Instructional Planning Form Teacher Name: Lacey Mahaney Grade: 3rd Grade Subject: Core Content, Learning Target for Activity Formative Modifications Reflection Literacy Program of the Day Assessment (RTI) Studies, or CCAS Monday, RL.3.3 I can check for Read to Someone Checklist – August 25 RF.3.4 understanding to Give Lexile levels Students who ask improve comprehension comprehension. Review urgency chart (discuss the major questions during difference between Read to Self and Read check for to Someone), EEKK (why do we sit this understanding way), voice level, and check for practice understanding (why do we do this, how is it different, etc) Model check for understanding The Little – White Owl Practice check for understanding –Jumanji I-Chart When we read to someone what – will it look like, feel like, and sound like? What are the teachers’ roles? Tuesday, RL.3.3 I can check for Read to Someone Checklist – August 26 RF.3.4 understanding to Practice check for understanding Ira Students who ask – improve Sleeps Over comprehension comprehension. questions during Review Lexile levels check for understanding Review urgency chart (discuss the major practice difference between Read to Self and Read to Someone), EEKK (why do we sit this way), voice level, check for understanding (why do we do this, how is it different, etc), and I-Chart Brainstorm How to choose books (let’s – make a deal and rock, paper, scissors)
Instructional Planning Form Teacher Name: Lacey Mahaney Grade: 3rd Grade Subject: Literacy Core Content, Program of Studies, or CCAS Learning Target for the Day Activity Formative Assessment Modifications (RTI) Reflection Monday, August 25 RL.3.3 RF.3.4 I can check for understanding to improve comprehension. Read to Someone Give Lexile levels Review urgency chart (discuss the major difference between Read to Self and Read to Someone), EEKK (why do we sit this way), voice level, and check for understanding (why do we do this, how is it different, etc) Model check for understanding – The Little White Owl Practice check for understanding –Jumanji I-Chart – When we read to someone what will it look like, feel like, and sound like? What are the teachers’ roles? Checklist – Students who ask comprehension questions during check for understanding practice Tuesday, August 26 RL.3.3 RF.3.4 I can check for understanding to improve comprehension. Read to Someone Practice check for understanding – Ira Sleeps Over Review Lexile levels Review urgency chart (discuss the major difference between Read to Self and Read to Someone), EEKK (why do we sit this way), voice level, check for understanding (why do we do this, how is it different, etc), and I-Chart Brainstorm – How to choose books (let’s make a deal and rock, paper, scissors) Checklist – Students who ask comprehension questions during check for understanding practice
August%2025%203rd%20Grade.docx