FDU Lesson Plan Format

Vital Information/Learning Central Focus

Teacher Stephanie Toledo (Cooperating Teacher: Julie Kelly)
Subject Reading
Central Focus/Focus Question The purpose of this lesson is to remind students that an
effective reader stops while reading to collect their
What is the central focus for the content thoughts and learn from the text. The students will practice
in the learning segment/lesson? taking in new information and also thinking responsively.
Are students approaching nonfiction reading as a learner?

Target Audience (Grade/Level) ● Grade 3

● 15 students of mixed abilities and backgrounds.
Content Standards RI.3.1. ​Ask and answer questions, and make relevant
connections to demonstrate understanding of a text,
referring explicitly to the text as the basis for the answers.

RI.3.2. ​Determine the main idea of a text; recount the key

details and explain how they support the main idea.

New Jersey Student Learning Standards for English

Language Arts:
https://www.state.nj.us/education/cccs/2016/ela/g03.pdf
Student Learning Goals and Goals:
Objectives ● Students will practice stopping while reading to
reflect on the text and ask questions.
What are the specific learning goal(s) for ● Students will engage in conversations about their
student in this lesson? nonfiction books with their reading partner.

Describe the purpose of the learning Objective:

experience. What will students know After observing a model of how to approach reading as a
and be able to do as a result of this learner, the students will be able to use the “When to
activity? The objective(s) should relate STOP” Anchor Chart to guide them as they pause to read
closely to the standards and benchmarks responsively at least 5 times during a 25 minute reading
you select and be directly tied to your period.
assessment. Objectives should include
what the learner should know and be
able to demonstrate (observable and
measurable), what the conditions for
learning are, and what the criterion level
is.
Instructional Materials and Resources Teacher Materials & Resources
● “When to STOP” Anchor Chart

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What materials does the teacher need for ● Gorillas​ by Lori McManus
this lesson? ● “Talking and Thinking in Response to Our Texts”
What materials do the students need for Anchor Chart
this lesson? ● FIG. 7-2: Post-its examples

Student Materials & Resources

● Pencil
● Paper
● Nonfiction book on their individual reading level
● Post-its Notes

Prior Academic Knowledge and ● Students should already know how to find the main
Conceptions idea and supporting details of a text.
● Students should already know how to preview a
What knowledge, skills, and concepts text to predict what the text will be about.
must students already know to be ● Students should already know how to teach
successful with this lesson? someone about what they just read about.
What prior knowledge and/or gaps in
knowledge do these students have that
are necessary to support the learning of
the skills and concepts for this lesson?
Common Errors/Misconceptions ● Students may read through a chapter/section of text
without stopping and reading responsively.
Anticipate what the common errors or ○ I will address this by asking the students to
misunderstandings of students related to put a post-its note at the end of a section.
the central focus of this lesson will be. When they finish reading that section they
How will you address these have to stop at the post-it and reflect using a
misconceptions for this group of prompt from the “When to STOP” anchor
students? chart.
Academic Language Demands
Language Function Throughout this lesson, the language functions that will be
developed is to ​evaluate ​and reflect on the student’s
What language function do you want thinking while they read.
students to develop in this lesson? What
must students understand in order to be
intellectually engaged in the lesson?
Content Specific Terms ● Main idea- ​The main idea is the point of the
paragraph. It is the most important thought about
What content specific terms the topic.
(vocabulary) do students need to support ● Supporting detail- Supporting detail is additional
learning of the learning objective for this information that explains, defines or proves the
lesson? main idea

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Specific Way(s) Students Will Use Reading
Language ● Students will need to read and comprehend a
nonfiction book at their individual reading level.
What specific way(s) will students need ● Students will need to be able to read the “When to
to use language (reading, writing, STOP” and “Talking & Thinking” anchor charts.
listening and/or speaking) to participate Writing
in learning tasks and demonstrate their ● Students will need to record their thinking on
learning for this lesson? post-it notes.
Listening
● Students will need to follow my instructions and
understand oral directions.
● Students will need to listen to the models and
examples.
● Students need to actively engage in a conversation
about what they read.
Speaking
● Students need to be able to participate in a
discussion about thow to read responsively.
● Students need to actively engage in a conversation
about what they read.

Students’ Abilities ● All students should be able to understand oral

instructions. However, some students may need
What are your students’ abilities with directions repeated or more than once.
regard to the oral and written language ● Some students may need to refer to the “Talking
associated with this lesson? and Thinking” anchor chart to prompt their
reflections and thinking.

