Kahoot!

1.
2.

Go to www.kahoot.it and create an account.

Click on Create new Kahoot quiz.

3.

Search for a topic you for a quiz you would like to play. You
can press play or mark as a favorite.

4.

Press Launch

5. Have class log in to kahoot.it and enter game-pin:

5.

Have students sign in and press start.

6.

Students pick the best answer on their smart phones, I pads

or chrome books.

7.

Program will display data about who is winning:

8.

Jessica Rini
Reading Lesson
I.
Major Topic : Reading
II. Grade Level: 3
III. MATERIALS:
* Copy of higher level grade level passage
* Copy of differentiated passages
* White Board, Smart Board
* Chrome books for students
* Main Idea and Supporting Details graphic organizers
* Summary Graphic Organizers
* Question prompting cards for student leaders.
IV. Common Core Standards:
Standard 3rd Grade Readers identify the main idea and
details in a selection by recognizing the main idea is the

most important idea and that details tell more about the
main idea. CCRI2
V. Objective(s):
Smart Goal: 90% of students will be able to determine the
main idea and supporting details of a text at a level of
proficient, and 15% at a level of advanced. Advanced
includes being able to write a summary of the main idea and
supporting details without support.
.
VI. PROCEDURES:
Entrance Pass:
Students will play a game to review vocabulary words that
relate to the leveled readers.
They will review the
vocabulary using Kahoot Game that reviews main idea
vocabulary and story vocabulary.
Students will ask questions about why knowing the main
idea is important and how it relates to real life, it will be
student led discussion.
Introduction
Set Behavior Expectations: Explain students are to work
smart, stay on task, and try their best
Read standard aloud to students and unpack standard to
their understanding through questioning and discussion.
Steps/Learning
Activities/Differentiated Instruction:
I Do/ We Do We will listen to and read along with an
above level passage with students and dicuss what passage
is about. Student leaders will call on people and discuss
what the main idea is and supporting details.
Strategy and Grouping Pattern Used: Students will be

using grade level and differentiated passages based on their

Diagnostic Reading Levels, MAP reading data, and Wonders
reading data, they are also differentiated by skill level.
Students who have achieved mastery with main idea graphic
organizers will be summarizing using a template. Students
who have achieved mastery using a template will be writing
a summary independently about what the chapter in their
leveled reader.
Have Student Leaders Ask about Agreed Upon Rules
for Small Group Instruction.
Review Data Wall
You Do: Students will read differentiated passages and
use information from the text to complete main idea and
supporting details graphic organizers or write summary with
our without templates
Just Below Level Instruction: Destination Saturn
At Grade Level Readers: Destination Saturn
Above Grade Level Readers: Destination Saturn
Students will use Chome Books and Wonders Site to read the
texts and review concepts.
Teacher will work with small group of below level readers to
read passage and determine main idea and supporting
details.
Closure:
Assessment Activities:
Discussion with differentiated questioning and feedback to
wrap up lesson.
Student work will be analyzed to see if students are ready to
move to next step, summarizing or if they need more
reinforcement instruction.
Students will use Kahoot on Chrome books to review

important vocabulary and lesson concepts.

Jessica Rini
3 Grade Eastwood Elementary
Formal Lesson Observation
November, 2014
rd

I.

Major Topic: Reading

II.
III.
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*
*
*
*
*
*

Grade Level: 3
MATERIALS:
Copy of grade level passages
Copy of differentiated passages
White Board
Projector
Brainpop Video of Main Idea
Main Idea and Supporting Details graphic organizers
Entrance/Exit Pass

IV. Common Core Standards:

Standard 3rd Grade Readers identify the main idea and
details in a selection by recognizing the main idea is the
most important idea and that details tell more about the
main idea. CCRI2
V. Objective(s):
Smart Goal: 75% of students will be able to determine the
main idea and supporting details of a text at a level of
proficient, and 25% at a level of advanced.
.
VI. PROCEDURES:
Entrance Pass:
Students will rate their understanding of main idea and
supporting details exit pass. Circle:
(1-1 dont understand, 2- I understand partly
3-I
understand. )
Introduction
Set Behavior Expectations: Explain students are to work
smart, stay on task, and try their best
Read standard aloud to students and unpack standard to
their understanding through questioning and discussion..
Discuss vocabulary: main idea, supporting details
Steps/Learning
Activities/Differentiated Instruction:

I Do Teacher will play Brain Pop Video on main idea to the

class and discuss.
We Do Teacher will read grade level passage with
students and have students highlight main idea and
underline supporting details.
Strategy and Grouping Pattern Used: Students will be
using grade level and differentiated passages based on their
Diagnostic Reading Levels, MAP reading data, and Wonders
reading data, they are also differentiated by skill level.
Students who have achieved mastery with main idea will be
comparing it to another text.
You Do: Students will read differentiated passages and
use information from the text they read and highlight and
underline main idea and supporting details. Students will
complete main idea and supporting details graphic organizer.
Grade Level Instruction: Solar Eclipse Passage
Below Level Readers: Walking Cat Fish Passage
Grade Level Readers: Clouds Passage
Students who have achieved mastery level of 80% or above
will be comparing and contrasting main ideas across texts
with the water cycle text.
Teacher will work with small group of below level readers to
read passage and determine main idea and supporting
details.
Closure:
Assessment Activities:
Discussion with differentiated questioning and feedback to
wrap up lesson.
Students will rate their understanding of main idea and
supporting details on exit pass.
Put a square around:

