The Frog's Tale
English • 45 • 27 students • Created with AI following Aligned with Common Core State Standards
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Teaching Instructions
B. Reading for Gist: “Why the Frog Has a Long Tongue” (15 minutes) Distribute copies of “Why the Frog Has a Long Tongue.” Explain that over the next several lessons, students will use this text to begin building expertise about narrative texts.
Read it aloud for students without stopping, as they read along silently in their heads.
Ask students to turn and talk and use total participation techniques to invite students to share their responses with the whole group:
“What is the text about?” (Student responses may vary, but could include it’s a story explaining why frogs have long tongues.)
Explain that today they will read this text for the gist. They will reread it more closely in Lesson 2, looking at what makes it a narrative.
Post and review the Close Readers Do These Things Anchor Chart.
Tell students that the text is challenging and may have unfamiliar words. Reassure them that they are not expected to understand it fully the first time. Remind them that being willing to struggle is one key to being a strong reader of difficult texts.
Distribute and display Finding the Gist and Unfamiliar Vocabulary: “Why the Frog Has a Long Tongue.” Tell students that they can draw or write in the gist column. These are just notes to help them remember what each excerpt is mostly about.
Display the first paragraph of “Why the Frog Has a Long Tongue.” Read it aloud for the whole group and invite students to chorally read with you.
Using a total participation technique, invite responses from the group:
“What is the gist of this part of the text? What is it mostly about?” (It describes Kikker, a young frog.)
“Are you unsure about the meaning of some words? Which words are they?” (Responses will vary.)
“Choose a word you are unsure about the meaning of. Which strategy would be most effective in determining the meaning of that word?” (Responses will vary.)
Repeat this process as you read the remainder of the text.
Invite students to share any new words, adding any unfamiliar words to their vocabulary logs. Add any new words to the academic word wall and domain-specific word wall and invite students to add translations in native languages.
Focus students on the learning targets. Read the first two aloud, pausing after each to use a checking for understanding protocol for students to reflect on their comfort level with or show how close they are to meeting each target. Make note of students who may need additional support with each of the learning targets moving forward.
Repeat, inviting students to self-assess against how well they applied their learning in this lesson.
Meeting Students’ Needs For students who may need support finding the gist: Consider highlighting or underlining key phrases in their individual copy of the text “Why the Frog Has a Long Tongue” in advance. This will lift the gist up for them as they read along silently in their heads. (MMR)
Closing A. Launching Independent Reading (15 minutes) Launch independent reading. Refer to the Independent Reading: Sample Plan to guide students through selecting books, or use your own routine.
Meeting Students’ Needs For ELLs and students who may need additional support with vocabulary: Encourage students to choose books even if the vocabulary is difficult. They can practice inferring the meaning of unfamiliar words and determining the gist. (MMR)
For students who may need additional support with reading stamina: Provide opportunities to take breaks at predetermined points. Let them choose from a list of appropriate break activities (e.g., getting a drink of water, stretching, etc.). (MME)
Focus on ENL students; Make it more exciting
The Frog's Tale
Lesson Overview
Grade Level: 3rd Grade
Subject: English Language Arts
Duration: 45 minutes
Curriculum Alignment: Common Core State Standards (CCSS.ELA-LITERACY.RL.3.1, CCSS.ELA-LITERACY.RL.3.2, CCSS.ELA-LITERACY.RL.3.4)
Learning Targets:
- Students will be able to determine the gist of a narrative text.
- Students will identify unfamiliar vocabulary within a narrative context.
- Students will reflect on their reading comprehension and strategy use.
Materials
- Copies of “Why the Frog Has a Long Tongue” for each student
- Anchor Chart: Close Readers Do These Things
- Vocabulary Logs
- Academic and Domain-Specific Word Walls
- Independent reading books from classroom library
Preparation
- Highlight key phrases in student copies for those who need support.
- Prepare the classroom library with a diverse range of books, including appealing options for ELL and ENL students.
- Set up areas for independent reading and breaks.
Lesson Plan
Reading for Gist: “Why the Frog Has a Long Tongue” (15 minutes)
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Introduction (2 minutes)
- Explain to students that they will start reading a story called “Why the Frog Has a Long Tongue.” Emphasize that understanding stories is like becoming detectives of fun and interesting narratives.
- Reassure students that they will discover more about narratives over the next few lessons.
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First Read-Through (5 minutes)
- Distribute the text and read it aloud to the class without interruptions. Ask students to read along silently, engaging with the story and starting to shape a general idea of what it's about.
- Encourage students not to worry about understanding everything but to think about the overall idea.
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Turn and Talk (4 minutes)
- Using the prompt, "What is the text about?" have students discuss with a partner.
- Invite a few pairs to share their thoughts with the class. Guide them toward recognizing it’s an explanation of why frogs have long tongues.
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Close Reading Strategies (2 minutes)
- Introduce the Close Readers Do These Things Anchor Chart. Highlight strategies like rereading and asking questions about words and ideas.
- Encourage a mindset of perseverance with challenging texts.
Exploring Gist and Vocabulary (15 minutes)
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Finding the Gist (5 minutes)
- Focus on the first paragraph of the text. Read it aloud, then have students chorally read it together.
- Ask, "What is the gist of this part? What is it mostly about?" Ensure students note that it's about Kikker, the young frog.
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Vocabulary Discussion (5 minutes)
- Query students about unfamiliar words. Ask, "Are you unsure about the meaning of some words? Which words are they?"
- Discuss effective strategies to deduce the meanings, like context clues or breaking down the word roots.
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Whole Class Sharing (5 minutes)
- Invite students to log new and unfamiliar words. Add words to the class word walls, encouraging translations where applicable.
- Discuss strategies used for vocabulary and share successes.
Focus and Reflection (Focus on ENL Students) (5 minutes)
- Explicitly focus on engaging English as a New Language (ENL) students by making vocabulary and gist exploration more interactive through quick drawings or gestures.
- Encourage creative associations with the words, like making a fun memory link or story.
Closing: Launching Independent Reading (Closing) (15 minutes)
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Introduction to Independent Reading (3 minutes)
- Explain the importance of choosing a book and enjoying it, even if some words are tough. Encourage exploration and imagination.
- Reinforce that independent reading is a chance to practice deducing word meanings and understanding broader stories.
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Book Selection and Reading (7 minutes)
- Guide students to select a book for independent reading. Keep the room atmosphere calm and inviting for reading.
- Provide support to students, especially ENL learners, helping them select books or providing quick breaks as needed.
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Reflection and Sharing (5 minutes)
- Briefly gather students to reflect on their reading selection and initial feelings about their choice.
- Encourage brief shares of what they liked about the book they picked or a word they found fascinating.
Meeting Students' Needs
- Differentiated Support: Provide highlighted copies for students who need assistance identifying main points and vocabulary.
- ENL Engagement: Use playful learning techniques to make vocabulary exploration more exciting and interactive.
- Reading Stamina Development: Offer planned breaks and structured reading habits to sustain focus.
This lesson is designed to engage students’ curiosity and hone their ability to grasp reading essentials while making English learning rewarding and adventurous.
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