Language Support ● Anchor charts: Both “When to STOP” and

“Talking & Thinking” anchor charts will be
How will you support​ ​students so they reviewed and visible for students to refer to as they
can understand and use the language read, think, and discuss.
associated with the language function ● Demonstration: I will also be demonstrating how to
and other demands in meeting the stop and think while reading. This will model to the
learning objectives of the lesson? students what is expected of their reading.
● Frequent Check-ins: I will rotate checking-in with
each student to make sure they are on track and
adding at least 5 post-its into their books to show
where they stopped and thought.
Instructional Strategies and Learning Tasks
Lesson Introduction/Opening Opening: 3 minutes (on rug)
1. Say, “If I say the word happy, what is the first thing
How will you start the lesson to engage you think of? If I say elephant, what is the first
and motivate students in learning?

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 thing you think of? If I say soccer, what is the first
thing you think of?”
2. Say, “We are all very smart and our brains are
thinking all the time, but do we ever stop and think
about what we are thinking? I know it seems silly
to think about your thinking but that is what we are
going to do today. We are specifically going to talk
about what we should be thinking while we read.”
Lesson Procedure How to read responsively: 10 minutes
1. Introduce the “When to STOP” anchor chart. Have
Please describe what you will do to students read the chart aloud one point at a time.
teach this lesson and what your students Think Aloud/Modeling: 8 minutes
will do. Number each step along the way 2. Read the chapter “Keeping Warm” from ​Gorillas​.
and include both what you and your a. As you read, stop often at point to the
students will be doing for each step and “When to STOP” anchor chart to singal
a description of content covered. Be why you are stopping. Think aloud and jot
sure to describe how you support down notes on a post-in.
students to develop higher order Student’s Read Responsively: 35 minutes
thinking and critical thinking. 3. Tell students, “In just a minute you are going to go
to your seats and read your nonfiction book. Use
this “When to STOP” anchor chart to know when
to stop your reading and think. Jot down your
thinking on a post-it. Everyone needs to stop, think,
and jot at least 5 times today. Go!”
4. After about 2 minutes of reading stop the students
and prompt them to think about their reading and
use the “When to STOP” anchor chart.
5. Go to each student and check their post-its. Ensure
they are on task and stopping while they read.
6. Stop the class and show them examples of post-its
from FIG. 7-2.
7. If you are noticing common misconceptions or
errors, correct them as a whole class now.
8. After about 5 minutes of reading, stop the students
again to prompt them to stop and think.
9. Continue to check-in with every student and review
their post-its. Praise good work and redirect
students who are not reading and stopping.
10. Introduce the “Thinking and Talking” Chart. Tell
the students, “In just a moment I would like for you
to stop, think, and jot in your books. However we
are going to add another step. Talk. Talking and
teaching someone about what you learned in a
nonfiction book is half the fun of learning all this
information. Use the same teaching techniques we
practiced earlier this week. You can use these

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 phrases to get your conversation started. Partners,
don’t be afraid to ask questions and really dive into
your thinking about the section. OK so now, please
stop, think, jot and talk to the person next to you or
at your table.”
11. After 3-5 minutes of conversation, direct students
to keep reading. Remind students that they should
have at least 5 good post-its in their books by the
end of class.
Structured Support, Practice, ● Modeling: I demonstrate how to read responsively.
Application, and Feedback I think aloud so model what the students should do
and when they should be asking themselves
What supports will you provide your questions while reading.
students so they can meet your ● Conferencing: I conference with each student to
objectives (i.e., modeling, guided make sure they understand the assignment, are
practice, graphic organizers, stopping while they read, and jotting down their
manipulatives, hands-on applications, thoughts on post-its notes.
etc)? ● Providing “When to STOP” Anchor chart: Some
students will struggle with knowing when to stop
How will you give students the reading. This chart is a resource for students to
opportunity to practice so you can reference and use as a guide. This chart will be
provide feedback? How will students available to everyone, but will especially help the
apply what they have learned? ELL students, students with IEPs, and the low-level
writers.
● Providing the “Thinking and Talking” Anchor
chart: This chart provides sentence starters for
students who struggle with language retrieval.
These start off the students and provide structure
for their conversations. this will especially help the
ELL students, students with IEPs, and the low-level
writers.
● Feedback: Students receive positive feedback when
they stop, think, jot, and talk correctly about their
reading. If students demonstrate a lack of
understanding of how to stop while reading, then I
will provide them with additional explanations,
examples, and direct them to the “When to STOP”
anchor chart for continued support.
● Practice: The students are given sufficient time to
practice how and when to stop reading and respond
to their own thoughts and questions.
Lesson Closure Closing: 10 minutes (at desk)
How will you end the lesson ● Tell the class, “Great job, everyone! Lets go around
(summarize, review, relate to students’ the room and everyone read one post-it note the
lives, relate to other disciplines)? wrote while stopping and reading responsively.”

