Pre-Observation – Form 1
(Formal Announced)
Teacher: Hanan D’Ariano
Grade Level(s): 3rd Grade Number of Students: 24
Name of Evaluator: Mr. Gary Mastrangelo
COMPONENTS
Demonstrating Knowledge of Content and
Pedagogy (What is the content to be
taught? What prerequisite learning is
required?)
School: Highview Subject(s): Reading
Time/Period: 11:15 a.m Date 03/03/15
LESSON INFORMATION
Prerequisite Skills:
The students understand and have identified common text
features such as bold print, headings, glossaries and
indexes.
The students have used text features such as bold print,
captions, headings, electronic menus, and icons to locate
key facts or information in a text.
Learning Content:
The students will identify common text features.
The students will understand that text features organize
text and make it easier to locate information.
The students will use text features to locate information in
a text.
Focus Grade Level Standards
RI.3.1: Ask and answer questions to demonstrate
understanding of a text, referring explicitly to the text as
the basis for the answers.
RI.3.4 Determine the meaning of general academic and
domain specific words or phrases in a text relevant to a
grade 3 topic or subject area.
RI.3.5 Use text features and search tools (e.g., key words,
sidebars, hyperlinks) to locate information relevant to a
given topic efficiently.
W.3.2. Write informative/explanatory texts to examine a
topic and convey ideas and information clearly.
W.3.7 Conduct short research projects that build
knowledge about a topic.
S.L.3.1 Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with

Demonstrating Knowledge of Students
Setting Instructional Outcomes (What do
you want students to learn during this
lesson?)
Demonstrating Knowledge of Resources
(What resources were considered for this
lesson and rejected? Why? What resources
will be used? Why?)
Designing Coherent Instruction (Briefly list
the steps of the lesson)
diverse partners on grade 3 topics and texts, building on
others’ ideas and expressing their own clearly.
S.L.3.4 Report on a topic or text, tell a story, or recount an
experience with appropriate facts and relevant,
descriptive details, speaking clearly at an understandable
pace.
L.3.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
L.3.2 Demonstrate command of the conventions of
standard English capitalization, punctuation, and spelling
when writing.
L.3.4 Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on grade 3
reading and content, choosing flexibility from a range of
strategies.
Prior lessons, DRA/I-Ready scores, and teacher
observations were used to identify the students who need
additional support, as well as those who have mastered
the skills. Throughout the lesson, ongoing methods of
questioning will be used to assess students’ skill levels in
order to modify and/or enrich the instruction accordingly.
During independent work, the students will be divided into
groups according to their reading levels.
 The students will identify common text features.
 The students will understand that text features
organize text and make it easier to locate information.
 The students will use text features and search tools to
locate information relevant to a given topic quickly.
Resources:
 SMARTboard
 Text Feature PowerPoint
 Ready New York CCLS ELA Student Workbook
(pages 95-102)
 Text Feature Graphic Organizer
 Text Feature Hunt Graphic Organizer
 Biographies
Motivation:
The teacher will tap into prior knowledge by displaying a
science-related non-fiction article from the latest Time for
Kids issue on the SMARTboard. The students will be
elicited to the SMARTboard to help identify hidden text
features related to the text. The students will then play a

Designing Student Assessments (How will
you measure the goals articulated in
setting instructional outcomes? What does
success look like?)
quick text feature matching game.
Whole Group:
 The students will read a short science text, Long
Live the Lungfish, and explore the idea that certain
features of print and digital materials help readers
find information more quickly.
 The students will label one example of each text
feature in the passage.
 The students will then read the science passage,
Brrr…Polar Bears in the Arctic, and use text
features to find specific information.
 The students will use this information to help
them answer multiple-choice questions and
explain how they selected the correct answer.
Small Group:
 The students will break up into 3 groups according
to their individual abilities.
 Each group will read the passage, How Plants Live
in a Desert, and complete the close reading
questions to check their comprehension of the
passage with the teacher and/or independently.
 The students will then complete three questions
by identifying text features in the passage with the
teacher and/or independently.
Summary:
 The students will then be called back to the carpet
to analyze their answers together.
 The teacher will review and ask, “ How do text
features help readers locate specific information
about a topic?”
Follow-up:
 The students will complete the Common Core
Practice in ELA Ready book on pages 100-102 for
homework.
 The students will apply what they have learned by
completing a text feature hunt using their own
biographies to assist them in their research.
The goals of the lesson will be assessed through the
following:
 Student level of active and effective participation
during whole group and small group work
 Level of independence during independent work

