Instructional Planning Form
Teacher Name: Lacey Mahaney
Subject:
Core Content, Learning Target for
Literacy
Program of
the Day
Studies, or
CCAS
Monday,
RL.3.3
I can check for
August 25
RF.3.4
understanding to
improve
comprehension.
Activity
Read to Someone
Give Lexile levels
Review urgency chart (discuss the major
difference between Read to Self and Read
to Someone), EEKK (why do we sit this
way), voice level, and check for
understanding (why do we do this, how is
it different, etc)
Formative
Assessment
Checklist –
Students who ask
comprehension
questions during
check for
understanding
practice
Model check for understanding – The
Little White Owl
Practice check for understanding –Jumanji
Tuesday,
August 26
RL.3.3
RF.3.4
I can check for
understanding to
improve
comprehension.
I-Chart – When we read to someone what
will it look like, feel like, and sound like?
What are the teachers’ roles?
Read to Someone
Practice check for understanding – Ira
Sleeps Over
Review Lexile levels
Review urgency chart (discuss the major
difference between Read to Self and Read
Checklist –
Students who ask
comprehension
questions during
check for
understanding
practice
Grade: 3rd Grade
Modifications
(RTI)
Reflection
to Someone), EEKK (why do we sit this
way), voice level, check for understanding
(why do we do this, how is it different,
etc), and I-Chart
Brainstorm – How to choose books (let’s
make a deal and rock, paper, scissors)
Wednesday,
August 27
RF.3.3
I can use different
strategies to coach
my partner
through an
unknown word.
I Read, You Read (one book or two) – Mrs.
Harlow and I model procedure with check
for understanding
Read to Someone
Practice check for understanding – How
Martha Saved Her Parents from Green
Beans
Paper Wad Toss –
What is one way to
coach a friend?
Review Lexile levels
Review urgency chart (discuss the major
difference between Read to Self and Read
to Someone), EEKK (why do we sit this
way), voice level, check for understanding
(why do we do this, how is it different,
etc), and I-Chart
Add to I-Chart – How to choose books
(let’s make a deal and rock, paper,
scissors) and I Read, You Read (one book
or two)
Thursday,
August 28
RL.3.3
RF.3.4
RF.3.3
I can demonstrate
what Read to
Someone looks
like.
Introduce and practice – Coaching or
time?
Read to Someone
Practice check for understanding –
Sylvester and the Magic Pebble
Review Lexile levels
Review urgency chart (discuss the major
difference between Read to Self and Read
Observation – Are
students following
all details from IChart?
to Someone), EEKK (why do we sit this
way), voice level, check for understanding
(why do we do this, how is it different,
etc), and I-Chart
Add to I-Chart – Coaching or time?
Friday,
August 29
RL.3.3
RF.3.4
RF.3.3
I can demonstrate
the correct way to
Read to Someone.
Practice building stamina
Read to Someone
Practice check for understanding –Jumaji
Review Lexile levels
Review urgency chart (discuss the major
difference between Read to Self and Read
to Someone), EEKK (why do we sit this
way), voice level, check for understanding
(why do we do this, how is it different,
etc), and I-Chart
Practice building stamina
Journal Entry –
What is your
favorite part about
Read to Someone?
What can we do as
a class to improve
the station?