RMC ELA Lesson Plan:

Lesson Number 7
University Tutor: Cori Clinton
Grade Level: 1st

Lesson Date: 3/30/15

Community K-8 Student: Ethan
DRA Text Level: 2
Developmental Spelling Level: Letter Name- Alphabetic Stage

Familiar Repeated Reading The Giggle Box, Joy Cowley, Rodney McRae, The Hungry Giants Lunch, Joy Cowley, Jenni Webb
Read Aloud (Red Racer, Audrey Wood):
Reading Concept/Strategy/Skill
Purpose for this lesson:

Word Study Concept/Strategy/Skill

Purpose for this lesson:

Writing Concept/Strategy/Skill
Purpose for this lesson:

CCSS:
RL.1.2: Retell stories, including key
details, and demonstrate understanding
of their central message or lesson
RL.1.3: Describe characters, settings,
and major events in a story, using key
details.
RL.1.7: Use illustrations and details in a
story to describe its characters, setting, or
events.

CCSS:
RF.1.2 Demonstrate understand of
spoken words, syllables, and sounds
(phonemes).
RF.1.3: Know and apply grade-level
phonics and word analysis skills in
decoding words.

CCSS:
W.1.2: Write informative/explanatory texts
in which they name a topic, supply some
facts about the topic, and provide some
sense of closure.

Connections to other lessons and/or what

student already knows:
Last week we used a roll and retelling
lesson. He then answered six question
about the story that I had read to him. He
did very well with this technique.

Connections to other lessons and/or what

student already knows:
We have been working on Blends and
Digraphs. Ethan really struggles with
other sounds of letters put together.

Connections to other lessons and/or what

student already know:
Ethan has been writing about the stories
that we read. We are going to add
drawings to his writing so that maybe
Ethan can have more to write about.

SL.1.5: Add drawings, or other visual

displays to descriptions when appropriate
to clarify ideas, thoughts, and feelings.

Materials Needed:(include text title, author and

Materials Needed: (include sample words of each

DRA level)

type)

Story Rope
The Red Racer, Audrey Wood

Blank Paper
Lined Paper
Hard Copies of word families
/ea/
/ay/
/oa/
/ai/
/ee/
Pencils

Mini Lesson: Last week we used dice and

answered questions about the story I
read to you.
Connect: I chose to do the Story Rope to
better reinforce on retelling of a story you
hear.
Teach: Today I am going to read The Red
Racer. While you listen carefully, then I
will pull out my Story Rope and we are
going to talk about the story I just read.
Active Involvement: Ethan will listen to
the story. Then he will answer question
about the story that I asked from the story
rope.
Link: While you read a story you can now
think about the story rope and easily
answer these questions about the story.

Connect: I always struggled with

remembering which vowel was doing the
talking in words like train and brain. When
I learned the rhyme I'm going to teach you
today it really helped me remember.
Teach: Today we are going to work on
some different words and how vowels can
affect words. When two vowels go walking
the first one does the talking and
USUALLY says its name.
Active Involvement: Ethan will match
pictures with the word families he will then
write out the words he just sorted and
then he will say them again for me.
Link: Great now that you know when two
vowels go walking the first one does the
talking and USUALLY says its name, you

Materials Needed:(include mentor text title, author)

the world of the Pirate, Val Carwood,

Richard Berridge
Pencils
Markers
Blank Paper
Lined Paper

Connect: Last week we worked on

pictures and how they can help us retell
stories and talk about stories that are read
to us or that we read. This week we are
going to continue with this.
Active Involvement: Ethan will finish his
drawing of his treasure map. Next he will
write about his treasure map.
Teach: We are going to revisit our pirate
book from last week that helped us start
our treasure maps. Once we have
finished our treasure maps we are going
to talk about what all we have put on our
treasure map. Lastly we are going to write
about our treasure maps.
Link: Now when you read a book you can
see how drawing pictures can sometimes

By answering these questions you will

better understand the story you read or
listened too.

can use this when trying to figure out new

words.

help you write more about the story you

read. As well as add more things to your
drawing by reading a story.