Reflecting on Teaching Practices and
Student Data
 The students’ responses to the teacher’s questions
 Successful completion of common core practice
homework
 Success level on follow up objectives and tasks
Students’ scores on pre and post assessments, classroom
observations, follow-up assignments, and results from the
Reading component of I-Ready will continue to be used to
drive instruction. The data collected is used to assess and
group the students accordingly, in order to better address
and meet their individual needs. This will allow them to
better understand and retain the third grade Common
Core Reading Standards as they continue to build upon
these skills in fourth grade.
 Lesson Plan

Teacher: Hanan D’Ariano School: Highview Subject(s): Reading

Grade Level(s): 3rd Grade Number of Students: 24 Time/Period: 11:15 a.m Date 03/03/15

Name of Evaluator: Mr. Gary Mastrangelo

Aim: The students will use text features and search tools (e.g. key words, sidebars, hyperlinks) to locate
information relevant to a given topic efficiently. (RI.3.5)

Materials Needed:

 SMARTboard
 Text Feature PowerPoint and Game
 Ready New York CCLS ELA Student Workbook (pages 95-102)
 Text Feature Support Graphic Organizer
 Text Feature Hunt Graphic Organizer
 Biographies

Questions: (NYS CCLS)

RI.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text
as the basis for the answers.
RI.3.4 Determine the meaning of general academic and domain specific words or phrases in a text
relevant to a grade 3 topic or subject area.
RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information
relevant to a given topic efficiently.
W.3.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.3.7 Conduct short research projects that build knowledge about a topic.
S.L.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-
led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own
clearly.
S.L.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and
relevant, descriptive details, speaking clearly at an understandable pace.
L.3.1 Demonstrate command of the conventions of standard English grammar and usage when writing
or speaking.
L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
L.3.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on
grade 3 reading and content, choosing flexibility from a range of strategies.

Essential Question: How can I use text features and search tools to locate relevant information to a
given topic efficiently?
Questions:
 What would it be like to find specific information if there was no table of contents?
 What are text features and how are they helpful to readers?
 What genre typically uses text features?
 What is non-fiction?
 Where else have you seen text features in things you have read?
 What kinds of text features are included in a particular passage and how did the author use them
to support the text?
 Why does the author use a particular text feature in the text?

Vocabulary:
 Title: tells what the whole passage is about
 Heading: tells what a specific part of a passage is about
 Bold Print: dark, thick print that stands out clearly in a text
 Key word: calls attention to an important word using bold print
 Sidebar: gives more details related to the main topic by boxing or highlighting information
 Hyperlink: takes readers to information in another location, such as a website

Warm up:
 Motivation:
The teacher will ask the students, “What would it be like to find specific information if there was no
table of contents?” The teacher will tell the students that they will be learning about how to use text
features to help them find particular facts and details as they read. The teacher will explain that text
features include titles, headings and keywords in bold print. The teacher will tap into prior knowledge by
displaying a science-related non-fiction article from the latest Time for Kids issue on the SMARTboard.
The students will be elicited to the SMARTboard to help identify hidden text features related to the text.
The students will then play a quick text feature matching game. This short activity will guide a discussion
about how students would research a topic using text features to help them find relevant information.

