NAME: Alexandra Ortega DATE of LESSON: April 16, 2019

DURATION of LESSON: 25 minutes SUBJECT: ELA GRADE: 3

LESSON # 11/12 TITLE OF LESSON: Reading Comprehension-Informational Text

Central Focus of Unit:

Essential Literacy Strategy Focus: Students will identify the main topic and retell key details from the text.

Related Skills: Students identify and describe comparisons and contrasts to make connections in the text, The
Everglades.

Content Focus: Students will comprehend the text and identify the main topic and key details from the text.
Students will answer questions about what they read.

Standards:
CCSS.ELA-LITERACY.RI.3.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis
for the answers.

CCSS.ELA-LITERACY.RI.3.7
Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate
understanding of the text (e.g., where, when, why, and how key events occur).
English Language Development (ELD) Standards:
Emerging: Section 2.5 Listening actively: Demonstrate active listening to read-alouds and oral presentations by
asking and answering basic questions, with prompting and substantial support.

Expanding: Section 2.5 Listening actively: Demonstrate active listening to read-alouds and oral presentations
by asking and answering detailed questions, with occasional prompting and moderate support.

Bridging: Section 2.5 Listening actively: Demonstrate active listening to read-alouds and oral presentations by
asking and answering detailed questions, with minimal prompting and light support.

Instructional Learning Objectives: Assessments:

Students will identify the main topic and retell key details from Collaborative Conversation
the text. Text Evidence Questions
Language Function and Demands:
Language Function: Additional Language Demands:
Identify: Students will identify the main topic and key details for Language Demands: Recall, retell,
The Everglades. describe, compare, contrast

Vocabulary: alligators, environment,

extinct, habitats, manatees, national park,
pollution, wetlands, wildlife

Discourse: Identifying the main topic using

from the text.

Resources and Materials:

 5 copies of The Everglades by Kathy Kinsner
 5 copies of text evidence questions for The Everglades
 5 copies of Earth: The Water Planet
 5 copies of text evidence questions for Earth: The Water Planet
 5 copies of The Pacific Northwest
 5 copies of text evidence questions for The Pacific Northwest
 5 copies of Global Alert
 5 copies of text evidence questions for Global Alert
 5 copies of Stormy Weather
 5 copies of text evidence questions for Stormy Weather
 20 clipboards
 20 pencils
 20 academic talk cards
 5 personal dry erase boards
 5 dry erase markers

Student Prior Knowledge:

Students have knowledge of various habitats and weather conditions. Students are able to identify the main idea
in narrative text, however they are still learning to identify the main topic of informational text. Students are
able to use illustrations to support their understanding of text, however students are still learning to use context
clues in informational text. Students are familiar with leveled guided reading routines and the expectations in
collaborative conversations.

Academic Language Requirements:

Specialized Vocabulary and/or Tier 2 Words Alligators, environment, extinct, habitats, manatees,
national park, pollution, wetlands, wildlife
Text Types/Structures (and related vocabulary) Informational/Nonfiction
Language Frames/Supports (and linking words) I see…
I can infer…
…is a threat to…
The amount of rain…
The similarities between … and … are…
The differences between … and … are…
When the rain…
My evidence is…
Procedure-Instructional Strategies and Learning Tasks to Support Student Learning:
INTRODUCTION/ANTICIPATORY SET:
(Whole Class) Today we are going to work in our leveled reading groups. I have already selected groups and
books for you all. They are all very interesting because they are all related to weather and climate, which we
have been learning about.

I DO:
 Dismiss students to get supplies and work with their assigned groups.
 Prepare students supplies on the back table
 I will guide group 1’s discussions
 I will say, “today we will read a nonfiction book called The Everglades by Kathy Kinsner. Before we
begin, I would like you all to look at the illustrations on the cover and think about the kind of animal
you see. Where does this animal live?” (1 minute)
 I will ask students to share their predictions. Then ask, “What do you think the Everglades are like?” (2
minutes to discuss)
 I will say “This book is an informational text. An informational text tells facts and details about a topic.
As we read, let’s play close attention to the topic of the Everglades. You will use self-stick notes to
identify places in the text that help you learn about the Everglades.”
 I will monitor students as they take turns reading a page. I will ask, “What did you learn so far about
the Everglades?”
  I will record key details about the Everglades that students share.
WE ALL DO:
-We will make inferences about the main topic.
-We will all take turns reading a page in the book.
-We will engage in a collaborative conversation about the text, using sentence frames.
-We will use self-stick notes to identify key details about the main topic.
-We will ask and answer questions that compare and contrast what we read.
-We will examine the illustrations and photographs to support our comprehension of the text.
-We will retell key details from the text.
YOU DO TOGETHER:
-Collaborative Learning:
Answer Text Evidence Questions in reading journals
Refer to the text and self-stick notes to collect evidence that supports their responses.

Differentiated Instruction
Students will be grouped leveled reading groups.
GATE students will read and analyze informational text within their reading Lexile level.
ELL student will be in a close reading group guided by the teacher. ELL students will be provided with
sentence frames for language support during collaborative conversations. I will support ELL students’ access to
the text by orally introducing academic vocabulary, language structures, and concepts.

CLOSURE:
Following our guided close reading and analysis, all students will return reading materials to the basket and
meet on the carpet. Students will discuss the genre of the books that they read (informational text) and students
will be asked to volunteer and share with the class what the topic of their book was. Once at least two students
have shared, students will be asked to turn to their talking partner and share illustrations helped their group
better understand the text. Once at least two students have shared, students will be instructed to listen for their
number to get their devices for the next activity.