Reading Small Group: Monday 4/21/2014-Friday 5/2/2014

Nevada Standards:CCSS.ELA-Literacy.RI.3.1Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (Day 1 and 2 rotation 1for orange, Day 1 and 2 rotation 1for blue)CCSS.ELA-Literacy.RI.3.2Determine the main idea of a text; recount the key details and explain how they support the main idea. (Day 1 and 2 rotation 3 for orange, not applicable for blue)CCSS.ELA-Literacy.RI.3.3Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. (Day 5 rotation 3 for orange, not applicable for blue)CCSS.ELA-Literacy.RI.3.5Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. (not applicable for orange, day 3-5 rotation 3 for blue)CCSS.ELA-Literacy.RI.3.7Use 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). (Day 5 rotation 1 and day 1 rotation 2 for orange, Day 1 and 2 rotation 3 for blue)CCSS.ELA-Literacy.L.3.4Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. (Day 2 rotation 2 for orange, Day 3-5 rotation 2 for blue)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. (Day 3-5 rotation 2 for orange, Day 3-4 rotation 1 for blue)CCSS.ELA-Literacy.RL.3.3Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. (Day 3-4 rotation 1 for orange, Day 5 rotation 1 and day 1 rotation 2 for blue)CCSS.ELA-Literacy.RL.3.5Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. (Day 3-4 rotation 3 for orange, not applicable for blue)Objective(s):RI.3.1: I can answer the questions on my paper correctly to show that I understand informational text.

Page 1 of 3Blue: Petersen; Orange: Kelly

Reading Small Group: Monday 4/21/2014-Friday 5/2/2014

RI.3.2: I can answer the questions on my paper correctly to show that I understand the main idea.RI.3.3: I can answer the questions on my paper correctly to show that I understand the relationship between historical events.RI.3.5: I can answer the questions on my paper correctly to show that I understand the use of text features to locate information about the topic I am using.RI.3.7: I can answer the questions on my paper correctly to show that I understand the information shown in illustrations.L.3.4: I can answer the questions on my paper correctly to show that I understand the different uses of a word.RL.3.1: I can answer the questions on my paper correctly to show that I understand text from literature.RL.3.3: I can answer the questions on my paper correctly to show that I understand the different roles that characters play. RL.3.5: I can answer the questions on my paper correctly to show that I can use words such as paragraph to show where a piece of information can be found.Background: Students have taken the mock CRTs. They may have also had lessons on each standard.Lesson Sequence:

***WRITE OBJETIVE ON BOARD***1. Each handout will be for one rotation (See attached Excel for students names). For each

handout, teacher will have students read the passage (If applicable) to themselves.2. Once the students have completed reading the passage they must place their pencil on their

nose.3. Next the teacher will answer 1 or 2 questions to demonstrate to the students what the

teachers’ expectations are.4. Teacher will tell the students to use their testing strategies such as process of elimination,

reading the question and answer first, rereading the text, and writing the paragraph number where the answer can be found.

5. The teacher will now have the students work independently on the remaining questions. 6. The students will be given 10 minutes to complete the questions, on just one worksheet.7. The teacher will use the last 5 minutes to review the answers and explain how to properly get

the answers.

CENTERS TO DO LIST:1. Ar Read (20 minutes)2. Scholastic News (20 minutes)3. Meet with teacher (20 minutes)4. If time allows, finish any incomplete work.

Materials:Handouts on each standard, pencils, erasersAssessment:

- Teacher will monitor as students are working independently. - Teacher will orally ask students questions pertaining to answers they may be coming up

with.

Page 2 of 3Blue: Petersen; Orange: Kelly

Reading Small Group: Monday 4/21/2014-Friday 5/2/2014

- Teacher will collect and grade the worksheets.- Teacher will know the students have mastered the standard if they complete at least 75%

of the questions correctly.IEP Accommodations:

- Teacher will work assign Keegan, Marisela, and Valeria D., half of the problem.- Teacher may ask Marisela to complete additional problems if she finishes early and did

them correctly.- Teacher may also ask Keegan and Valeria D to do extra problems as well if they did the

problems correctly and with little difficulty.

Page 3 of 3Blue: Petersen; Orange: Kelly