Title: Reading Comprehension
Author: Carol Sue Englert
Subject: Language Arts
Grade Level – 3rd grade
Duration – 60 minutes
Unit Description – Focusing on the students’ level of competency when it comes to new material such as certain reading selections.
Objective – To strengthen the student’s ability in reading comprehension to read more fluently. And then learning vocabulary that will aide the student’s reading comprehension.
Common Core Standards –
· CCSS.ELA-LITERACY.RI.3.7 - Use 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).
· CCSS.ELA-LITERACY.SL.3.1 - 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.
Big Ideas –
· Students will be able to read a passage and understand what is being read.
· Students will be able to follow along with the pictures to help aid their thinking process.
· Students will be able to follow along with the reading while listening to the audiobooks.
· Students will be able to learn new reading vocabulary.
Barriers –
· Pronunciation (speech problem)
· Learning disability (reading)
· Spelling
· Motor skill disability (gripping a pencil)
UDL Checkpoints –
Guideline 7: Provide options for recruiting interests
· Checkpoint 7.2 – Optimize relevance, value, and authenticity
· Checkpoint 7.3 – Minimize threats and distractions
Guideline 5: Provide options of expression and communication
· Checkpoint 5.1 – Use multiple media for communication
· Checkpoint 5.3 – Build fluencies with graduated levels of support for practice and performance
Guideline 6: Provide options for executive functions.
· Checkpoint 6.2 – Support planning and strategy I
Guideline 1: Provide options of perception
· Checkpoint 1.2 – Offer alternatives for auditory information
Guideline 3: Provide options of comprehension
· Checkpoint 3.1 – Activate or supply background knowledge
· Checkpoint 3.4 – Maximize transfer and generalization
Guideline 8: Provide options for sustaining effort and persistence
· Checkpoint 8.3 – Foster collaboration and communication
[ATTACHED BELOW IS THE FULL IN-DEPTH LENGTH OF THE LESSON PLAN]
Author: Carol Sue Englert
Subject: Language Arts
Grade Level – 3rd grade
Duration – 60 minutes
Unit Description – Focusing on the students’ level of competency when it comes to new material such as certain reading selections.
Objective – To strengthen the student’s ability in reading comprehension to read more fluently. And then learning vocabulary that will aide the student’s reading comprehension.
Common Core Standards –
· CCSS.ELA-LITERACY.RI.3.7 - Use 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).
· CCSS.ELA-LITERACY.SL.3.1 - 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.
Big Ideas –
· Students will be able to read a passage and understand what is being read.
· Students will be able to follow along with the pictures to help aid their thinking process.
· Students will be able to follow along with the reading while listening to the audiobooks.
· Students will be able to learn new reading vocabulary.
Barriers –
· Pronunciation (speech problem)
· Learning disability (reading)
· Spelling
· Motor skill disability (gripping a pencil)
UDL Checkpoints –
Guideline 7: Provide options for recruiting interests
· Checkpoint 7.2 – Optimize relevance, value, and authenticity
· Checkpoint 7.3 – Minimize threats and distractions
Guideline 5: Provide options of expression and communication
· Checkpoint 5.1 – Use multiple media for communication
· Checkpoint 5.3 – Build fluencies with graduated levels of support for practice and performance
Guideline 6: Provide options for executive functions.
· Checkpoint 6.2 – Support planning and strategy I
Guideline 1: Provide options of perception
· Checkpoint 1.2 – Offer alternatives for auditory information
Guideline 3: Provide options of comprehension
· Checkpoint 3.1 – Activate or supply background knowledge
· Checkpoint 3.4 – Maximize transfer and generalization
Guideline 8: Provide options for sustaining effort and persistence
· Checkpoint 8.3 – Foster collaboration and communication
[ATTACHED BELOW IS THE FULL IN-DEPTH LENGTH OF THE LESSON PLAN]
![](http://www.weebly.com/weebly/images/file_icons/pdf.png)
lesson_udl_2_cep_452_ashley_moore.pdf | |
File Size: | 219 kb |
File Type: |
Image: http://www.openculture.com/freeaudiobooks
[The image provided comes from a great website that has hundreds of free audiobooks. Great resource to use when finding audiobooks for your classroom.]
[The image provided comes from a great website that has hundreds of free audiobooks. Great resource to use when finding audiobooks for your classroom.]