Grade 3 Home Language Lesson Plan Shared Reading

Lesson Plan Title: Grade 3 Home Language Lesson Plan: Term 2 – Shared Reading

Materials Needed:

  • Picture book or big book for shared reading (appropriate for Grade 3 level)
  • Whiteboard and markers
  • Vocabulary cards
  • Worksheets for students
  • Digital device (if using an interactive whiteboard or e-book)
  • Sticky notes
  • Chart paper
  • Flashcards

Learning Objectives:

By the end of this lesson, students will:
1. Demonstrate understanding of the text by answering questions about key details.
2. Identify and discuss the main idea and supporting details in the story.
3. Use context clues to determine the meaning of new vocabulary words.
4. Engage in collaborative discussions about the text with peers and the teacher.
5. Retell the story, including specific details and sequencing events correctly.

Vocabulary:

  1. Character: A person or creature in a story.
  2. Setting: The time and place where a story happens.
  3. Plot: The sequence of events in a story.
  4. Illustration: A picture or drawing that accompanies text.
  5. Retell: To tell again or recount the story in one’s own words.

Previous Learning:

Students have been introduced to basic components of a story, including characters, setting, and plot, through previous shared reading sessions. They have also practised answering comprehension questions and discussing stories.

Anticipated Challenges and Solutions:

  • Challenge: Students may struggle with long or complex sentences.
    Solution: Break down sentences into smaller parts and use simple explanations.
  • Challenge: Limited vocabulary might impede understanding.
    Solution: Pre-teach challenging vocabulary using visuals and context clues.
  • Challenge: Engaging all students in discussions.
    Solution: Use think-pair-share and small group discussions to ensure all students participate.

Beginning Activities (10%):

  • (4 minutes) Welcome students and introduce the learning objectives.
  • (2 minutes) Show the cover of the picture book and ask students to predict what the story might be about.
  • (2 minutes) Discuss connections to previous lessons and activate prior knowledge (e.g., “Who remembers what we learned about characters?”).

Middle Activities (80%):

Direct Instruction (10 minutes):

  • Read the story aloud to the class, pausing to show illustrations and explain key events.
  • Model think-aloud strategies by demonstrating how to use context clues to understand new vocabulary.

Guided Practice (18 minutes):

  • (6 minutes) Discuss the main idea and key details as a class. Write students’ responses on the whiteboard.
  • (6 minutes) Use character and setting flashcards to review story elements.
  • (6 minutes) Have students work in pairs to answer comprehension questions using sticky notes.

Independent Practice (18 minutes):

  • (10 minutes) Students retell the story using story sequencing worksheets and illustrations.
  • (8 minutes) Complete a vocabulary worksheet where students match new words to their meanings.

End Activities (10%):

  • (2 minutes) Review the learning objectives and discuss whether they were met.
  • (2 minutes) Conduct an exit ticket activity where students write one thing they learned about the story.
  • (2 minutes) Allow students to share their exit tickets with the class.
  • (2 minutes) Provide feedback and praise students for their efforts.

Assessment and Checks for Understanding:

  • Observation during class discussion and pair activities.
  • Responses to comprehension questions.
  • Performance on independent practice worksheets.
  • Exit ticket responses.

Differentiation Strategies for Diverse Learners:

  • For struggling readers: Provide additional support by pairing them with stronger readers, using illustrations to aid comprehension, and offering simplified texts.
  • For advanced readers: Extend their learning with more challenging vocabulary and deeper questions about the text.
  • For English language learners: Use visual aids, gestures, and simplified language to ensure understanding, and pair them with bilingual peers if possible.

Teaching Notes:

  • Emphasise the importance of shared reading as it promotes reading fluency, comprehension, and a love for reading.
  • Use expressive tone and modulation to keep students engaged during read-aloud.
  • Allow students ample opportunity to engage with the text through questions and discussions.
  • Ensure that materials are accessible to all students, including those with visual or hearing impairments.

Accessibility Considerations:

  • Use large print books or e-books with adjustable text sizes for visually impaired students.
  • Use a microphone or sound system for students with hearing difficulties.
  • Provide text-based descriptions for illustrations for visually impaired students.

This well-structured lesson plan aims to engage Grade 3 students in an enriching shared reading experience, fostering both linguistic skills and a joy for reading.

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