Week 6 Assignment 3

Candidate’s Name: Josephine Bruno

Grade Level: 3

Title of the lesson: Clue Word

Length of the lesson: 90 minutes

Central focus of the lesson (The central focus should align with the CCSS/content standards and support students to develop an essential literacy strategy and requisite skills for comprehending or composing texts in meaningful contexts) Key questions: Phonics and word recognition Students will develop reading fluency Students will practice making sentences using clue words. Students will build on their reading comprehension Students will write their own detective stor

Knowledge of students to inform teaching (prior knowledge/prerequisite skills and personal/cultural/community assets) Students are able fluent in reciting the alphabet and simple word recognition.  Students are able to read simple text and explain briefly what that text is about.  They are working on becoming more fluent in reading sight words and developing meaning of text.   Students are able to sound out letters and words with little assistance from the teacher.  Students have quick self-correction rates when reading an appropriate text. It is important to allow for student choice and creativity to engage learners in the learning process and motivate them to want to complete tasks.

Common Core State Standards (List the number and text of the standard. If only a portion of a standard is being addressed, then only list the relevant part[s].) Common Core Learning Standards for ELA and Literacy) CCSS:: 1.RL.1, 1.RL.2, 1.RL.6, 1.RL.9, 2.RL.1, 2.RL.9, 3.RL.1, 3.RL.3, 3.RL.4, 4.RL.4 CCSS.ELA-Literacy.RL.1.1 Ask and answer questions about key details in a text. CCSS.ELA-Literacy.RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. CCSS.ELA-Literacy.RL.1.6 Identify who is telling the story at various points in a text. CCSS.ELA-Literacy.RL.1.9 Compare and contrast the adventures and experiences of characters in stories. CCSS.ELA-Literacy.RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. CCSS.ELA-Literacy.RL.2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. CCSS.ELA-Literacy.RL.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.RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events CCSS.ELA-Literacy.RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

Support literacy development through language (academic language) Identify one language function (i.e. analyze, argue, categorize, compare/contrast, describe, explain, interpret, predict, question, retell, summarize or another one appropriate for your learning segment) Identify a key learning task from your plans that provide students opportunities to practice using the language function. Describe language demands (written or oral) students need to understand and/or use. Vocabulary describe, compare, constrast, explain, summarize detective, mystery, insects, bugs, crime fighting, justice, theft, thief, film noir Sentence Level Sentence structure, transitions/connectives, complex verb tenses Discourse Text structure, message, conversation, discussion Students will write their own detective story after the class reads Ace Lacewing: Bugs Are My Business TumbleBook.  Students will compare/contrast their detective stories to Ace Lacewing’s story.  Students will analyze important parts and details from the TumbleBook and what characterizes a detective.

Learning objectives Interpret the meaning of a text Will read fluently Create their own detective story Will decode regularly spelled words Will recognize and read grade-appropriate irregularly spelled words.

Formal and informal assessment (including type[s] of assessment and what is being assessed) Individual student participation and performance is assessed throughout the lesson Student work on the activity sheet is assessed for student understanding Running records and miscue analysis are conducted on individual students to gauge their progress Student’s writing will be collected and assessed Students are assessed on their ability to compare/contrast their story to Ace Lacewing’s

Instructional procedure: Instructional strategies and learning tasks (including what you and the students will be doing) that support diverse student needs. Your design should be based on the following: Ace Lacewing: Bad Bugs are My Business (http://asp.tumblebooks.com/library/asp/full_book.asp?ProductID=3044) Read aloud Teacher will pause the story to facilitate discussion about what is happening in the story and have students identify important details and characterize the detective in the story. Students will then discuss in groups what makes a good detective story. Students will work individually to write short stories about a detective. Students will then discuss in groups to compare/contrast their story to the one read aloud using TumbleBooks.   If needed, will reread the digital story and go back to important parts for discussion. Accommodations and modifications: ELLs/struggling readers: Visual and technology

Instructional resources and materials used to engage students in learning. Interactive Whiteboard TumbleBooks

Reflection Again, I feel like gifted learners might not be supported as much as on level and struggling readers.  To address this, another extension task could be incorporated.  Often times I feel like the proficient readers are used as reading models for their classmates which is helpful to both the proficient and struggling student.  I think the chocie in story writing also serves to support all types of learners.