Weekly Plan for Shared Reading – Grade Three

Weekly Lesson Plan for Shared Reading ? Grade 3

Level: Fluent

Week of: April 24, 2004

Note: This sample plan contains considerably more detail than you would include in your own day book plan. This level of detail has been provided as a guideline, to show what you should be considering as you plan your lesson.

Text

NHL Playoff Leaders, from the Toronto Star, Tuesday, April 27, 2004

Overview of Text

This table presents statistical information on the points acquired by the players in the hockey playoff series.

Context

The students are involved in writing a classroom newspaper. The sports section is to report on the results of the school's house-league floor hockey teams.

Purpose

To teach students how to read charts and how to use text features to make meaning.

Time Frame

? 4 ? 5 days ? 10 ? 15 minutes

Materials

Adaptation/ Extension Opportunities

? 2 samples of row-and-column tables from I See What You Mean, by Steve Moline, ? 1995, Stenhouse Publishing. p. 108: "Other Planets" p. 113: "The planets"

? chart outlining reasons why tables are used ? a row-and-column table with figures from the sports section of a

newspaper, copied onto acetate and as individual printed copies for students ? chart of the city abbreviations used in the table, and the full name of the cities ? chart paper ? markers ? pens ? highlighters ? chart with questions ? a computer lab and a data projector (optional)

? use the computer, so that students can learn how to create their own tables

? post these tables on bulletin boards in the school

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Curriculum Expectations

Students will:

Reading ? read a variety of fiction and non-fiction materials (e.g., chapter books, children's reference books) for different purposes ? express clear responses to written materials, relating the ideas in them to their own knowledge and experience and to ideas in other materials that they have read ? select material that they need from a variety of sources ? use their knowledge of the organization and characteristics of different forms of writing as a guide before and during reading

Writing ? accurately use titles and subheadings as organizers ? use visual material to reinforce a message ? select and correctly use the format suited to their purpose for writing

Oral and Visual Communication ? identify basic elements of text (e.g., size of print) and basic techniques that help convey the message in print and media materials

Assessment Opportunities

The teacher observes, and notes in the Retelling Checklist for Factual Texts, the students' ability to:

? interpret charts, tables, and pictures ? identify basic elements of text (e.g., size of print) and basic

techniques that help convey the message in print and media materials

The teacher observes, and notes from writing samples, the students' ability to:

? accurately use titles and subheadings as organizers ? use visual material to reinforce a message ? select and correctly use the format suited to their purpose for

writing

Reflections for Students and

Teacher

Students: ? In a learning log, list the new text features you have learned that will help you to interpret and create tables.

Teachers: ? What skills and strategies did students learn? How well did they apply these skills and strategies?

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? How did the instructional strategies used enable student learning? What improvements could be made in your teaching? What next steps should be planned?

? Was the text selection appropriate for the purpose?

Note: The teacher's responses to these questions should be recorded with other assessment data for these students.

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Day

Day 1

Procedure

Before The teacher:

? introduces the idea of using tables in order to present information in an alternate way

? tells students that tables are often used in science; provides two samples on overheads

? shows on chart the reasons why tables are used: ? to record results ? to organise information ? to compare information ? to make decisions

? asks students to look at the two samples and determine what the reasons were for creating tables to present the information in this manner

? makes the link to the class newspaper project and the need to present the lead goal-scorers of the floor hockey playoff

During

The teacher: ? presents the overhead of the NHL Playoff Leaders ? with an overhead marker draws the students' attention to the text elements and explains that: ? the title of the table is called the first-level heading and is in bold type and a bigger size than the rest of the table ? column headings ("goals", "assists", "points") give the context for each of the cells below them and are written in bold type but in a smaller size than the first-level heading ? row headings (players' names) define the theme for each cell in the row (as an aside, explain the meaning of each of the abbreviations; show the students a chart with the abbreviations and their meanings) and are written in standard type and the same size as the column headings ? asks the students to use pens and highlighters to indicate on their copies the features of a table

After

The teacher observes and notes the students' ability to: ? identify the basic elements of the chart ? asks the students to write in their learning logs what they know about the features of row-and-column tables

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Day

Day 2

Procedure

Before The teacher:

? reviews the purpose of tables and the features of a row-and-column table with figures (as presented on Day 1)

? explains that the lesson today will show how to make meaning from the table

During

The teacher: ? explains that we make meaning by linking the cell's information with its row and column headings ? demonstrates how to follow the paths of the row and column ? states the information in sentence form ? writes the sentence on chart paper and invites the students to read along: "Koivu, of the Montreal Canadiens, scored three goals and assisted in eight goals to give him a total of eleven points." ? invites students to give two more examples orally of reading from the chart ? writes these two examples on the chart and invites all the students to read along ? asks the students to pair up and on their copy of the table write two examples of how we link the row and column information to obtain information from the table

After

The teacher observes and notes from writing samples the students' ability to:

? accurately use titles and subtitles to organize their writing

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Day

Day 3

Procedure

Before

The teacher: ? reviews how we make meaning from a row and column table ? explains that the lesson today will be about how to search the table for information in order to answer questions

During The teacher:

? draws the students' attention to the chart for question #1 (the acetate of the table is on the overhead projector): How many players from Montreal and Colorado are playoff leaders?

? invites students to answer ? asks for an explanation of how that answer was reached ? demonstrates by highlighting the abbreviations of the names of the

cities on the table ? asks question #2: Which player has scored the most goals during the

playoffs? ? repeats the above steps

After

The teacher: ? invites the students to pair up and complete the assignment sheet: ? Which player had the most assists? List all the players from teams in Canada.

? You are the General Manager of a strong defensive team but because of player injuries your offensive lines are weak. Based on the information in this table, name 3 players from his list that you would like to sign up. Why?

The teacher observes and notes in the Retelling Checklist for Factual Texts the students' ability to:

? interpret tables

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