3rd Grade

ELD
Identifying Key Details

General Information
Student Name Kerri Meloni
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Grade/Level Grade 3
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Subject(s) English Language Development

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Topic or Unit of Study Close Reading: Identifying Key Details

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Time Allotment 30 minutes

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Home Languages Spanish

Present
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English Language Expanding

Levels Present
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Materials And Technology

 Materials • ELD teacher textbook
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• White boards and markers for
students
• White board with folktale definition
and picture
• Pencils

Sources * ELD student textbook

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Content And Assessment

Concepts Listening to and reading stories as well as using
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 Standards Display: Collapse All Expand All
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CA- California English Language Development
Standards

Skill: Listening and Speaking

Area: Strategies and Applications

Proficiency Level: Intermediate

Category: Comprehension

Grade Level: Grades 3-5

Benchmark: Listen attentively to stories/information and
identify key details and concepts using both verbal and non-
verbal responses.

Skill: Reading

Area: Reading Comprehension

Proficiency Level: Intermediate

Category: Comprehension & Analysis of Grade-Level

Appropriate Text

Grade Level: Grades 3-5

Benchmark: Use detailed sentences to orally respond to
comprehension questions about written text (e.g., "The brown
bear lives with his family in the forest.").
Benchmark: Read and use detailed sentences to orally
identify main ideas and use them to make predictions and
provide supporting details for predictions made.

Objectives After listening to Snow White: A Russian Folktale

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the story using evidence from the text.

Assessment/Rubrics Informal question answering

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INSTRUCTIONAL MODEL: GENERIC LESSON PLAN
PROCEDURE
Focus/Motivation (Open) • Ask students if they have ever heard of a
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◦ Teacher introduces students to
the word folktale
◦ "Turn to a partner and tell them
about a folktale that you
remember hearing"
• show sttudents the picture in the first
panel of page 36 of the ELD book
◦ Students look at the rest of the
pictures and write one
sentence about what they think
will happen in the story based
on the pictures.

Development (Body) • Instructor reads the story on page 36

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◦ After each panel the students
answer the questions from
page 55 in the ELD textbook on
their white boards
◦ Students verbally give the
evidence they found in the
story that helped them answer
the question
• Instructor reads the rest of the story
to the students
◦ Students follow along and
underline important words or
phrases (instructor gives
example)
 Closure (Close) • Students share with the group what they
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• Students write the answer to a
question about the story on their
white boards
• Students share what evidence from
the story helped them find the
answer.

Universal Design For Learning (UDL) Considerations And

Differentiation
UDL and Differentiation • Students work on their own, in partners
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• Students use white boards as well as
verbal answers

Modifications for • The story is read to the students

English Learners • The students use white boards to
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• This lesson in designed for
intermediate ELD students