(1 dont understand, 2- understand partly 3- I understand. )

Jessica Rini

I.
II.
III.
*
*
*
*
*
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*

Major Topic: Science

Grade Level: 3
MATERIALS:
Chromebooks for access to Tween Tribune
Student interactive science notebooks
White Board
Projector
Brainpop Video of Earthquakes
Main Idea and Supporting Details graphic organizers
Entrance/Exit Pass

IV. Common Core Standards:

Standard 3rd Grade Readers identify the main idea and
details in a selection by recognizing the main idea is the
most important idea and that details tell more about the
main idea. CCRI2
V. Objective(s):
Smart Goal: 75% of students will be able to determine the
main idea and supporting details of a text at a level of
proficient, and 25% at a level of advanced.
.
VI. PROCEDURES:
Entrance Pass:
Students will rate their understanding of main idea and
supporting details exit pass. Circle:
(1-1 dont understand, 2- I understand partly
3-I
understand. )
Introduction
Set Behavior Expectations: Explain students are to work
smart, stay on task, and try their best
Read standard aloud to students and unpack standard to
their understanding through questioning and discussion..
Discuss vocabulary: main idea, supporting details
Steps/Learning

Activities/Differentiated Instruction:
I Do Teacher will play Brain Pop Video on Erosion the class
and discuss.
We Do Students will share information from their
interactive notebooks about erosion and share pictures and
information from the notebooks on the whiteboard. Students
will ask each other questions based on the information that
is shared about erosion. We will have created pictures of the
earth that are cut like a puzzle to demonstrate the concept
of tectonic plates.
Student Questions:
What is an earthquake?
What causes earthquakes?
What are tectonic plates?
What are faults?
What are seismic waves?
What are the effects of an earthquake?
How do we measure earthquakes?
Strategy and Grouping Pattern Used: Students will be
using grade level and differentiated passages based on their
Diagnostic Reading Levels, MAP reading data, and Wonders
reading data, they are also differentiated by skill level.
Students who have achieved mastery with main idea will be
comparing it to another text.
You Do: Students will read differentiated passages about
earthquakes on the Tween Tribune site and use information
from the text they read to determine the main idea and
supporting details. Students will complete main idea and
supporting details graphic organizer.
You Do: Students will read differentiated passages and
use information from the text to complete main idea and
supporting details graphic organizers or write summary with
our without templates

Just Below Level Instruction: 740L

At Grade Level Readers: 910L
Above Grade Level Readers: 1030L
Students will use Chome Books and Tween Tribune to read
the texts and review concepts they will create graphic
organizer based on differentiated articles about earthquakes.
Teacher will work with small group of below level readers to
read passage and determine main idea and supporting
details.
Closure:
Assessment Activities:
Discussion with differentiated questioning and feedback to
wrap up lesson.
Students will rate their understanding of main idea and
supporting details on exit pass.
Put a square around:
(1 dont understand, 2- understand partly 3- I understand. )

Instructional Planning:
Focus:
Standard 3rd Grade Readers identify the main idea and
details in a selection by recognizing the main idea is the
most important idea and that details tell more about the
main idea. CCRI1
This lesson fits into our broader unit of examining
informational text and literature and determining main idea
and supporting details, comparing and contrasting different

texts components, and using context clues to explore

meaning. Once students are able to determine main idea
and supporting details they will be prepared to compare and
contrast the main ideas of different passages.
Students needs will be identified through reading level and
skill level.
I also determined that reading process generally a low skill
level on the Ohio Achievement Assessment that needs to be
focused on.
Objective(s): Students will be able to determine the main
idea and supporting details of a text. The goal is that each
student will achieve with 80%-100% accuracy.
This is important because it is a grade level standard that
needs to be achieved for 3rd grade.
Assessment Data:
Diagnostic: MAP scores, Wonders Diagnostic, Ohio State
Diagnostic Assessments will be used to determine reading
levels and differentiated instruction for the lesson.
Formative: informal pre-assessments:
Based on the formative assessments, students will be sorted
into those who achieved mastery: those students will be
given an accelerated activity to determine the main idea and
supporting details and compare it to another text, students
who are at level will continue to practice the skill with more
complex texts, and students who were below level: those
students will partake in an intervention activity with the

