Grade 3 | 45 Minutes | ELA Focus

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Common Core Standards

• CCSS.ELA-LITERACY.RI.3.1
  Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for answers.

• CCSS.ELA-LITERACY.RL.3.5
  Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.

• CCSS.ELA-LITERACY.SL.3.1
  Engage effectively in a range of collaborative discussions with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

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Learning Objectives

By the end of this lesson, the student will be able to:

• I can identify whether an item or story is real or not real (fable).
• I can explain why something is real or not real using simple examples.
• I can sort pictures and sentences into “Real” or “Not Real” categories.
• I can use pictures and clues to help me understand stories and facts.

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Success Criteria

• I can correctly sort at least 5 out of 6 items into Real or Not Real.
• I can say one reason why something is real or not real using simple words or pictures.
• I feel confident using pictures and clear words to help me understand stories.

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Materials & Supports

• Dyslexia-friendly printed cards (large font, sans serif, well spaced, high contrast) with pictures and simple text describing animals, snacks, and tablets.
• Two large labeled boxes or mats: Real and Not Real with matching icons (checkmark and X).
• Picture book or short passages about animals (real), fables featuring talking animals, and descriptions of tablets (technology).
• Visual "I Can" poster displayed for student reference.
• Sensory breaks and fidget tools as needed for focus.

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Lesson Breakdown

1. Warm-up & Introduction (7 minutes)

• Activity: Show & Tell: Present 4 cards one at a time (e.g., a real dog, a cookie, a cartoon tablet, a flying pig from a story).
• Ask the student: “Is this real or not real? How do you know?”
• Scaffold answers with sentence frame: “This is real because…” / “This is not real because…” with picture prompts.
• Use simple language with visual cues and supportive gestures.

2. Mini-lesson: What is Real? What is Not Real? (8 minutes)

• Define “Real” = something that you can see, touch, eat, or use in your daily life.
• Define “Not Real” (or fable) = a story or picture that uses imagination, like animals talking or things that don’t happen in real life.
• Show 2 clear examples of each, with visuals and short sentences on dyslexia-friendly paper.
• Use real items/snacks and toy tablets to make concrete connections.

3. Guided Practice: Sort It Out! (15 minutes)

• Use 10 cards with pictures and simple sentences: 5 real (dog, apple, tablet, cat, sandwich) and 5 not real (talking fox story, cookie that bounces, an animal that can fly like a bird in fables, tablet that talks back like a character).
• The student will place each card in the Real or Not Real box with teacher support.
• After sorting, use guiding questions: “Why did you put this in real? Can it happen in real life?”
• Encourage the student to explain with picture or word supports.

4. Independent Check & Self-Assessment (10 minutes)

• Present 4 new cards (2 real, 2 not real) separately. The student sorts independently.
• Use an easy checklist with “I can…” statements and smiley faces for self-rating:
  • I can tell if something is real or not real.
  • I can say why using pictures or words.
• Discuss success and areas for improvement in a supportive way.

5. Closing & Reflection (5 minutes)

• Review “I Can” poster together.
• Student picks their favorite card from the lesson and says if it’s real or not real and why.
• Give positive reinforcement with concrete praise: “You did a great job using pictures and words to tell real from not real!”
• Provide a quick tactile or sensory calming activity if needed to finish.

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Differentiation Strategies

Learner Need	Adaptations
Dyslexia	Use dyslexia-friendly fonts, color overlays, audio support with picture cards
Autism & Processing Challenges	Break tasks into smaller steps, use clear consistent language, allow extra processing time
Emerging Verbal Skills	Accept nonverbal responses using picture cards, gesture, or assistive communication devices
Attention/Focus	Incorporate sensory breaks, use preferred fidget tools, alternate sitting/standing position

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Teacher Notes

• Use concrete, multisensory materials to anchor abstract concepts.
• Repetition and clear visuals reduce cognitive load.
• Scaffold language with sentence starters and visual prompts.
• Celebrate small successes to build confidence and engagement.
• Monitor and adjust pacing fluidly depending on student needs.

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Visual Supports Sample

Real	Not Real (Fable)
Dog — “A pet that barks”	Talking Fox — “Fox talks in a story”
Apple — “You can eat it”	Cookie that bounces — “Not real”
Tablet — “Used for games”	Talking tablet — “Imaginary”

(Note: Replace dummy image URLs with actual printed images for class use)

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This lesson plan merges sensory, visual, and verbal strategies to support a learner with autism and cognitive processing challenges, while fully aligning with relevant 3rd-grade Common Core ELA standards.