Lesson Plan
Reading Mastery Plus, Level 3
Lessons 1-3
Date:
Grade: 7-9
Duration: 3-6 40 minute periods depending on students’ mastery of skills
Pennsylvania Academic Standards
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Standard - 1.1.6,7,8.A: Apply appropriate strategies to describe author’s purpose, using grade
level text.
Standard - 1.1.6,7.B: Use word analysis skills (e.g., syllabication, root words, affixes), the
glossary/thesaurus, and context clues to decode and understand new words in content areas
during reading.
Standard - 1.1.6,7,8.C: Use meaning and knowledge of words (e.g., root words, literal meanings,
idioms, common foreign words) across content areas to expand reading vocabulary.
Standard - 1.1.6,7,8.E: Demonstrate an appropriate rate of silent reading based upon grade level
texts.
Standard - 1.1.6.D: Demonstrate comprehension / understanding before reading, during reading,
and after reading on grade level texts through strategies such as summarizing, note taking,
extending ideas from text, comparing and contrasting texts, determining fact from opinion, and
supporting assertions about text with evidence from text.
Standard - 1.1.7.D: Demonstrate comprehension/ understanding before reading, during reading,
and after reading on grade level texts through strategies such as comparing and contrasting
texts, identifying context, and interpreting positions and arguments, distinguishing fact from
opinion, and citing evidence from the text to support conclusions.
Standard - 1.2.8.B: Differentiate fact from opinion utilizing resources that go beyond traditional
texts (e.g., newspapers, periodicals, consumer and public documents, electronic media).
Standard - 1.2.8.C: Distinguish between essential and nonessential information across a texts to a
variety of media; identify bias and propaganda where present.
Standard - 1.2.8.D: Draw inferences and conclusions based on a variety of information sources,
citing evidence from multiple texts to support answers.
IEP Goals
 See individual student’s IEP goals
Related Services/Notes
 Students who receive OT services – provide graph paper, highlighted paper, verbal prompts or
turn paper sideways to address handwriting needs
Objectives
 Students will read sound combinations correctly
 Students will read words without errors
 Students will repeat words, spell words, and read the words without errors
 Students will read words with endings without errors
 Students will read an underlined part and then read the whole word
 Students will read part of textbook selections aloud
 Students will follow directions presented orally by teacher
 Students will memorize facts and rules presented in the textbook
 Students will respond orally to facts and rules
 Students will respond in writing to questions in the textbook about facts and rules
 Students will complete workbook exercises by recalling facts and rules
 Students will answer literal questions about a textbook selection
 Students will respond in writing to literal questions in the textbook
 Students will complete workbook exercises by answering literal questions
 Students will recall details and events from the selection
 Students will identify literal causes and effects within the selection
 Students will follow written directions
 Students will predict possible story outcomes
 Students will predict the content of stories
 Students will infer causes and effects within the selection
 Students will infer details and events within the selection
 Students will use reasoning skills to understand text
 Students will retain and use concepts
 Students will read fantasy, non-fiction, information passages
 Students will distinguish between realism and fantasy
Student Friendly Learning Targets
 I can read sound combinations correctly
 I can read words without errors
 I can repeat words, spell words, and read the words without errors
 I can read words with endings without errors
 I can read an underlined part and then read the whole word
 I can read part of textbook selections aloud
 I can follow directions presented orally by teacher
 I can memorize facts and rules presented in the textbook
 I can respond orally to facts and rules
 I can respond in writing to questions in the textbook about facts and rules
 I can complete workbook exercises by recalling facts and rules
 I can answer literal questions about a textbook selection
 I can respond in writing to literal questions in the textbook
 I can complete workbook exercises by answering literal questions
 I can recall details and events from the selection
 I can identify literal causes and effects within the selection
 I can follow written directions
 I can predict possible story outcomes
 I can predict the content of stories
 I can infer causes and effects within the selection
 I can infer details and events within the selection
 I can use reasoning skills to understand text
 I can retain and use concepts
 I can read fantasy, non-fiction, information passages
 I can distinguish between realism and fantasy
Vocabulary
Tier 1
Tier 2
Tier 3
1. rule
1. striped
1.
2. great
3. during
2.
3.
4.
5.
6.
7.
8.
9.
10.
whole
moop
make believe
facts
wise
strange
danger
destroy
grove
Essential Questions
How does interaction with text provoke thinking and response?
How does a writer create narrative, informational and persuasive pieces that respond to topic, purpose and
audience?
Materials and Resources
 Reading Mastery Plus Teacher Presentation Book 1, Level 3
 Reading Mastery Plus Manual and Answer Key, Level 3
 Reading Mastery Plus Student Textbooks, Level 3
 Reading Mastery Plus Student Workbooks, Level 3
 Student Notebooks/Lined Papers/Binders
 Pencils/Correcting pens
 Smart board or Dry Erase Board, Markers and Erasers
Instructional Procedures/Activities
 Students will be receiving a scripted direct instruction lesson. (See DI Manual)
 As students are acquiring their materials and opening up to today’s lesson, they will
preread/reread story or lists of words
 Student will be read or shown the lesson’s objectives before starting the day’s lesson.
 Students will follow along in their textbooks while instruction is occurring and answer questions
when called on.
 At the completion of the day’s lesson, students will be assigned to preread/reread/workbook
comprehension for the day’s lesson.
 Lastly, students will need to correct mistakes, reread for fluency in order to improve their
reading ability
Differentiation
 Student will be instructed on their individual instructional level.
 Material will be presented on students’ instructional level with immediate correction of errors,
immediate feedback and review of taught and mastered skills.
Higher-Order Thinking
 Once a week, students will be expected to summarize a non-fiction or fiction passage by
highlighting details and identifying the main idea.
Assessments
Formative Assessments
Summative Assessments
 Choral responses
 Fluency Checkouts
 Individual reading of sounds/words
 Individual responses
 Workbook/Textbook responses
Closure/Follow-up/Homework
 Independent work assigned as homework