Observations:
He did good with the story rope, he still
struggles with pulling our exact details of
the story when we are talking about the
story.

Observations:
He was struggling at first with missing one
of the letters when spelling the words but
the more I said When two vowels go
walking, the first one does the talking the
better he got at knowing which letter went
where.

Observations:
Ethan is was so excited about drawing
more stuff on his treasure map. The only
problem is he keeps thinking of more stuff
to draw on his map.

Next Steps: We are going to do the story

rope again and slow it down a little and
try and dig a little deeper with details of
our story.

Next Steps:
Maybe work on more sounds like that to
help him be able to spell words better and
know how to spell words when he hears
something like rain.

Next Steps: We are going to put our

maps up for a bit and go ahead and start
writing about our maps.

Lesson Reflection: What went well during the tutoring session? When I asked if Ethan had a favorite book from the stack

that I sent home with him he immediately said yes and grabbed the one that was his favorite. Ethan then began telling me
what happened in the book. He was not as specific as we are in tutoring but I was just happy to have him telling me about
the book he read. What challenges did you face? Ethan is very big in saying I dont know and I cant do this. At times it is
hard for me to tell him he can do it and show him that he can when he is being so negative. Is there anything you would
do differently? I got really tongue tied while trying to help Ethan with his vowels today and the questions I was asking him
were not the best. I wish I could go back and reword my questions to make them clearer to Ethan. What did you learn
about yourself as a teacher today? I am a very reassuring person. While Ethan is reading when he gets a word right that
he has gotten wrong in the past I tell him good job. While he is drawing I ask what he is drawing and tell him how good he

is doing. Even when Ethan was struggling with train today and I was having to remind him of which vowel was talking, I
would still tell him it was okay and he was doing good. I think I do this because I was not always shown that same
kindness and sometimes kids just need that reassurance that they are doing something right and it will help them try
harder.
Reading Reflection and Connections/Insights:
I really liked the link about the mini lesson structure. I took a picture on my phone were on each part it gives an example
on a question you can ask for each section, because that really helped me see what was meant by each part and what
exactly I needed to do. The connect part has been on of the hardest sections for me so to look at that link and see how I
can start that section helps me better understand what needs to go there. In Words Their Way the author was talking
about sorts and in this book I feel like it discusses sorts a lot. What I was not sure on was why the author feels they are
the best. When I have done sorts with Ethan once he figures out the patterns of the words or that they end the same,
start the same or have the same middle he stops focusing on the word and making sure he says the word right and just
sorts them based on where they need to go in the sort. I do see there is a word sort on page 250 that is split in groups of
CVVC, CVCC, and CVC so I can see how that is a better sort than what I have done so maybe I just need to change the
type of sorts I am doing. Is there a better way of doing sorts for words that would be easily recognized by patterns? When
I was telling him about the story rope and what each part meant before we read. When I told him he could use this for
every story his eyes got really big. I told him that it seems like a lot of questions but soon they will second nature on
asking these questions while reading and that he already used them once today when he told me about his favorite book
that I sent home with him. Ethan seem to relax after I told him that he already used some of that knowledge and question
when retelling me his book. I did not ask Ethan to tell me about his book I just asked which was his favorite and he

grabbed it and started explaining it to me.

CIED 4233 Lesson Plan Rubric 100%

Lesson Plan
Components
Lesson Objective:
Reading Strategy
Word Study Strategy
Writing Strategy

Exceeds
Expectations
(10-9 points)

Meets
Expectations
(8-7 points)

Approaching
Expectations
(6 points)

Not Yet
(5 and below)

Includes a significant
and focused objective
based on student
needs and previous
lessons using
professional educator
language. (Resource:
Common Core
Standards)

Includes a focused
objective based on
student needs and
previous lessons

Includes an objective,
but lacks focus,
significance or
connections to student
needs or previous
lesson

Objective is off target,

lacks connections,
skimpy, or incomplete.

