Académique Documents
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Description of Learner:
Include reading levels,
assessment data, any
differentiations; add new
information to each lesson
plan _____
Common Core ELA
Standard: Identify strand,
grade, number (e.g.,
RL4.3) & include entire
standard + any applicable
subcategory.
Student Learning
Objective (central
focus): ABCD
Audience: Who (the
student)
Behavior: What
(standard)
Condition: How
(strategy & text titles)
Degree: Measureable
outcome _____
Instructional Materials,
Lesson
Plan # 4
PLAN
1st Strategy
Making Words (50 Literacy
Strategies p. 71) The students arrange
the letters of a word to make new
words. This enables students to
practice sound-symbol correspondence
as well as spelling patterns and phonics
concepts.
2nd Strategy
Freddy, the Hopping, Diving, Jumping
Frog (Words Their Way p. 265) This is a
game played with two to four players,
playing cards have a variety of words that
include ing added. Spaces are labeled
double, e-Drop, or nothing. Players read
a card aloud and move to the
corresponding space (i.e. hopping will
move to the space marked double). The
player who reaches the home lily pad
wins.
Addl Literacy Assessments (optional)
1st Assessment
Multidimensional Fluency Scale
Adapted from Training Teachers to
Attend to Their Students Oral Reading
Fluency, by J. Zutell and T.V.
Rasinski, 1991, Theory Into Practice,
30, pp. 211-217
No Accommodations needed
Instructional Reading Level 4.5 based on Bader Graded Reading Assignments
Running Record Level from Ralph S. Mouse by Beverly Cleary - 5.0
Word Study Stage, Early Syllables and Affixes, DSA from Words Their Way
1st Strategy
RF.1.3 Reading: Foundational Skills
Phonics and Word Recognition
2nd Strategy
L.1.1 Language: Conventions of Standard
English
1st Strategy
2nd Strategy
Assessment(s)
ILKleiman spring 2015 (Adapted from www.stmartin.edu & Dr. Michelle Cosmah, EDT)
Equipment &
Technology: List titles &
sources of all of the texts
(including reading levels),
materials & technology
you & your tutee will use
during the lesson & attach
materials or photos to
lesson plan. _____
Functional Language:
List literacy terms &
academic language you
will use to help the
students understand the
literacy strategies &
content (terms from the
strategy & the standard,
e.g., discuss, analyze,
compare-contrast; predict,
question, decode, etc.).
Key Vocabulary: List
vocabulary from the text
&/or activity that is at the
students instructional &
frustration level (at least 4
words). _____
Word
Chart
Pencil
iPad
iPad app
Jumbline 2 made
by Brainium
Game
board for activity
(self-created from
the Words Their
Way book)
Playing
cards with ing
words (hopping,
diving, jumping,
trimming, running,
popping, riding, sliding,
pushing, finding,
floating, raining,
sleeping, dragging,
wagging, quitting,
wasting, driving,
whining, kicking,
wanting, munching,
mixing and taxing)
1st Strategy
Phonics
Decode
Word Analysis
1st Strategy
Arrange
Construct
Kingdom
Organize
The
Moon (4.5) by
Seymour
Simon
Readin
g passage (so I
can decode on
it)
Fluenc
y Rubric
Timer
Pen
Game
spacers
Paper
Pencil
Word Chart
Hip-Pocket
Papa by Sandra
Markle (4.5)
2nd Strategy
Conventions
function/grammar we use in the
English language
2nd Strategy
Hip-Pocket frog
Developing Brood
Drought
Midges
Independent Reading:
Text must be at the
students independent
reading level OR at his/her
instructional or frustration
level if you are reading it
aloud.
Literacy Assessment (NO
scaffolding):
Purpose: Why student is
completing assessment
Directions: Step-by-step,
complete instructions
Closing: Conclude the
assessment, transition to
next activity _____
Literacy Assessment
None
2nd Strategy
Today we are going to read Hip-Pocket
Papa by Sandra Markle. I know frogs
start off as tadpoles, what are some more
things you can tell me about frogs? What
are the actions frogs do? I know they
swim and hop, can you tell me more?
(Swim, jump, hop, leap, croak)
We are going to read this story to learn
about a hip-pocket frog. Hip-pocket frogs
live in Australia and are very tiny frogs,
almost the size of your thumbnail. The
male frogs have pouches like kangaroos
to carry their babies. Lets read to learn
more!
Read book aloud
Lets add some action words to our list
that we made before we started the story.
Now can we change these words that
have ing endings? What is the
ILKleiman spring 2015 (Adapted from www.stmartin.edu & Dr. Michelle Cosmah, EDT)
1st Strategy
2nd Strategy
2nd Strategy
Independent Practice:
Release the students to
demonstrate their ability
to complete the activity
alone. Include complete
directions that explain
what students must do to
complete the activity &
meet the objective. _____
2nd Strategy
Reflection
Whatwassuccessfulinthislessonforyourstudentandwhy?