teacher.
Prior Content:
Students need prior knowledge of determining main idea of a
text. This lesson connects to real life when we discuss how
important it is to find the main idea of what you are reading.
Determining the main idea is a skill needed to decipher what
is important and what is not. This lesson connects to
reading and writing because students will be using reading
and writing skills.
This fits into our schools plan of instruction of determining
the important content, concepts, and processes in school
and district curriculum, it is a skill that needs to be reviewed
and refined before the Ohio Achievement Assessment. I am
using multiple pathways to reach student needs based on
students reading levels and the skill levels of determining
the main idea.
Knowledge of Students
I have met with families and worked to understand my
students development. I have discussed students progress
with families and determined plans and interventions for
families to help their students at home. I have worked with
colleagues to better understand how to assess prior
knowledge and support student development. I have worked
to make meaningful and relevant connections between the
lesson content and how lessons relate to students real life
experiences. I have worked to give students opportunities to
determine the main idea across content areas such as social
studies and science.
I have met with parents, spoken on the phone with families,
communicated through email and worked to establish

relationships with students and their families to get to know

their unique needs and experiences. Examples of this
communication include working with families to learn about
students emotional needs and strengths, academic needs
and strengths and ways to best teach their children.
Evaluator should know that I work in an impoverished school
district. This past year we were able to increase our reading
scores by 10%. This is a developmentally appropriate
learning activity because the first part of the lesson is at
grade level with learner supports and the lesson is
differentiated to students reading levels and skill levels.
Growth will be achieved through whole group and small
group interventions. I have used read alouds and think
alouds to model what good readers do and good reading
strategies. I have differentiated reading materials to meet
student needs. I have used learner supports such as graphic
organizers and pairing students to support student learning.
I have consulted with colleagues and planned content that is
developmentally appropriate and meets state standards. I
have used data gained through assessment to plan specific
strategies to meet individual student needs.
3 students in class are on individualized behavior plans to
help them learn self-control. Communication with parents of
these students takes place on a daily basis through notes,
phone calls, and texts.

Instruction and Assessment

Lesson Delivery
Goals for the lesson will be described at the beginning of the
lesson and learning targets will be clearly stated on board
and throughout lesson. Directions will be charted for
students to refer to and a student helper will be available for
students who have questions when the teacher is working
with a small group. I will clarify directions before students
ask questions and use a varied use of questioning to clarify
content and directions.
Instructional Strategies and methods to be used: Students
will begin lesson with watching a Brain pop video modeling
think aloud strategies for describing how the main idea and
supporting details are determined. Students will work
together as a class to describe stated goals and then will
work at their own level to achieve goals by describing the
main idea and supporting details. Students who are at 80%
or above with mastery will compare main idea and
supporting details between two texts. Students will work at
grade level with the group and at their individual reading
levels to determine the main idea. These methods create a
scaffolding to help students achieve goals.
Re-teaching will continue to occur for students who are not
able to achieve goal of 80% mastery. I will assist students
who need more reading support in a small group setting.
Differentiation
Strategies will be matched to student needs and strengths.
Students who need small group instruction will focus on
strategies to help break down the text for students and use
clues to help determine the main idea. I will use

independent, collaborative and whole class instruction to

help support the objective and students will show mastery
with support, without support and students who have
achieve mastery will refine their skill by comparing and
contrasting the main idea with the original text.
Lesson will be differentiated to reading levels to challenge
and engage students. Developmental gaps will be
addressed by differentiated instruction, teacher support,
small groups are differentiated by levels to offer support.
The lesson is also extended to compare and contrast
students who have met 80% mastery.
Resources:
*
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Copy of grade level text

Copy of differentiated text
White Board
Projector
Brainpop video
Copy of main idea graphic organizer for students
who have who have not achieved mastery (79% or
below)
Copy of main idea graphic organizer venn diagram
for students who are at 80% or above mastery.

Technology:
Students will watch a Brain Pop video on smart board and do
an interactive activity with whiteboard to show main idea.
Students will use white board to show their work from their
interactive notebooks and explain important concepts.

Teacher will use projector to model think aloud strategy for I

Do portion of lesson.
Online Behavior program, Class DoJo to track and monitor on
task behavior
Classroom Environment
The classroom environment is designed to support all
learners through differentiation and rules and procedures
that support all students feeling included and supported.
Safety is ensured through classroom rules that support
safety such as raising hand for permission to leave seat.
Respect is modeled by the teacher with the way students are
talked to and points are given for Class DoJo for respectful
and on task behavior.
I have worked hard the past 2 months to establish a rapport
with my students and their families. I do so through phone
calls,and daily behavior logs. We also keep in touch through
the daily planner the students bring back and forth. I have
met with parents during conferences, and open house,
during my planning for meetings in person and on the
phone.
Students are grouped according to reading levels and skill
levels for differentiated instruction.
Assessment of Student Learning
Understanding will be checked through student questioning
and formative assessment. It will also be checked through

entrance and exit passes and student work.

Students will demonstrate understanding of determining the
main idea and supporting details.
I will use assessment data to determine which students need
further re-teaching, intervention, and small group
instruction.
Name___________________
Circle your understanding level of main idea and supporting
details.
1 I dont understand what the main idea and supporting
details are.
2 I understand partly what the main idea and supporting
details are.
3 I understand what the main idea and supporting details
are.

Name___________________
Circle your understanding level of main idea and supporting
details.
1 I dont understand what the main idea and supporting
details are.
2 I understand partly what the main idea and supporting
details are.
3 I understand what the main idea and supporting details

are.