K-3 Lesson Plan Framework

Preservice Teacher:
Date:

Title:
Learner Profile:

Subject(s):

Lorena Riveras
Week 2:
Day one: March 2nd, 2015
Day two: March 4th, 2015
Day three: March 5th, 2015
Intervention Week Two

Small Group Session: Third grade students, total of four. Three of the
four students are ELLs and in different levels of the ESOL program.
Level 1: one student
Level 5: two students
Day one:
Reading: Comprehension for this activity will take place during this
activity through the students ability to answer questions as to what has
happened so far in the story as they read Clever Jack takes the Cake.
Day Two:
Reading: Comprehension will be covered in this activity when students
recall details and use the pictures in the book to retell and summarize
what happened in the story Clever Jack takes the Cake.
Day Three:
Reading: Comprehension in this activity will be seen through the
students ability to recall information from the story Clever Jack takes the
Cake to answer questions, such as Main character, setting, etc.
Physical Education: The students will answer comprehension questions
while they throw a beach ball to one another. The questions are written on
the beach ball and must select a color and answer the question written on
that color. When throwing and catching the ball students will develop
gross motor functions as well hand eye coordination.

Standards:

LAFS.3.RI.1.1
Ask and answer questions to demonstrate understanding of a text,
referring explicitly to the text as the basis for the answers.
LAFS.3.RI.1.2
Determine the main idea of a text; recount the key details and explain
how they support the main idea.
LAFS.3.RL.1.1
Ask and answer questions to demonstrate understanding of a text,
referring explicitly to the text as the basis for the answers.
LAFS.3.RL.1.2
Recount stories, including fables, folktales, and myths from diverse
cultures; determine the central message, lesson, or moral and explain
how it is conveyed through key details in the text.
LAFS.3.SL.1.1
Engage effectively in a range of collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse partners on grade 3 topics
and texts, building on others ideas and expressing their own clearly.
PE.3.M.1.1
Apply locomotor skills in a variety of movement settings.

Time Frame:
Objectives:

Intervention will be for four weeks.

Small group will meet three days each week for 30 minutes.
Day one:
While reading the story Clever Jack takes the Cake, students will answer
questions recalling details from the story.
Day two:
After reading the story Clever Jack takes the Cake, students will recall
information to summarize the story.

Materials:

Anticipatory Set:

Day three:
While playing a comprehension beach ball game, students will use details
from the story Clever Jack takes the cake to answer comprehension
questions.
Day one:
Wonders Reading: Literature Anthology book
Reflective Journal
Day two:
Wonders Reading: Literature Anthology book
Reflective Journal
Day three:
Wonders Reading: Literature Anthology book
beach ball
reflective journal
Day one:
To introduce the lesson students will be asked to open their Wonders
Reading book to page 366. Teacher will then inform students that today
they will be reading a new story. Teacher will then read the title of the
story, Clever Jack takes the Cake. Then students will be instructed to give
a predication of what they think the story will be about by only using the
title and the picture on the title page. Students will be given 3-5 minutes
to think about their predications. Then teacher will have each student
share their predictions with the group.
Day two:
Students will be asked if they can remember the story they read during
the previous meeting of intervention, Clever Jack takes the Cake. Students
will then be given the opportunity to say some of the things they
remember from the story. After, teacher will inform students that today we
will be doing a story walk and explain what a story walk is. A story walk
is when student recalls details from the story and summarizes just using
the pictures and information they may already know.
Day three:
To introduce the lesson, students will be asked if they can remember the
story have been reading, Clever Jack takes the Cake. Students will then be
asked to share some details and important parts about the story that has
been read. Students will then be informed that they will be taking part in
a game where they will have to answer questions about the story as they
throw each other a beach ball. The questions will be written on the beach
ball.

Activities:

Day one:
After students have given their predictions they will be introduced
to the story that they will be reading, Clever Jack takes the Cake.
Reading will be done together as a whole group. Each student will

have the opportunity to read to read about a page or two of the

story.
Also, after each student has read the teacher will read some pages
as well. The story is a bit lengthy so it will take some time to read
all together, especially taking the different reading levels of the
students into consideration.
As reading is taking place teacher will stop periodically to ask
students what has been happening throughout the story. This will
help the students in recalling information and better understand
the story.
Finally, if there are any questions that need clarification
throughout the reading those will be clarified as well.
Once reading is complete students will be asked to recall details from the
story that happened in the beginning, middle, and end of the story.
Day two:
Once students have recalled information from the story they have
read earlier in the week, teacher will begin to turn through the
pages of the book and one by one students will be given the
opportunity to tell some details that happened in the specific part
of the story.
Each student will be discuss one page of the story. While the
discussion is taking place the other students will be able to share
information of the student who is talking about the specific page is
struggling with any details.
Group will go through the whole story.
Finally, as a group students will work together to tell a summary of
the story orally, using details from the story.
Day three:
Once students have been introduced on to the comprehension
game they will be taking part in the teacher will present the beach
ball that they students will using.
The ball will be thrown up in the air and one student will catch it.
The first student will select a color on the beach ball and will read
and answer the question on the beach ball section that has been
chosen.
If student has difficulty answering question, the other students in
the group will be ask to help with the question if they know the
answer. If students are still having a tough time teacher will
facilitate by giving cues using story details.
This step will be repeated, by having the first student throw the
ball to another student in the group. This will be done until all of
the questions written on the ball has been completed.
Once students have answered all of the questions students will be
asked to share something they learned from reading the story
Clever Jack takes the Cake. Each student will have a chance to
share.
Assessment:

Day one:
Student assessment: Students will be assessed through their ability of
answering the questions that are asked throughout the reading session.
Reflective Journal: Teacher will complete reflective journal once the
lesson has been completed. Notes will be taken on how lesson worked and
did not work. Also, what could be planned for the next intervention
meeting.
Day two:

Students will be assessed through their participation during the story

walk. They will have a page where they will discuss what is going on in
that particular part of the story. While doing so students will also be asked
questions to scaffold their learning. They will be assessed through their
answers for those questions.
Reflective Journal: Teacher will complete reflective journal once the
lesson has been completed. Notes will be taken on how lesson worked and
did not work. Also, what could be planned for the next intervention
meeting.
Day three:
Assessment of this activity will be done through the students ability to
answer the questions on the beach ball correctly. A checklist has been
created for the purposes of collecting this data.
Reflective Journal: Teacher will complete reflective journal once the
lesson has been completed. Notes will be taken on how lesson worked and
did not work. Also, what could be planned for the next intervention
meeting.
ESOL Strategies:

ESOL strategies that will be used during the intervention sessions are
repetition. The story will be repeated more than once throughout the
week. This will give ELL students the opportunity to fully understand the
story or any concepts learned through the story with so much exposure to
it. Also, through the use of visuals to make connections of context to the
story. The lesson of having the students do the story walk give them the
opportunity to connect visuals to the story.

Adaptations:

Adaptations for this lesson were not necessary, but in the case that
they would be needed, I would read the story myself with the student
once more. Also, through the use of gestures when explaining
concepts or giving instructions. Lastly, by being sure to speak slowly
and clearly for student to receive a better understanding of what is
expected from them when completing a task.

Remediation:

For students who are still having difficulty with the lessons, story can be
read once more for more clarification while answering the questions. Also,
students will have the story in front of them while answering the
questions so they will be able to use it and look for the information
needed to answer the questions. Another way would be to explain the
questions being asked in different terms, using vocabulary that is easier
for the students to understand or by giving examples of how the question
could be answered.
Oral Language: Oral language will be seen throughout the activities as
the students answer questions and have discussions with the teacher as
well as one another while discussing the story they have read.
Vocabulary: Any terms the students may not understand will be clarified.
Teacher will take the time each session to ask students to identify any
terms they may not understand. This way students will have an easier
time understanding the story and expand their vocabulary knowledge.
Phonics: Students used their prior knowledge of letter sound
correspondence while reading the story.
Phonological Awareness: Students had to orally retell the story without
the use of the text only what they could remember, or with the use of
pictures.
Fluency: Fluency will be integrated as the students each have an
opportunity to read a part of the story. This will give them practice as a
reader to build their fluency.
Comprehension: Comprehension is integrated into all of the lesson in
different forms of questions information and details that were seeing in

Curriculum
Integration:

Home Learning:
Resources:
Reflection:

the story. This way it could be assessed if students are truly

understanding what they are reading.
Students will read each night for 30 minutes. Each meeting of intervention
they will share what they have read and something new they learned
through their reading.
Wonders Reading Literature Anthology textbook
Day one:
To begin the week I decided I would start with a new story and it came
from the students reading books from the Wonders: Reading series. The
story that was selected was Clever Jack takes the cake. The story was a
bit lengthy but I knew the students would be interested, it was a folk tale.
We read the story together, the students and myself each took turns
reading out loud a section or page from the story. As previously stated,
the story was a bit long and between reading and clarifying information
that students had questions about it took up the whole time that we had
for intervention on this day. I made the decision that we would continue
with the same story for the remainder of the week. Student IJ was absent
on this day.
Day two:
This was day two of working with the story Clever Jack takes the cake.
Since the story was long I decided we would not read but instead we
would have a story walk. Students were not sure of what a story walk was
so I took the time to explain to them. Students were engaged and eager
to share what they knew or remember from the story. There were many
questions as well as students making connections from their life to things
that occurred in the story, one of the details included one of the students
having allergies, as well as how certain cakes are made. What most
impressed me was that by the end of the story walk student IJ who had
been absent on the first day of the reading was about to retell of the
pages in the book by simply using information she had gained from her
peers and what she saw in the picture. I was able to conclude that the
students enjoyed this technique of going over the story and would
probably incorporate it in another intervention session.
Day three:
Students were taken outside to an open area to complete the activity
which incorporated having to throw a beach ball. Students enjoyed being
able to be outdoors while still taking part in a comprehension activity. The
students seemed to be more responsive to this form of comprehension
over having to write about the story or complete a summary. Also, this
way students are expanding their oral language and vocabulary usage.
This activity is one that can be incorporated into other stories. What I
would do differently in the future with this lesson is keep in mind my
location. We were near the AC units outside and some of the students had
lower voice tones so it made it difficult to understand what was being
said.