ILKleiman spring 2015 (Adapted from www.stmartin.edu & Dr. Michelle Cosmah, EDT)
ThestrategiesthatIchooseformylesson(s)thisweekwereverysuccessful.IntheMakingWords
strategy,mytuteeenjoyedworkingwiththeiPadandmakingwords.Hewasverycuriousanddeterminedtoget
asmanywordsashecouldfind.HowIchoosetoopenthelessonbyhavinghimmakewordswithhisnamefirst
helpedhimunderstandtheconceptevenmoresohewasabletoapplyandconnecttheconcepttohislifeand
dependhisunderstanding.
IntheFreddy, the Hopping, Diving, Jumping Frog game, I made origami frogs to use for our game
spacers. My tutee loved seeing and playing with them, it also made the game more fun too. My tutee enjoyed
this game so much that he wanted to play the game again after we finished and even wanted to take it home to
play. He did very well when he needed to figure out what was being done to each word to make it have an ing
ending.
The assessment I choose for this week was a multidimensional fluency scale, my tutee had a lot of interest
in the passage he read about the moon so it was easy for me to grade it whereas if there was a book in which he
had no interest in, I might not have gotten the same score.
Whatwasntsuccessfulinthislessonforyourstudentandwhy?
Whenwewereusingtheapp,itwasdifficultattimestofindallthewordsyoucouldpossiblymakewith
themainword.MytuteewouldgetfrustratedandupsetthathewasntabletomakeallofthewordssoI
redirectedhimbysayingthatitisokayandwecanjusttryanotherword.
Inthebeginningoftheassessment,mytuteewasreadinginhishead,notaloud.Hemisunderstoodthe
directions,anditalsoinformedmethatIshouldhavegivenmoreclearinstructionsbeforehestarted.
Assessment&strategydata&information(e.g.,assessmentresults,readinglevels,etc.),includingstudent
examplessuchasmispronouncedwords,etc.
TheassessmentIadministeredwasthemultidimensionalfluencyscalehereceiveda15/16.Mytutee
readwithsomeexpressionandhadnaturalsmoothlanguagewhenreading.Healsohadmanywellphrased
sentences,andhispacewasconsistentthroughthepassage.Heonlystruggledwiththesmoothness;hereadsfast
whichcauseshimtoskipoversomewordsnotreadingthesentencescorrectly.However,hedoesmanyself
correctionswhenherealizesthesentencehesaiddoesnotmakesenseorwhenhemispronouncesaword.
Thepassagehereadcontained260wordsandhistimewas1:56.Thisinformedmethatheisreading
about131wordsperminute;thisisalmostdoublethantheexpectedrateheissupposedtoreadatinfirstgrade.
MytuteedidverywellwithwritinginthechartsIprovidedhimforbothstrategies.OnceIprovidedhim
withthemodelingandscaffoldingheunderstoodwhattowritedownandfillout.Thisalsohelpedguidehim
whenfiguringoutwhichspaceheneededtomovehisfrogtodependingonthewordhedrew.
Howdidyouusethefeedbackfromyourpreviouslyevaluatedlessonplanstoimproveyourinstructioninthis
lessonplan?
ThefeedbackthatIreceivedonmypreviouslessonswasveryhelpfulandgavemespecificguidelinesto
lookatwhenwritingmylessons.IlearnedthatIwasnotstatingorincludingtherightinformationintheareathat
describedmystudent.IneededtoincludetheexactreadinglevelandtheinformationIcollectedfromthe
assessmentsIadministeredmytutee.Ithenmadesuretoincludetheseinthisweekslessonplan.Thefeedback
alsomentionedthatIhadbeenaskingtoomanyquestionsinmyopeningsforthelesson,thismademethinkof
differentwayswhereIcanelicitbackgroundknowledgeorintroducethetopictomytutee.Forthisweek,I
startedwithanactivityformytuteetomakewordsoutofhisnamebeforeweusedtheiPadapp.Icouldseethat
ithelpedmytuteeunderstandtheactivityevenbetterbecauseitwasapplicabletohim.Ialsoopenedmyother
strategywithabookaboutfrogsandtogetherwemadealistofactionwordsthatareapplicabletofrogs.These
changeshelpedimprovemyinstructionbecauseIwasabletoaccessmytuteesknowledgemoreindepthand
preparehimforthestrategyaswellasconnectingtheactivitytohislifesohecanunderstanditbetter.
ILKleiman spring 2015 (Adapted from www.stmartin.edu & Dr. Michelle Cosmah, EDT)