2. TLC Pathway – Reading 1.5 & 1.6
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TLC Pathway
Grade-Team Initiatives
Literacy Focus
Curriculum Expectation for Reading
1.5 Make inferences about texts using stated and implied ideas from the texts as evidence;
1.6 Extend understanding of texts by connecting the ideas in them to their own knowledge and
experience, to other familiar texts, and to the world around them.
Diagnostic
Students will read How the Birch Got Its Marks from a series of grade 3 native studies selections and
respond to the following using writing, illustrations, or graphic organizers.:
1. What is the main idea or message that the author of the text is communicating?
2. How do you know this is the main idea? What clues do you have from the text?
3. Are there any connections that you can make to the text?
The day after administering the diagnostic use the teacher directed model (which will be used in week 1
of the TLC Pathway instruction) to review the diagnostic text and demonstrate how a passage of text is
summarized.
Accommodations
Ø More time to work on the task.
Ø Provide response in the form of a graphic organizer.
Ø Test orally if necessary.
Ø Provide reading support in a small group as per similar needs.
Ø Allow use of a computer to respond to text.
Resources
A variety of resources are used through read aloud, small group readings of series books, non-fiction texts,
social studies & science texts and finally, mathematics. The five-week outline attached frequently uses read
aloud; however, other cross-curricular texts were covered using TLC Pathway strategies during the five-
week pathway.
3. TLC Pathway – Reading 1.5 & 1.6
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Five Week Lesson Plan Focused on Developing Student Knowledge
Week #1 – Teacher Directed
Review the process and work that was created in modeling summarizing with the diagnostic text.
Demonstrate the process in a teacher direction fashion using the selected text.
Text: The Brand New Kid (by Katie Couric)
Day 1 Introduction to Text
Ø Introduce the text.
Ø Read the text out loud to the class.
Day 2 Introduce the Concept of the Main Idea of the Text
Ø Read the text out loud.
Ø Discuss the main idea of the text.
Ø Chart the main idea of the text and keep it posted on the board.
Day 3 Identify Clues
Ø Review the main idea of the text that was charted the day previously.
Ø Read the text out loud.
Ø As a clue occurs in the text, place a post-it note beside it as a marker.
Ø Use a “think aloud” strategy to describe how each of the post-it notes relates to the
main idea of the text.
Ø Add to the chart the clues that were identified to help understand the main idea of
the text.
Day 4 Make Connections
Ø Review the main idea of the text and discuss the clues that back up the main idea
that were charted the day previously.
Ø Read the text out loud.
Ø As a connection occurs in the text, place a post-it note beside it as a marker.
Ø Use a “think aloud” strategy to describe how each of the post-it notes acts as a
connection (text-to-self, text-to-text or text- to-world)
Ø Add to the chart the one of each type of connection.
Day 5 Complete a paragraph to bring the 3 concepts together.
Ø Review the charted information with the main idea, the clues, and connections
made to the text.
Ø Write a paragraph to tie the three concepts together.
Ø Review the process of collecting the necessary information and communicating
that information in an effective manner.
4. TLC Pathway – Reading 1.5 & 1.6
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Week #2 – Teacher Directed with Student Involvement
Review the process and work that was created in the previous week. Using the teacher directed model, ask
students questions to evoke discussion throughout the process.
Text: The Giving Tree (by Shel Silverstein)
Day 1 Introduction to Text
Ø Introduce the text.
Ø Read the text out loud to the class.
Day 2 Introduce the Concept of the Main Idea of the Text
Ø Read the text out loud.
Ø Brainstorm with the class to get their ideas on what the main idea of the text is.
Ø Chart student responses.
Day 3 Identify Clues
Ø Review the main idea of the text that was charted the day previously.
Ø Read the text out loud.
Ø Ask for students to raise their hand when they think we have come across a clue in
the text.
Ø As clues are identified by students place a post-it note beside it as a marker.
Ø Add to the chart the clues that were identified to help understand the main idea of
the text.
Day 4 Make Connections
Ø Review the main idea of the text and discuss the clues that back up the main idea
that were charted the day previously.
Ø Read the text out loud.
Ø Ask for students to raise their hand if they have a connection that they can make
as we read through the text.
Ø As a connection occurs in the text, place a post-it note beside it as a marker.
Ø Use a “think aloud” strategy to describe how each of the post-it notes acts as a
connection (text-to-self, text-to-text or text- to-world)
Ø Add to the chart the one of each type of connection.
Day 5 Complete a paragraph to bring the 3 concepts together.
Ø Review the charted information with the main idea, the clues, and connections
made to the text.
Ø Ask students to participate in the writing of a paragraph to tie the three concepts
together (a shared writing activity).
Ø Review the process of collecting the necessary information and communicating
that information in an effective manner.
5. TLC Pathway – Reading 1.5 & 1.6
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Week #3 – Small-Group with Teacher Support
Review the process and work that was created in the previous week. Student will now work in groups of 4
through the process with direction as to what tasks will be completed on each day.
Text: “No Bullies Allowed” Series
Day 1 Introduction to Text
Ø Each group reads one of the “No Bullies Allowed” series of books.
Day 2 Introduce the Concept of the Main Idea of the Text
Ø The group reads the text out loud.
Ø The group brainstorms ideas to determine what the main idea of the text is.
Ø Students chart their responses.
Day 3 Identify Clues
Ø Each group reviews the main ideas of their text that was charted the day
previously.
Ø A member of the group reads the text out loud.
