Megan Wagner
February 14th
Mr. Xiong
Learners ProfileMr. Xiong
3rd grade
4 Students
2 Boys
2 Girls
Objective(s):
Given a timeline, TSW complete the timeline by putting the events in the story in order with 100%
accuracy.
Given a comprehension question, TSW demonstrate understanding of the story by answering the
question with 100% accuracy.
Given the book A Nation on Wheels TSW use the reading strategy “asking and answering questions” to
understand the text. (Informal Assessment)
Materials:
-Books “A Nation on Wheels”
-Timelines
-Discussion Cards
-Paper
-Writing Materials
-Vocab Words
-Post-its
Common Core Standards (ELOs)
Procedure:
Reading Information text
RI.3.10
Read and comprehend informational text including
but not limited to history, social studies, science,
and technical text independently and proficiently.
Before Reading:
Writing
W.3.5
With guidance and support develop and
strengthen writing as needed by planning.
-Discuss with students that today we will be
reading another informational book called “A
nation on wheels”. Ask them if they remember
what an informational book is. Ask students: What
kind of information do you think we will learn from
this book, just by reading the title?
-Discuss with students the importance about
tapping into prior knowledge about a topic when
and asking and answering questions, can help
readers better understand and remember the
information they are reading about.
-Ask students what they know about cars or
anything that has wheels. Allow the students to
brainstorm ideas so they are able to make
personal connections with the book.
-Now give each student a copy of the book, and
have them open to the table of contents. Allow
them to read it over for a minute then ask them
after reading the table of contents what
information they think they will learn from reading
this book.
-Talk about how the table of contents is laid out in
a specific sequence so that the story flows
smoothly and is easy to understand.
-Ask the students if they can think of any signal
words they have heard or have used before to
identify an order of events. (First, next, finally,
etc.)
-Ask the students to share an example of a
sequence of events that they do? (Getting dressed,
brushing teeth etc.)
-Tell students that as we are reading the book we
are going to be looking for the order in which
automobiles were invented and important events
that occurred during the process.
-Tell the students that while we are reading we are
going to be creating a timeline of events that
occurred in the book.
-Before we begin reading however, I want to go
over some vocabulary words that we are going to
see bolded in the story. These are important words
that you should know before reading the book to
help you better understand what is being talked
about.
-Take out one notecard at a time and have the
students guess what they think the word means,
by writing down a definition on post-its and
placing it on the card. After every child has given
an example read all example over, and then give
correct definition. Do this for each vocabulary
word in the glossary.
During Reading:
Read “A Nation on Wheels.” Have the students
take turns reading the story. Pause when a new
date or event occurs. When a new event occurs fill
in the event on the timeline with the correct date.
When an event is recorded ask the students about
the event: does it surprise them? Did they know
that? Invite conversation.
After Reading:
-After reading the story, go back and review what
was written down on the timeline. Ask the
students to take turns sharing the events in order.
-Ask the students what surprised them about
reading the story, or to pick out one thing they
didn’t know before reading the story.
-Have each student then pick out a discussion
card. Allow them to brainstorm and write down
their answer to the question to share with the
class. Once all the students are done, have them
share their question along with their answer. Allow
for students to ask the presenter questions or
make comments about what they would do.
-Lastly, have the students take time to design their
own cars. What would they add or change to the
current models of cars. Allow their imagination to
explore and possibilities.
Reflection:
Today went really well. The students really enjoyed doing the timeline activity and getting the
opportunity to see the progress of automobiles. Some of the students had some background knowledge
and was able to make personal connections with the text, while for other students all of the material
was new. Additionally, the students really enjoyed the post-it note activity. They liked getting the
opportunity to guess what the words meaning was and then compare their definition to the definition I
gave them. It was really interesting to see some of the definitions that the students came up with. The
activity allowed students to use higher order thinking skills and their creativity to come up with a
definition. This activity is definitely something that I will use again in the future to introduce vocabulary.
Lastly, I had the students each draw a reflection card and answer the question on the card. This allowed
me to check the students’ comprehension. The activity went very smooth, and the students enjoyed the
review.
Analysis:
-All of the students completed the timeline with assistance from the teacher.
-All of the students created a definition for the 7 new vocabulary words.
-All of the students were able to answer the comprehension questions
.