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Theme: Owls
Grade Level: 3
Day 3
Section 1: Central Focus
Question Prompts Question Responses
Central Focus: comprehension
The Essential Literacy Strategy (ELS) being Using key details to infer the main idea.
taught (This will remain constant) Asking how the key details connect and what
the author wants us to know about the text to
infer the main idea.
Prerequisite Skills Needed to teach ELS decoding, finding the main idea in the first or
(utilize the standards, and attend to what the last sentence in simple texts (when clearly
students need to have learned in prior grades stated in the text), vocabulary
to be ready to learn the ELS)
NYS CCLS Grade 3 Standard being addressed 3R2: determine a theme or central idea and
explain how it is supported by key details;
summarize portions of a text (RI&RL)
Section 2: Justification
Question Prompts Question Responses
APA Style text citation Mason, A., & Ogle, N. G. (2004). Owls. Toronto:
Kids Can Press.
Text Genre (fiction, informational, poetry, etc) Informational, Nonfiction
a) Explain with detail, how the chosen text The text chosen for day 3 supports the teaching
supports the teaching & learning of the and learning of the Central Focus and Essential
stated Central Focus and Essential literacy strategy in the following ways. First,
Literacy Strategy for comprehension of this text is relatively short and broken up into
text. sections by titles, which separates the text into
smaller chunks and makes it easier for students
to find the main idea with a small amount of
text. Additionally, the text is written on a level
that is easily decoded by many third graders so
decoding will not get in the way of students’
comprehension, especially during individual
practice. This makes the text well suited for
practice during the lesson for the third day.
Second, the author has written the text in such
a way that gives many clear supporting details in
each section to support the main idea. However,
the main idea is not stated clearly in the first
sentence and is more difficult to find. It requires
that the reader infer the main idea, which
supports the teaching of the essential literacy
strategy throughout day 3. This supports the
Central Focus of comprehension because
understanding the main focus, or main idea, of a
text is essential to understanding what a text is
about. Finding key details actively engages the
reader to think about how these ideas fit
together to help the reader infer the main idea
and understand what the central focus of what
they read was. Therefore, these factors will allow
for all parts of the gradual release of
responsibility framework (Pearson & Gallagher,
1983) to be addressed within the context of this
lesson. Students will be able to practice through
guided support and be able to individually
practice in this closing lesson. Thereby,
providing the students with multiple
opportunities to apply this strategy with similar
sections of text with which they will be
successful. Teachers will provide less support to
challenge and release responsibility to students
so they can individually take ownership of
inferring the main idea.
b) Describe with detail, your reasoning The following reasons influenced my decision to
behind utilizing this text as the first, utilize this text for the closing lesson. First, this
second or third text in the three-day text is relatively short and broken up into
sequence. Make sure that you are clear. sections by titles, which separates the text into
smaller chunks and makes it easier for students
to find the main idea with a small amount of
text and models the previously scaffolded day.
Additionally, the text is written on a level that is
easily decoded by many third graders so
decoding and difficult vocabulary will not get in
the way of students’ comprehension. Second,
each paragraph in the text contains simple
sentences that clearly state key details, rarely
including details that do not tie into the main
idea. This makes it easier for students to infer
the main idea. For example, in the first
paragraph for the first stopping point each
sentence clearly relates to the main idea is how
owls choose their homes. This helps students to
continue with simple, clear sentences and
paragraphs to infer the main idea as they begin
to take on more responsibility and ownership.
Keeping the text consistent allows students to
apply the strategies from day 1 and 2 in an
increasingly independent way.
Therefore, using this text as the closing text
allows for effective guided teacher modeling
and student practice with the Essential Literacy
Strategy. Consequently, the students should be
able to move on to more independent and less
scaffolded work with this Essential Literacy
Strategy by this lesson. Therefore, the students
will be gradually moved towards independence
in the use of the Essential Literacy Strategy.
c) Describe how the During Reading This during reading activity utilizes several strategies
Stopping Point #2 chosen supports the working in tandem to support the central focus of
comprehension. First, the text is read-aloud through a
teaching and learning of the stated
shared reading (Holdaway,1979) so that students can
Central Focus and Essential Literacy focus on listening, following along with the text as it is
Strategy for comprehension of text. read-aloud, and comprehending without the cognitive
demand of decoding. The second strategy being
implemented is the use of a “think-aloud”(Davey, 1983)
as a means of modeling to the students how the teacher
is thinking about the text, and applying the Essential
Literacy Strategy of using key details to infer the main
idea and asking how the key details connect and what
the author wants us to know about the text to infer the
main idea. This therefore leads to better comprehension
of the text, which is the Central Focus of the lesson. T he
third strategy of using a graphic organizer (Manoli &
Papadopoulou, 2012) is a visual representation strategy
that helps students see the connections and
relationships between the key details and main idea and
also allows them to organize their ideas. Finally, the
strategies listed above will allow for parts of the gradual
release of responsibility framework (Pearson &
Gallagher, 1983) to be addressed within this stopping
point. Individually completing this activity with lessened
teacher support allows students to continue to practice
taking ownership of the steps to infer the main idea.
e) Develop & Include a copy of the assessment checklist that you will use to assess the level of
student learning demonstrated in the Post-Reading Assessment in the space below:
Exit Ticket Assessment Checklist Day three
Was the student able to: Y N
f) Describe with sufficient details, what your next instructional steps will be for each of the
following groups of students based upon the results of your assessment measure:
i. Students whose assessment results demonstrate a strong need for a dditional
instruction on the essential literacy strategy.
i. We will use guided reading to provide additional instruction for students who are developing
in both finding the key details and using them to infer the main idea. We will break down
step-by-step and supplement instruction with highlighting, graphic organizing and one-on-one
scaffolding. For students who are still struggling with the steps we have been going over the
past few days, we will further break down our thinking and more explicitly explain strategies
for connecting key details that were briefly reviewed in day three.
ii. Students whose assessment results demonstrate a strong need for a dvanced
instruction on the essential literacy strategy.
i. For students who demonstrated a high level of proficiency with the Essential Learning
Strategy on day three, we will use guided reading to help students continue to practice
utilizing the essential literacy strategy with longer, more complex sections of text.
Additionally, we will allow this group to have further practice with text in which not every
sentence has important information that ties into the main idea. Students will move on to
crossing out details that are not key details (not important to the main focus of the text).