Materials Needed

Includes a detailed,
complete, and
organized description
of all materials needed

Includes a description of
all materials needed

Includes a general
description of materials
needed

Includes a vague or
incomplete description
of some of the
materials needed

Connections to other
lessons and/or what
student already
knows

Includes a detailed
explanation that
connects to other
lessons and/or what

Includes an explanation
that connects to other
lessons and/or what

Includes a limited
explanation that
connects to other
lessons and/or what

Includes a brief
explanation.

(The student will be

able to)

student already knows

evidenced by naming
the data sources.

student already knows

student already knows

May not connect to

other lessons or what
student already knows

Mini Lesson
Progression:
Connect: Connects to
student need or
objective
Teach: Your
modeling, demo,
explanation
Active Involvement:
The student tries it
out.
Link: Reminder to
use/how to use
teaching point

All parts of the mini

lesson are clear and
complete. The lesson
design is clear and
explicitly shows or
uncovers a good
reading / writing
strategy/skill that
support the student in
knowing how to do
something that makes
him/ her a better
reader/ writer.

All parts of the mini

lesson are complete and
the objective is clear. The
lesson design leads to
good reading / writing
strategy / skill that
support the student in
knowing how to do
something that makes
him/her a better reader /
writer.

One part of the mini lesson

is missing or unclear. The
objective / connection and
teaching points do not
support each other or the
link does not express that
what the learner will do in
the future as a result of this
lesson.

The steps in the

lesson are unclear and
difficult to follow, do
not support the
teaching point stated,
or more than one is
missing.

Observations

Kidwatching notes are

thoughtful, descriptive
and informative
Observations capture
what student is doing
as a learner (show vs
tell)

Kidwatching notes are

thoughtful and
informative
Observations capture
what student is doing as a
learner

Kidwatching notes are

thoughtful, descriptive
and informative
Do not capture what
the student is doing as
a learner

Kidwatching notes are

limited and vague.

Next Steps

Next steps are

thoughtful and directly
connected to what was
observed in lesson
Next steps consider
the students needs as
a learner

Next steps are directly

connected to what was
observed in lesson
Next steps consider the
students needs as a
learner

Next steps have

limited connection to
what was observed in
lesson
Next steps do not
consider the students
needs as a learner

Next steps do not

connect to what was
observed in lesson
Next steps do not
consider the students
needs as a learner

Attention to feedback

Thoughtful responses
are given to ALL of the
instructors questions
or comments
Lesson plan revisions
are included in
students own voice

Responses are given to

instructors questions and
comments
Lesson plan revisions are
included

Responses are given to

some of the instructors
questions and
comments
Some lesson plan
revisions are missing or
incomplete

Responses are not

given to instructors
questions and
comments
Lesson plan revisions
are missing or
incomplete

Reflection Upon
Growth as a Teacher

Response demonstrates
an in-depth reflection on
new insights as growth of
self as a teacher based on
specific interactions/
events of the lessons.
Interpretations are well
documented and
supported with clear,
detailed examples to
support the new insights.

Response demonstrates a
general reflection on new
insights as growth of self as a
teacher based on specific
interactions/ events of the
lessons. Interpretations are
documented and supported
with some examples to
support the new insights.

Response demonstrates
minimal reflection and little
insight on growth of self as
a teacher based on
interactions/ events of the
lessons. Documentation
and support are minimal
and/or general rather than
specific.

Response demonstrates
a lack of reflection and
little or no insight on
growth as a teacher.
Examples, when
applicable, are not
provided.

Comprehensive
lesson plans are turned
in early or on time.

Lesson plans are turned

in on time.

Lesson plans are

incomplete and/or are
turned in one day late.
Observational notes,
reflections, and next
steps are one day late.

Lesson plans are

incomplete and turned
in late. Later than one
week will not be
accepted.

Writing is unclear and

has 4-5 CUPS errors.

Writing is unclear and

has more than 5 CUPS
errors.

Submission
Guidelines
followed/Timely

Comprehensive
lesson observation
notes, reflections, and
next steps are turned
in early or on time.
Written Mechanics/
Conventions

Clearly written and

error free. (CUPS:
Capitalization, Usage,
Punctuation, Spelling)

Observational notes,
reflections, and next
steps are turned in on
time.

Clearly written and has

no more than three CUPS
errors.