Ø Students identify when they think they have come across a clue in the text.
Ø As clues are identified the students place a post-it note beside it as a marker.
Ø The clues that were identified to help understand the main idea of the text are then
added to each group’s chart.
Day 4 Make Connections
Ø Groups review the main idea of the text and discuss the clues that back up the
main idea that were charted the day previously.
Ø A member of the group reads the text out loud.
Ø Students indicate if they have a connection that they can make as they read
through the text.
Ø As a connection occurs in the text, a post-it note is placed beside it as a marker.
Ø Students add their connections to their chart.
Day 5 Complete a paragraph to bring the 3 concepts together.
Ø Students present their charted information with the main idea, the clues, and
connections made to the text.
Ø They share their strategies with classmates on how they agreed upon the main
idea and the clues.
Ø At the end of group presentations a discussion takes place about the similarities
and differences in the texts (all about bullying) and the process they used in this
exercise.
6. TLC Pathway – Reading 1.5 & 1.6
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Week #4 – Pairs with Teacher Support
Review the process and work that was created in the previous week. Student will now work in pairs through
the process with direction as to what tasks will be completed on each day.
Text: I Love You Mommy (by Jillian Harker)
Day 1 Introduction to Text
Ø The text is read aloud to the class by the teacher.
Day 2 Introduce the Concept of the Main Idea of the Text
Ø The text is read aloud to the class by the teacher.
Ø The partners brainstorm ideas to determine what the main idea of the text is.
Ø Students record their ideas on their graphic organizer.
Day 3 Identify Clues
Ø Students review the main idea of their text that was recorded the previous day on
their graphic organizer.
Ø The text is read aloud to the class by the teacher.
Ø Students identify when they think they have come across a clue in the text by
charting the clues on their graphic organizer.
Day 4 Make Connections
Ø Students review the main idea of the text and discuss the clues that back up the
main idea previously recorded.
Ø The text is read aloud to the students by the teacher.
Ø Students record on their graphic organizer if they have a connection that they can
make as they read through the text.
Day 5 Complete a paragraph to bring the 3 concepts together.
Ø The text is read aloud to the students by the teacher.
Ø Students review the information that they have placed in their graphic organizers.
Ø Students write a paragraph to explain the 3 concepts.
7. TLC Pathway – Reading 1.5 & 1.6
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Week #5 – Independent
Review the process and work that was created in the previous week. Student will now work independently
through the process with direction as to what tasks will be completed on each day.
Text: The Discovery of Maple Syrup
Day 1 Introduction to Text
Ø Each student reads a copy of the text that is taken from a series of grade 3 native
studies selections.
Day 2 Introduce the Concept of the Main Idea of the Text
Ø The student reads the text.
Ø The student brainstorms ideas to determine what the main idea of the text is.
Ø Students record their ideas on their graphic organizer.
Day 3 Identify Clues
Ø Students review the main idea of their text that was recorded the previous day on
their graphic organizer.
Ø Students read the text once again.
Ø Students identify when they think they have come across a clue in the text by
charting the clues on their graphic organizer.
Day 4 Make Connections
Ø Students review the main idea of the text and discuss the clues that back up the
main idea previously recorded.
Ø Students read the text out loud.
Ø Students record on their graphic organizer if they have a connection that they can
make as they read through the text.
Day 5 Complete a paragraph to bring the 3 concepts together.
Ø Students read the text.
Ø Students review the information that they have placed in their graphic organizers.
Ø Students write a paragraph to explain the 3 concepts.
8. TLC Pathway – Reading 1.5 & 1.6
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Student Assessment Task
Students will read How the Turtle Got Its Shell from a series of grade 3 native studies selections. The
students are given a graphic organizer that they are familiar with using in order to organize their ideas as
they are reading through the text. They are then asked to write a paragraph included the following
information:
1. What is the main idea or message that the author of the text is communicating?
2. How do you know this is the main idea? What clues do you have from the text?
3. Are there any connections that you can make to the text?
Students will be evaluated using the same criteria that were used in the diagnostic task.
The assessment rubric is attached.
All results of this TLC Pathway will be documented in a class data wall format to include the diagnostic
results, a prediction as to what level the student could be brought to through the five week lesson plan, and
the final student assessment task. Each student is assigned a number and they are represented on the
chart posted in the classroom by their number.
The assessment activity is merely a snap shot of the student’s performance at that moment in time. It is
important to take into consideration all of the performance tasks and pathway activities when reporting on
student progress.
Parental Connection
The TLC Pathway is an excellent tool that can be used in communicating with parents. Each term the
curriculum expectations being covered in the TLC Pathway are communicated to parents and then at the
end of the pathway their child’s progress is reported on. Communicating this information helps parents
better understand where there child begins, the needs identified to be addressed for their child, the progress
their child is making, and the next steps to be addressed in the learning process.
9. TLC Pathway – Reading 1.5 & 1.6
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TLC Pathway Grade 3 N.A. Kowcur
Curriculum Expectation for Reading
1.5 Make inferences about texts using stated and implied ideas from the texts as evidence;
1.6 Extend understanding of texts by connecting the ideas in them to their own knowledge and
experience, to other familiar texts, and to the world around them.
Level 1 Level 2 Level 3 Level 4
Student L M H L M H L M H L M H
6
12
9
18
2
19
5
10
8
16
1
15
4
11
14
17
3
13
7
Level 1 Level 2 Level 3 Level 4
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Assessment ____/____
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