Mini Lesson Plan EDU 536 (Based on SIOP Model)
Lesson Plan Title: Taking a Close Reading with Mr. Leprechaun
Name: Sandra De Loera
Grade Level: 3rd
ELD Objectives:
After the mini lesson on Close Reading about Leprechauns,
ELL students in grade 3 will be able to understand the
concept of close reading and know why it is important.
Students will follow along with the passage and depict
important aspects of the reading using English vocabulary
with 95% accuracy.
ELD Language Objective:
ELL students in grade 3 will listen actively to spoken
English, gestures, visuals, and demonstrations within an
academic context. Students will also use precise and
domain specific vocabulary to follow along with the class to
the reading about St. Patricks day.
ELD Content Objective:
ELL students in grade 3 will follow along to the reading and
be able to make connections and write notes as well as
annotate while reading about leprechauns. Students will
also be able to use their annotations to answer questions
about the passage afterwards.
Cog. Taxonomy/DOK Levels
Level 1: Define, Label, Recognize
Level 2: Categorize, Organize, Construct
Level 3: Contrast, Compare, Explain, Differentiate
Materials Key Academic Vocabulary
Pencils
Highlighters
Worksheet packet about
Leprechauns
Date: 3/13/17
ELA Language Standards for Grade Level
Knowledge of Language:
CCSS.ELALiteracy.L.3.3
Useknowledgeoflanguageanditsconventionswhen
writing,speaking,reading,orlistening.
VocabularyAcquisitionandUse:
CCSS.ELALiteracy.L.3.4
Determineorclarifythemeaningofunknownand
multiplemeaningwordandphrasesbasedongrade3
readingandcontent,choosingflexiblyfromarangeof
strategies.
CCSS.ELALiteracy.L.3.4.a
Usesentencelevelcontextasacluetothemeaningofa
wordorphrase.
CCSS.ELALiteracy.L.3.4.d
Useglossariesorbeginningdictionaries,bothprintand
digital,todetermineorclarifytheprecisemeaningof
keywordsandphrases.
CCSS.ELALiteracy.L.3.5
Demonstrateunderstandingoffigurativelanguage,word
relationshipsandnuancesinwordmeanings.
ELA Content Standards for Grade Level
1.0 Listening and Speaking Strategies
1.1 Determine the purpose or purposes of listening (e.g., to
obtain information, to solve problems, for enjoyment).
1.2 Ask for clarification and explanation of stories and
ideas.
1.3 Paraphrase information that has been shared orally by
others.
1.4 Give and follow three- and four-step oral directions.
ELD Standards (2014) that apply
Collaborative
1. Exchanging information and ideas with others through
oral collaborative conversations on a range of social and
academic topics.
Interpretive
5. Listening actively to spoken English in a range of social
and academic contexts.
Productive
12. Selecting and applying varied and precise vocabulary
and language structures to effectively convey ideas.
Research Based Learning Strategies
(provide text chapters/reference)
Close Reading (50 Strategies)
Theory Base of Instruction
o Provide Comprehensible
Input
 o Increase Verbal Interaction
o Contextualize Language
o Reduce Anxiety
o Provide Active Involvement
Opportunities
Tapping into Prior Knowledge
(SDAIE)
Contextualize the Lesson Group
Discussion, Hands on Activities
(SDAIE)
Student to Student Interaction
(SDAIE)
Visualize-Organize (McEwan-
Adkins)

Pre-Assessment: How will you determine
prior knowledge?
For the pre-assessment students are just
going to be reading the passage on their
own with a partner to get familiar with it
before we start on the activity of close
reading.
Motivation Strategy: How will you catch
attention of students and focus their minds
on the learning goals?
http://michaelgr.com/2007/04/1
5/fixed-mindset-vs-growth-
mindset-which-one-are-you/
Read this article and then apply to
your lesson.
Real World Connection: How are learning
goals relevant to students lives?
You can connect this with real life
applications because students have to be
able to identify texts so this activity will
help students become familiar on how to do
it and what type of annotations that might
help them in the future.

All strategies will be research based and from one of
the texts. Please provide reference for each.
Teacher: Presentation/ Learning Activities (Strategy
Steps)
(includes language and content objectives, comprehensible
input, strategies , interaction, feedback. Use bullet points in
each of the three areas below.
Demonstrate close reading when you read aloud.
Observe and document students individual reading
levels.
Choose short texts with enough complexity to allow
students to practice comprehension strategies
Prepare questions that engage students in
reexamining texts and that support their ability to
meet the Common Core Standards
Documents students strengths and needs for re-
teaching
Teach students how to ask important questions
about the texts they read
Incorporate re-reading for gradually uncovering
deeper meaning
Relate to texts to the students past experiences
Focus on observing and analyzing
Provide experience using close reading in a wide
variety of texts
Constantly reflect on your instruction and strive to
improve your delivery, examples, and questioning.
1. Students are reading the passage the first time with
their partners.
2. Read the passage together as a class and walk
through the entire passage and make annotations.
3. Answer the questions in your table group by using
Students: Practice and Application
Note meaningful activities, interaction, strategies, practice
and application, feedback in each of the three areas below.
1. Students are reading the passage one time each to
their partner so they can get familiar for the first
time with the passage.
2. While we are reading the passage and the passage
is displayed on the document camera. The teacher
will make annotations and the students will be able
to see it on the board and at the same time the
student will be able to make the same annotations
as well.
3. Students are answering the questions together in
their group and then after the students have
worked on the questions for a while as a class as a
whole we will go back and answer the questions
together and go over if there was any questions.
Collaborative (engagement with others)
Students are working together when they are
reading to each other in partners.
Interpretative (comprehension and analysis of
written and spoken texts)
The whole activity of close reading deals with
comprehension because the point of this
activity is for the students to be able to
 the annotations that were taken while we read the understand what the passage is about .
passage. Productive (creation of oral presentations and
written texts)
Collaborative (engagement with others) For production students are annotating and
We are working together to do the close then students are answering questions as
reading and making annotations. well.
Interpretative (comprehension and analysis of
written and spoken texts)
The comprehension part of doing a close
reading activity is that students will be able
to understand the concept and the main idea
of the passage.
The goal of having students comprehend a
story is for the students to be able to retell
the story if needed because that will really
show that the student grasped the main idea.
Productive (creation of oral presentations and
written texts)
Through the creation of this activity of close
reading is making annotations in the passage.
In order to help students understand different
parts of the text.

Review and Assessment: What specific assessment tools Student Reflection: How will you provide for student
are being used? reflection on learning?

The assessment that students will be looked at is the
answers to the questions that students are answering with
their groups.
I will be asking student what they learned about the
passage about Leprechauns and St. Patricks day. I will ask
students to write two sentences on the back of their paper
about something they have learned about this passage and
this activity.

Teacher Reflection Extension:

What do you anticipate to be a problem for specific Based on data/evidence, what are the next steps for
students? future lessons? Provide evidence for your answer.

ELD Objective: I think that the language barrier
will be the most difficult part for the ELD
students in the classroom because if they do
not understand the language it will be difficult
for the students to understand the reading.
Content Objective: Students that have trouble
with reading will most likely struggle more with
this activity because students will struggle to
understand the passage.
The next step of my lesson is to do a fun
activity for St. Patrick s day that will
include the content that students have
learned from the passage and connect what
they learned with their fun activity for this
holiday that they celebrate on this day.