Uploaded by Martha Cyrus

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First 9 Weeks
The student
will read and
of fictional
texts, literary
nonfiction and
A)-Set a
purpose for
Grade 3
Language Arts
3.5 a
Essential /Enduring Understandings:
All students should have an understanding of essential elements and characteristics of fictional texts
and poetry.
Essential Knowledge, Skills, and Processes:
Essential Knowledge
To be successful with this standard, students are expected to:
Locating specific information in a reading selection
Identifying details that support a stated main idea
Expressing a stated main idea in their own words
Key Vocabulary
Terms/ Definition
Text-Anything with words
Examples: Stories, Poems, Fliers, Advertisements, Recipes, Directions, ect.
Fiction-Types of text that are not real
Fiction= fake
Purpose-A reason or explanation for why a piece of text or a whole text is written
Essential Knowledge
3.5 c
Make, confirm
and revise
The student will be able to revise predictions based on new understanding.
Essential Skills
The students will be able to define observation, prediction, and inference, and identify a difference
between each.
Level of Bloom’s Taxonomy:
(Circle Level or Levels and place the appropriate designation
in the parenthesis appearing under the day of the week)
Remembering (R), Understanding (U), Applying (AP),
Analyzing (AN), Evaluating (E), Creating (C)
Marzano Strategies (% of Yielded Success):
(Circle Strategy or Strategies); at least TWO Marzano
strategies should be used each period. Also, strategies must
be evident in the instructional areas.
Identifying Similarities and Differences (45%), Summarizing and
Note-taking (34%), Reinforcing Effort and Providing
Recognition (29%), Homework and Practice (28%), NonLinguistic Representation (27%), Cooperative Learning (23%),
Setting Objectives and Providing Feedback (23%), Generating
and Testing Hypothesis (23%), Questions/Cues/Advance
Organizers (22%), Vocabulary (20%)
Classroom Learning Arrangement: (Circle all that applies)
Individual, Small Group, Pairs, Whole Group
First 35 Minutes:
Anticipatory Focus; Introduction; Modeling; Guided Practice
Second 35 Minutes:
Review/Checking for Understanding; Guided Practice Review;
Independent Practice & Facilitation; Closure/Checking for
Understanding/Exit Ticket
The students will be able to make observations, predictions, and inferences.
SUPPORTING RESOURCES: My View Textbook, VDOE Curriculum Framework, Canvas,
Article Setting a purpose for reading and making predictions and observations.
MATERIALS: Article, notebook, folder
Anticipatory Focus
(Select an SOL that was
deficient on previous assessment
or review from previous day’s
lesson – SOL Formatted Items
with explanations) 5 Minutes
SOL 3.5a; Set a
purpose for Reading
No previous objectives
introduced yet
(What is to be learned today?
Provide examples)15 Minutes
(Show the students what
you want them to do
during the activity.
Provide Samples)
10 Minutes
Guided Practice
(Walk the students through the
process of the activity/independent
practice) 10 Minutes
Review/Checking for
(Ask high-order thinking questions
based on essential skills; two or
more listed) 10 Minutes
Guided Practice Review (Check
for disconnects between theory and
application) 10 Minutes
TSW The students will be able
to explain why people read,
identify purposes for reading,
and use strategies to become
motivated to read
TTW Introduce Reading for
Purpose. . Distribute Reading
for Purpose content pages.
Read and review the
information along with the
students. Stop and share related
content ideas with the class, use
current reading content to help
students understand the purpose
TTW Distribute Activity page.
Read and review the
Instructions. Distribute supplies.
Circulate through
the room ensuring students
remain on task, assist
when necessary, approve rough
drafts before students
Create final posters.
Closure/Checking for
Ticket (One high-order
thinking question to be
written & submitted) 5
Independent Practice
& Facilitation (Followactivity – the same as
practice/Proximity &
Mobility) 20 Minutes
TTW student will begin to cr
their final posters
of reading. Use the additional
resources to enhance
Once all students have
completed, TSW share
the poster with the class,
emphasizing important points
3.5 Set a purpose for
TTE review and discuss
The Purpose for Reading
with students and allow
students to prepare poster
TTW Distribute the Homework
page. The next day, read
Aloud the fable, students share
responses. Students
share information about reading
Allow students sufficient time for
completion losing, ask: If you can
read any book in the world,
What would be the subject of the
book? Why?
Allow for responses and
discussion. addition, ask
students if they have been rea
or have read books
about the subject
3.5 c
Make, confirm, and
revise predictions
TTE review and discuss
The Purpose for Reading
with students and allow
students to complete poster
TTW Display a basketball or
other ball that can be bounced.
Ask students an observation
question: What do you see? An
inference question: Where did
this ball come from? A
prediction question: What will I
do with the ball?
TTW Allow for responses and
list them in three columns.
Ask students if they notice
anything different about
each of the responses in the
three columns. Introduce the
difference between an
observation, inference, and
Distribute Observations and
Predictions content pages.
Read and review the information
with the students. Include other
examples of observations,
inferences, and predictions to
help students understand the
Save final two questions for
lesson closing. Use the
additional resources to enhance
understanding. Distribute
Activity page. Read and review
instructions. Pair students.
(Review the answer key for
further instructions regarding
objects or events to use for
the activity.) Allow students
sufficient time to complete
the responses to the questions.
The activity could also
be completed as a class together,
one object or event
at a time, then allow for
responses and discussion
following each
Once completed, check for
students understanding.
Allow pairs of students to sha
their responses.
Distribute Practice page. Che
and review the
students’ responses.
Distribute the Homework pag
The next day, check
and review the students’
responses. Allow students to
share the responses related to
events or objects from their h
or neighborhood. In closing, a
What was the most surprising
observation you ever made in
your life? Have you
ever made a prediction that ca
9. Allow for responses and