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Portfolio Exemplar Cover Sheet

Teacher Candidate Donovan Martinez Cohort # 414



Title of Exemplar Reading for Mastery

Portfolio Category I x II III IV V

ACEI Standard Curriculum- Content Knowledge

ACEI Standard Element(s):

2.1 Reading, Writing, and Oral LanguageCandidates demonstrate a high
level of competence in use of English language arts and they know, understand,
and use concepts from reading, language and child development, to teach reading,
writing, speaking, viewing, listening, and thinking skills and to help students
successfully apply their developing skills to many different situations, materials,
and ideas.

Semester Spring 2013 Date November 18, 2013

1. Description of exemplar and how it demonstrates meeting this ACEI Standard and
Elements.

This exemplar is taken from the Reading for Mastery curriculum. We use
Reading for Mastery in our 5
th
grade SPED resource room at Waialae Elementary
Public Charter School. This lesson was taught to one of our more severe students.

I was able to demonstrate mastery of this standard by properly using the
current classrooms curriculum to teach reading, writing, and oral language to my
students with SLD. To help my student practice oral language skills, my student is
presented with sounds and words that will be encountered in the upcoming story,
student reads sounds out loud. This helped my student read the story more
fluently as we also go over the meaning of unfamiliar words. When this is
completed, student practices his writing and comprehension skills by answering
comprehension questions both in writing as well as verbally.


2. Reflection on my professional growth in knowledge, skills, and dispositions
related to the ACEI Standard and Element(s).

A skill I gained from teaching this lesson is seeing how the lesson flows
from familiarize themselves with the different sounds and vocabulary words that
will be encountered while reading the story. This will help me to plan for future
lessons in both the SPED and General Education classroom setting. Identifying
this pattern was an important skill to for the learning process of students with
SLD.
Knowledge I gained from this lesson includes the knowledge of using a
scripted language arts curriculum. It was very easy to understand and very easy to
use. Although some teacher may not like the aspect of such a scripted lesson, I
feel that in the SPED setting, the consistency and the routine is crucial to the
development of students with SLD and can also help struggling readers in the
GenEd setting.

Dispositions I gained from this experience includes the communication
skills needed to collaborate with my mentor on using this scripted lesson as well
as the communication needed to effectively execute use of this scripted lesson.
My mentor and I practiced reading the script together, she highlighted certain
things I should look for (e.g. pronunciation, pausing, etc.). Prior to this lesson, I
also practiced reading the lesson to familiarize myself and to prepare myself for
any speed bumps that may occur along the way.









Dual Prep Lesson Plan Format

Teacher Candidate Name: Donovan Martinez Cohort #: 414 Todays Date: 11/17/13

Lesson Title: Reading for Mastery Teaching Date: 11/18/13

CCSS Content Area: Language Arts Grade Level: 5 Mentor Teacher: Sarah Mahoney

Step 1Desired Results
Brief narrative overview of lesson that specifies enduring understanding and
essential question
Students will review sounds, practice listening and following directions. Student
will read story #39 and answer comprehension questions based on context clues
as well as make predictions.

A. Common Core Standards:
Strand Topic Common Core State Standard
Reading Foundational


Phonic and Word
Recognition
5.RF.3 Know and apply grade-
level phonics and word analysis
skills in decoding words.
a. Use combined knowledge of
all letter-sound correspondences,
syllabication patterns, and
morphology (e.g., roots and
affixes) to read accurately
unfamiliar multisyllabic words in
context and out of context.

Reading Foundational

Fluency 5.RF.4 Read with sufficient
accuracy and fluency to support
comprehension.
a. Read grade-level text with
purpose and understanding.
b. Read grade-level prose and
poetry orally with accuracy,
appropriate rate. and expression.
c. Use context to confirm or self-
correct word recognition and
understanding. rereading as
necessary.




B. General Learner Outcome (GLO):
Effective Communicator
Complex Thinker

C. Hawaii Teacher Performance Standard:
A2.1 Reading, Writing, and Oral Language-Candidates demonstrate a high level
of competence in use of English language arts and they know, understand, and use
concepts from reading, language and child development, to teach reading, writing,
speaking, viewing, listening, and thinking skills and to help students successfully
apply their developing skills to many different situations, materials, and ideas.


