Comprehension Strategies Lesson Plan

Comprehension Strategies Lesson Plan
Teacher: Ivana Milic-Strkalj

Grade: 3rd
Content Area: English Language Arts
1. Content and Standards:

RI 3.4. Ask and answer questions to demonstrate understanding of a text,
referring explicitly to the text as the basis for the answers.
RI 3.6 Distinguish their own point of view from that of the author of a text.
SL 3.1c Ask questions to check understanding of information presented, stay
on topic, and link their comments to the remarks of others.
L 3.5a Distinguish the literal and nonliteral meanings of words and phrases in
context (e.g., take steps).
2. Prerequisites:
Students should know the meaning of question words: where, what, when,
who, how, why. Students show know what a landmark is.
3. Essential Questions:
How do landmarks help us understand our country’s story?
4. Materials and Equipment:

Wonder’s Literature Anthology – students will read the text “A Mountain of
History” about Mount Rushmore
Chart paper – the teacher will make an anchor chart explaining simple and
complex questions, the students will add their questions written on sticky
notes to the anchor chart
Markers – the teacher will use the markers to create the anchor chart
Sticky notes – the students will use the sticky notes to write down their
questions as they are reading the text
Pencils – the students will use pencils to write their questions
5. Instructional Objective:
Students will know the difference between simple and complex questions
and be able to ask simple and complex questions while reading a text. After
asking their questions, students will be able to determine if a question is a
simple or complex question.
6. Instructional Procedures:
 Before: The teacher will show the students the cover of the text they are
going to read “A Mountain of History.” The teacher will tell the students
when she looked at the cover she had some questions about it. The
teacher will say that her questions were: “who made these statues?” and
“why did some make these statues?” The teacher will write these
questions down on sticky notes. The teacher will ask the students if they
have any questions while looking at the cover. The teacher will write
those questions down on sticky notes. The teacher will then show the
students the anchor chart (a T – chart with simple questions on side and
complex questions on the other). The teacher will put her questions on
the anchor chart. The teacher will explain that simple questions have easy
to find answers while complex questions make you think. Together with
the students, the teacher will then read the students questions again and
put them on the anchor chart. The teacher will tell the students they are
going to read the text and write down questions they have as they read.
 During: The teacher will read the first paragraph of the story aloud,
stopping to model for the students with a think-aloud how to ask a
question while reading. The teacher will write her question down on a
sticky note and stick it to the side of the text where she thought of the
question. At the end of the paragraph the teacher will ask the students if
they had any questions while reading that paragraph. After sharing their
questions orally, the teacher will tell the students to write them down on
their sticky notes and put them on their text. The teacher will tell the
students to continue reading the story and write down questions as they
read. After reading the teacher will ask students to share some of their
questions and students will put the questions on the anchor chart,
deciding whether they go under simple or complex questions.
 After: The teacher will facilitate a discussion. First the teacher will ask
students how they decided where to put their questions. The teacher will
ask the other students if they agree with where the student placed their
questions. The teacher will also ask the students how they decided if
questions were simple or complex. The teacher will finally ask the
students how they felt about the process of writing down questions while
they read.
 Extension: A possible extension of this lesson, either to be completed at
the end of this lesson or on another day, is to have students discuss which
questions are connected to another. The teacher will model this by
drawing a line between two questions on the anchor chart and explaining
their connection. The students will then take turns doing the same thing,
drawing lines to show connections between questions and explaining
how they are connected.
7. Assessment:
Formative assessment will be used during this lesson. The teacher will
observe students as they read and write their questions on sticky notes.
Based on the sharing and discussion, the teacher will determine if students
understand the difference between simple and complex questions by their
use of the anchor chart. The teacher will take anecdotal notes during this
process.
8. Differentiated Instruction:
For learners needing more support, the teacher will practice asking questions
orally with students as needed before they begin writing down their
questions. The teacher will also continue to model how to write a simple and
complex question while reading. For EL students in the class the teacher will
review the question words prior to the lesson, and have them focus on
questions with “what” for simple questions and “why” for complex questions.
For students needing an extension, the teacher will challenge them to think of
questions that the author was trying to answer when they wrote this text.
9. Technology:
Technology will not be used in this lesson.

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Comprehension Strategies Lesson Plan

Teacher: Ivana Milic-Strkalj

1. Content and Standards:

4. Materials and Equipment:

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