Presentation:
 Whole Class:
o Introduction
1. The teacher will introduce the short science passage called, Long Live the Lungfish, in the student
ELA Ready workbook. The teacher will tell students that this text contains many text features that
help organize information. Student volunteers will read different parts of the passage.
2. The teacher will explain that the chart below the text names several common text features that
readers come across in nonfiction books and articles. Student volunteers will read each feature and
its purpose aloud.
3. The students will then complete the activity by labeling one example of each text feature they find
in the passage. The teacher will review the text features the students have labeled.

o Modeled Instruction
1. The students will read the first part of science passage called, Brrr…Polar Bears in the Arctic, and use
the text features to find specific information.
2. The teacher will read the question, “Which text features help you find how polar bears survive in the
arctic?”
3. The teacher will then perform a think aloud to demonstrate how to use text features to find
information.
4. The teacher will direct the students to the chart and ask volunteers to complete the headings and
keywords rows using the information modeled in think aloud.

o Guided Instruction
1. The students will continue reading about polar bears.
2. The students will use the close reading to help them identify the text features used in this passage
by circling them (heading, bold print, sidebar, hyperlink).
3. The students will use the hint box to help them locate which text feature provides information
about Arctic weather (sidebar).
4. The students will then respond to the prompt in Show Your Thinking. The students will share their
responses with the class.

o Guided Practice Small Groups

 Approaching Grade Level:
1. This will be a teacher-led group.
2. The students will preview the passage, How Plants Live in a Desert, by completing a graphic
organizer that will help them find clues in the text that tell what each text feature is about.
3. The teacher will then read the passage with the students.
4. The teacher will ask questions such as, “What kids of text features are included in the passage,”
“What is the passage mostly about and how do you know?” and “How is the information in the
sidebar related to the topic of this passage?”
5. The students will use the study buddy to locate the headings or key words that quickly help them
find information about desert plants with seeds that live a long time.
6. The teacher will then guide the students to read and complete the Close Reading together.
7. The students will underline the text feature that points them to information about plants that have
long roots.
8. The students will draw a box around the sidebar text feature to learn more information about
Deserts around the world.
9. The teacher will help the students walk through and answer each of the three questions about the
passage they have just read. The hints section will serve as extra support for struggling students.

 On Grade Level:
1. This will be a teacher directed and independent group.
2. The teacher will ask questions such as, “What kids of text features are included in the passage,”
“What is the passage mostly about and how do you know?” and “How is the information in the
sidebar related to the topic of this passage?”
3. The teacher will guide the students by previewing the three questions about the passage, “How
Plants Live in a Desert”.
4. The students will read the passage, How Plants Live in a Desert, independently.
5. The students will use the study buddy to locate the headings or key words that quickly help them
find information about desert plants with seeds that live a long time.
6. The students will follow the directions in the Close Reading to underline the text feature that points
them to information about plants that have long roots.
7. The students will draw a box around the sidebar text feature to learn more information about
deserts around the world.
8. The students will answer the 3 questions about the text independently.

 Above Grade Level:

1. This will be an independent group.
2. The students will read the passage, How Plants Live in a Desert, independently.
3. The students will use the study buddy to locate the headings or key words that quickly help them
find information about desert plants with seeds that live a long time.
4. The students will follow the directions in the Close Reading to underline the text feature that points
them to information about plants that have long roots.
5. The students will draw a box around the sidebar text feature to learn more information about
deserts around the world.
6. The students will answer the 3 questions about the text independently.

Summary:

1. The students will be called back to the carpet to review and discuss their answers.
2. The teacher will review and ask, “What are text features and how do they help readers locate
specific important information about a topic?”
3. The teacher will inquire, “ How will text features help us during our biography research projects?”

Follow up:

 The students will complete the Common Core Practice in ELA Ready book on pages 100-102 for
homework.
 Using a graphic organizer, the students will be asked to locate and record the text features they
have identified in their assigned biography books about their historical figure. This information
will be used in their final reports.