E. IEP Annual Goal/Objective(s) for SPED students with mild/moderate
disabilities

Student Initial(s) IEP Goal/Objectives(s)
DL Given a list of words in isolation matched
to his independent reading level, DL will
accurately decode and read the words with
95% accuracy on 4 out of 5 opportunities.
Given a passage at his instructional level
DL will make a prediction about the text
prior to reading and will confirm his
prediction after he has read on 4 out of 5
opportunities.
Given a passage at his instructional level,
DL will read and answer text-based
questions (who, what, where) with 85%
accuracy on 4 out of 5 opportunities.
Given a passage at his instructional level,
DL will answer inferential questions (why,
what do you think) with answers that
make sense to the passage 60% of the
time.
Step 2Assessment Evidence

A. Performance Task (What will students do to demonstrate their learning?)

When teacher points to a sound from the list, student will say the sound. Student will
then read words from the vocabulary word list the fast way and by sounding it out.
Student will read the short story and be able to answer comprehension questions both
administered verbally and through completing corresponding work sheet.


B. Performance Criteria (How good is good enough? ATTACH checklists, rubrics, or
criteria.)

Assessment will be done through discussion and through completing a work sheet that
will be graded as pass/fail through completion or not.



Step 3Active Learning Plan

Procedures Teacher will Student will
Attending Cue e.g.,
How will transition from prior
activity be made?
How will students attention
be captured prior to the
lesson?

Say, Call me Respond,
Maybe!!! and be
ready to start lesson
by sitting quietly and
eyes and ears on the
teacher.
Anticipatory Set e.g.,
Introduce desired results; ask
essential question; connect
with student experience. Is
this review or new info?
Say, Today we will be doing our
Reading for Mastery. We will
review sounds, read vocabulary
words that will appear in our story,
Get ready to
participate, desk
clear except for story
book.
How does lesson link to
previous learning?
Is pre-assessment necessary?
How will lesson be presented?

read the story, and answer
comprehension questions.
Modeling e.g.,
What/how will you model?
How will you support students
to activate their own thinking?

Turn to Lesson 39 in the Reading
Mastery Level II Presentation
Book. Teacher will demonstrate
how to read each sound, then how
to read each word by reading each
sound and then by reading it the
fast way.

Repeat the sounds,
then repeat reading
each word by
sounding out each
sound and then
reading the word the
fast way.
Guided Practice e.g.,
How will students practice the
learning? How will you
prompt? What are you doing
for formative assessment?
What corrective feedback will
you provide?

Have student turn to story 39, ask
student to make a prediction of
what the story will be about. Have
student read the story and ask
comprehension questions along the
way to check for understanding.
While asking comprehension
questions, teacher will be taking
data to record how many if any
prompts are needed to help answer
each question.

Turn to story 39,
make a prediction
what the story will
be about then read
the story and answer
comprehension
questions based on
context clues.
Independent Practice
e.g., How will students
demonstrate ability to perform
skill independently?
Hand out worksheet 39 and instruct
student to write his name and the
date at the top and to complete the
worksheet.
Write his name and
date at the top of his
paper and complete
the worksheet.
Assessment Evidence-
Summativee.g.,
How will you do the
summative assessment to
determine to what degree
lesson and IEP objectives have
been accomplished? What
part of their learning will
students self-assess?

Collect the data taken while
answering comprehension
questions during the story read and
the worksheet assessment
administered at the conclusion of
reading the story.

Closuree.g.,
How will you summarize the
lesson, including revisiting the
Understanding and Essential
Question?
How will you connect this
lesson to future learning?

Ask student, So _____, what was
the story about? What do you think
is going to happen next?
Answer the
questions.

Modifications/Adaptations

SPED: Describe in detail what modifications/adaptations you will provide to support
learning.

Student A

In order to support DLs learning, we will work with him one on
one or in a small group. We will have him sit in an area where he
cannot see the other students in the classroom and be distracted
by their learning. He will be reading passages at his instructional
level which is the 2
nd
grade level.


Gen Ed: Differentiation Plan for the General Education classroom, non-IEP students.
Differentiate the learning environment, content, process, or performance task for
individuals or small groups (e.g., gifted, ELL students, reading groups).

Identify the type of need (e.g., ELLs,
gifted students, reading needs, etc.)
List the type of differentiation (learning
environment, content, process, or
performance task) and tell how you will
differentiate (e.g. change seating, give a
more advanced/simpler reading
assignment, etc.)
ELLs Have flashcards that have pictures that
correspond with vocabulary words.
Accelerated Learners Have the read passages at their
instructional level.
Struggling Students Priority seating; near or in teachers sight
line.

A. Materials to have ready:
Reading Mastery Level II Presentation Book
Reading Mastery Level II Storybook
Reading Mastery Level II Worksheets
Pencil
Data sheets


B. Approximate time needed for lesson:
45 minutes


C. Resources (where I got my ideas):
Reading Mastery Level II