Strong Start Routines

Overview

This first-week ELA day builds classroom reading routines and introduces informational-text thinking. Students practice asking and answering questions about a short text, using evidence from the text to begin independent comprehension.

Learning intentions

• Students will ask and answer questions about an informational text.
• Students will use details from the text to support their answers.
• Students will practice a writing routine that establishes a clear narrator and event sequence.
• Students will learn daily comprehension and discussion expectations.

Success criteria

• I can ask a question about the text I read.
• I can answer my question using information from the text.
• I can point to a specific sentence or detail that supports my answer.
• I can write a short narrative that introduces a character and events in order.

Curriculum links

• Reading: informational texts independently at the high end of the Grade 2–3 text complexity band.
• Ask and answer questions showing understanding, referring explicitly to the text.
• Write narratives that establish a situation, introduce a narrator/characters, and organize events in a natural sequence (CCSS.ELA-LITERACY.W.3.3a).
• Write with a clear topic and group related information together; include illustrations when useful (CCSS.ELA-LITERACY.W.3.2a).

Lesson structure (60 minutes)

1. 0–5 min · Welcome & routine cue. Teacher greets students and reviews “Read, Think, Prove” with a quick gesture routine; students repeat the steps and explain what “prove” means (use the text).

2. 5–12 min · Mini-lesson: Asking good questions. Teacher models two question stems (“What does the text tell us about…?” “Why do you think…?”) using a chart; students turn-and-talk to choose one question they want to answer after reading.

3. 12–22 min · Shared reading (dyslexia-friendly). Teacher reads a short, Grade 3-appropriate informational text aloud while students follow along with a highlighted copy (chunked paragraphs, larger font if available). Students mark the text with a simple code: underlining key details; teacher pauses for prediction and rereads difficult sentences slowly.

4. 22–35 min · Guided practice: Question & evidence. Teacher displays a sentence from the text and models answering with evidence (“The text says…, so the answer is…”). Students complete a “Question + Evidence” organizer for 2 answers in pairs; teacher circulates and prompts students to cite the exact detail (no opinions without text support).

5. 35–45 min · Write routine: Tiny narrative sequence. Teacher introduces a quick-writing prompt connected to the text topic (example: “A new student visits our classroom and learns one routine.”). Students write 4–6 sentences that: introduce a character/narrator and show events in order. Students use a simple checklist aligned to the requirement: character + what happens first/next/last.

6. 45–55 min · Share & build understanding. Students choose one question/evidence response and one sentence from their writing to share. Teacher reinforces language frames: “I asked…, and the text shows…, so…”. Class listens for evidence being mentioned.

7. 55–60 min · Exit ticket. Each student answers: “One question I asked about the text was… and my evidence was the sentence that says…” Teacher collects for quick checks.

Resources

• Short informational text (1–2 pages) at Grade 2–3 text complexity level
• Student copy in large print with chunked paragraphs
• “Read, Think, Prove” anchor chart
• Question + Evidence graphic organizer
• Quick-write prompt sheet
• Sentence frames for answering (e.g., “The text says…”, “This means…”)
• Color-coded highlighters or sticky notes for marking evidence
• Pencils, erasers, and drawing materials for illustration supports

Assessment

• Formative: teacher listens during pair work for whether students reference the text when answering.
• Formative: check “Question + Evidence” organizers for evidence alignment (sentence/detail must match the text).
• Exit ticket: verify each student can both ask/answer a question and name a specific supporting detail.

Differentiation

• Provide dyslexia-friendly options: pre-highlighted text, larger font/spacing, audio read-aloud by teacher, and allow students to track with a finger or reading ruler.
• Offer sentence starters and answer frames for students who need structure (question stem bank; “The text says…” / “I can prove it because…”).
• Support students needing more guidance with a teacher-led first example and a partially completed organizer (one answer provided as a model).
• Group students intentionally for pair work: mix strengths so students can discuss evidence and phrasing.
• For EAL learners: allow oral rehearsal with partner before writing; provide a word bank drawn from the text.
• Extension for advanced learners: students write an additional “Why” question and answer it using evidence, or add one extra event to their narrative (first/next/then/last) while keeping the order clear.