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 ○ Encourage students to continue to stop, jot,
and think while they read.
Differentiation/Planned Support Whole Class​: The whole class will participate in the
modeling of how to stop and think. During the lesson I will
also directly teach when to stop reading and what to think.
The whole class will have access to the “When to STOP”
Anchor Chart and the “Talking and Thinking in Response
to Our Texts” Anchor Chart.

Groups of Students with Diverse Needs:​ I will address any

misconceptions or questions students with diverse needs
have during the one-on-one meetings as I walk around the
room. The students will also be reading at their reading
level.

Groups of Students With Similar Needs:​ I will also address

students with similar needs if I notice multiple students are
experiencing the same misconception, I will call for all the
group’s attention and clarify as a whole group. All students
will have access to the “When to STOP” Anchor Chart and
the “Talking and Thinking in Response to Our Texts”
Anchor Chart to address the needs of students not
understanding when or how to stop and think.

Individual Students (IEPs or 504s):​ All students with IEPs

are pulled out of the class during this period to receive
writing in the resource room. Two students have 504s for
visual and auditory processing disorders. They are seated
in the front of the class and will need to be monitored to
ensure performance is on-task. These students also may
need instructions to be repeated more than once. The
“When to STOP” Anchor Chart and the “Talking and
Thinking in Response to Our Texts” Anchor Chart will be
a helpful tool

ELLs:​ The ELL students will have access to the “When to

STOP” Anchor Chart and the “Talking and Thinking in
Response to Our Texts” Anchor Chart. I will specifically
ask these students to read a point on the chart to ensure
they are engaged and listening to the review of each chart.
Theoretical Principles ● The Universal Design for Learning model
encourages teachers to design lessons that are
Why are the learning tasks for this accessible to all students in the classroom. This
lesson appropriate for your students? means you plan support for students who require
What research supports this? the most needs (CAST, 2019). For this reason, the

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 “When to STOP” Anchor Chart and the “Talking
and Thinking in Response to Our Texts” Anchor
Chart. will be accessible during the whole lesson
and accessible to everyone.
● Albert Bandura demonstrates the importance of
modeling for learning in his social learning theory
(​Flock, 2018)​. In this lesson, there is a
demonstration of how to stop and think during
reading. The students are also having conversations
about their reading and connecting through social
learning.
● Theorist Jerome Bruner demonstrates in his theory
of discovery learning that given children models
and examples before they solve a similar problem
allows understanding of expectations and
procedural steps (​Flock, 2018)​. In this lesson, I
model and think aloud how to stop and think about
what I am reading.
● B.F. Skinner writes in his theory of operant
conditioning that positive reinforcement
implements positive and productive performance
on the behavior that is being conditioned. I
demonstrated this throughout my lesson by
acknowledging good work and praising students
publicly. This will encourage good behaviors.
Assessments
How will you determine if students are meeting the intended learning objectives? Are they aligned
with your objective(s) and your procedure? What type of feedback will you give your students?
Type of Description of Modifications Evaluation Criteria - Feedback
assessment: assessment to the What evidence of What feedback will
(Formative or assessment so student learning you give your
summative) that all (related to the learning students after the
Identify each students could objectives and central assessment?
as formative or demonstrate focus) does the
summative their learning assessment provide?
assessments What data will you
collect that is
measurable and
observable?
Formative Check-in Students may This assessment is to I will praise and
Conferences:​ I will need track the students provide positive
go to each student instructions progress during the reinforcement to all
and conference. I repeated and to lesson. It will provide the students who
jump from student be reminded to a snapshot of the exhibit appropriate
to student as they stop reading students strengths and behavior. While
work to stop and often. weaknesses. The conferencing I will
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 think while reading measurable and redirect the
and jot down their observable data is students if needed.
thinking. whether the students If a student is
are stopping while struggling with
they read and jot down stopping, I will
notes in their books. place post-it notes
on the page and
they will have to
stop at each post-it.
Summative Closing:​ Students Students may The students should If a student does
will share one of need have at least 5 post-it well, I will praise
the five post-it instructions notes with their them and they will
notes to sum up repeated and to responsive thinking. get a check by their
their thinking be reminded to name in my records
during the lesson. complete at for today. If not, I
least five will put an X and
post-its. the skill will be
Students can revisited during the
use anchor next lesson.
charts to guide
them. If a
student is
struggling with
stopping, I will
place post-it
notes on the
page and they
will have to
stop at each
post-it.

I will be passing this lesson along to the other 3rd grade teachers so they can use it in their
classrooms.