step? Third step? Fourth
step?
How did you know the order of wet harvesting?

4. Exploring
Lets look back in the text and search for words that helped us know the
order of harvesting.
How did you know what happened after the cranberries were loaded on
the truck? How did you know what the last step in the harvesting process
was? Thats right; the author used words like then, next, and finally.

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 5. Applying
The next time students read a nonfiction text, they will apply their
knowledge of chronological sequence to help them organize details.

Guided Reading Group 2: Highest Group/Red (Draw Conclusions/Infer)

1. Prereading
How many of you have big meals on Thanksgiving? Do any of you have
cranberry sauce with your meal? Or eat cranberry pie? Have you ever had
cranberry juice?
Today we are going to read one of our sleuth investigations. This one is
called Bog Sweet Bog
Do any of you know what a bog is? A bog is where cranberries grow. It is
an area of soft mushy ground with soil where cranberries grow on vines.
As you read I want you to think about the different harvesting styles.

2. Reading
You will read the passage silently to yourself all the way through.
I will observe the students body language and behavior as they read the
passage. I will manage the students with nonverbal communication until
they have finished reading.

3. Responding
"What did you like about this text? Did you learn something new from
reading it?
We are going to draw conclusions from this text based on the facts the
story provides us and combining that with what you already know.
I want you to draw a conclusion about what method of harvesting you
think would be more difficult. Why do you think that?
If students are struggling scaffold them: Do you think it would be harder
for a person to collect the cranberries or a machine? Which method used
a machine for picking and which method required a person to go out in
the bog? Do you think it would be harder to go out the night before
harvesting to flood the bog or be able to harvest all in one day? Which
method required work the night before and the day of?

4. Exploring
Lets look back in the text and find details that help support the
conclusion you drew. Remember, it isnt going to directly tell us which
method is more difficult. We have to decide based on the evidence from
the text and from information we already know from our own
experiences.
Find one piece of information that supports your conclusion and
highlight it.
Who wants to share the evidence they found in the text?

5. Applying
The next time students read a nonfiction text, they will apply their
knowledge of drawing conclusions/making inferences to increase their
understanding of the text.

(ACEI 3.3)

VII. Check for understanding:

As the students are asking and answering questions I will evaluate their level of understanding. I will observe the level of
participation and depth of their responses. If all the students are confused I will make in the moment adjustments, or
plan to reteach the same content in a different way for the next lesson.

VIII. Review learning outcomes / Closure

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 * (Whole Group):

What is one thing someone learned today? What was your favorite
station and why? Who can give an example of an object changing over
time? How do cranberries change over time?

PLAN FOR ASSESSMENT

Formative: At the guided reading station I will evaluate how students ask and answer questions based on the reading. I will be
sitting in a spot in the classroom where I will also be able to observe students at the workstations. I will evaluate the level of
engagement at each station and make necessary adjustments if necessary. I will collect the free writing papers from one station
and have the students turn in their task cards online.

Summative: The responding and exploring portion of the guided reading lesson will help determine if the student understands
how to use the teaching point effectively. In the future I will evaluate how the student applies the teaching point to another
text.
(ACEI 4.0)

REFLECTION AND POST-LESSON ANALYSIS

1. How many students achieved the lesson objective(s)? For those who did not, why not?
The first guided reading group I met with did not go as smoothly as I desired. They were not able to read the text independently,
but I did not realize that until I started asking them questions. Reading is difficult for this group, so I was not able to give very
much instruction; instead I was doing a lot of behavior management. The classroom was setting was different today, which
threw off some of my students. The second guided reading group I met with went very well. Every student contributed to the
conversation and met the objectives.
2. What were my strengths and weaknesses?
The anticipatory set was engaging and I implemented the classroom management plan. I had much smoother transitions during
these rotations compared to my math lesson. It was a lot more information I had to have in my head, so I found myself relying
on my lesson plan more than I usually do. I couldnt remember which questions I was supposed to ask which guided reading
group, so that made it feel less organized.
3. How should I alter this lesson?
If I was going to teach this lesson again, I would have given more time at each rotation. It is hard to be productive in 10 minutes
at a guided reading station. I would have also met with my first group longer than any other group, rather than meeting for the
same amount of time.
4. How would I pace it differently?
See question above for this answer.
5. Were all students actively participating? If not, why not?
Most of the students were engaged in the workstations and the guided reading station. I did have some behavior problems at
the free-write station because students had access to their iPads without direct teacher supervision.
6. What adjustments did I make to reach varied learning styles and ability levels?
a. Blooms Taxonomy
In my guided reading groups I asked students questions that made them remember, understand, and apply what they read from
the article. Some students only had to remember and understand.
b. Gardners Multiple Intelligences
These stations met the needs of visual, auditory, and musical learners. The first guided reading group required a lot more
scaffolding and direction compared to the other guided reading group. I stopped to help them understand the text before
having them apply the strategy.
7. Were the students able to succeed at the workstations?
The students were able to succeed at all of the workstations. Some of the students needed guidance to begin their free-write,
but I was able to give them that while the other students were silently reading.
8. Were all of the workstations meaningful to the students?
At the end of the lesson I asked students what their favorite station was. At least one person mentioned each station, which
made me believe that the students found each workstation to be meaningful.
9. How did I implement the behavior management system?

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Between each transition I gave the group that was ready to move a star buck, to gain their control before transitioning. I also
had one group kiss their brain because they all contributed to a great discussion about the article.
10. Were guided reading groups able to read the text independently?
The first group was not able to read the article independently. If I were to teach this lesson again, I would have used the same
article, but I would have read the article to the students. It would have helped their behavior and their comprehension of the
story. The other groups were able to read the article independently and gain meaning from it.

Revision Date: 8/31/2017

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Resources:

Picture Free Write:

Guided Reading Text:

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Workstation 1 directions:

1. Complete a free write based on the picture you see.

2. Do not worry about spelling.

3. Think about how we have been talking about change over time.

4. When there is 2 minutes left on the timer share your stories with each other.

Workstation 2 directions:

1. Go to the class website and download Drawing Conclusions task card into Notability

2. Read the task cards and draw a conclusion.

3. Work as a group on as many task cards as you can.

Workstation 3 directions:

1. Complete spelling/vocabulary practice.

2. Complete any other missing work

3. Read-to-self

4. Take an AR quiz if you are ready

5. When there is 2 minutes left on the timer you can talk to a partner to share what you read about.