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EDU 250 Lesson Plan

Name:

Melisa Zorer

Date:

Lesson Title: On A Train

Age or Grade Level:
3:20

5/4/15

Subject: English Language Arts

1st Grade

Number of Student Involved in Lesson: 1

Time Frame: 2:35-

Learning Central Focus

Central Focus

The central focus of this lesson is vocabulary.

What is the central focus for the content in the Literacy

learning segment?
Common Core State Standards
What standard(s) are most relevant to the Literacy
learning goals? Select at least one reading and one
writing standard for the appropriate grade level.

http://www.corestandards.org/the-standards

Student Learning Objective(s)

Blooms Taxonomy link to action terms to imbed in your
objectives where applicable.

http://buhlercc.wikispaces.com/Bloom
%27s+Taxonomy
Skills (3)
What are the specific learning goal(s) for student in this
lesson?
One Evidence-Based Strategies use APA citation

CCSS.ELA-LITERACY.RI.1.6
Distinguish between information provided by pictures or other
illustrations and information provided by the words in a text.
CCSS.ELA-LITERACY.L.1.4.A
Use sentence-level context as a clue to the meaning of a word
or phrase.
CCSS.ELA-LITERACY.W.K.2
Use a combination of drawing, dictating, and writing to
compose informative/explanatory texts in which they name
what they are writing about and supply some information
about the topic.
1. Given the vocabulary words [engine, track, steam,
wheels, car] Joel will be able to identify these words and
their meanings. Joel will score a 3 out of 5 on the
vocabulary rubric.
2. Given a Sight Word Bingo Game Joel will identify the
sight words [they, have, on, with, to, of, made, it, and,
are] from the book On A Train and score a 7 out of 10 on
the sight word rubric.
3. After reading the book, Joel will be able to orally answer
the question, What did you learn about trains? from
the book On A Train by Robert M. Hamilton and score a 8

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format and link
https://owl.english.purdue.edu/owl/resource/560/05/

out of 16 on the oral comprehension rubric.

Evidence Based Strategy: Require and Monitor independent
practice: Research states that after guided practice
independent practices follows after. It is necessary for students
to get practice in order to become more fluent and automatic
in the skill. Using this skill, Joel will be able to become more
independent and use strategies taught throughout tutoring to
be able to succeed in the lesson. While also having the
guidance and feedback from the teacher this will allow Joel to
acquire a better knowledge of the new material presented in
the lesson.
Rosenshine, B. (2012). Principles of Instruction: ResearchBased Strategies That All Teachers Should Know. American
Educator, 36(1), 12-19.

Linking Theory to Practice

Why are the Literacy learning tasks for this lesson
appropriate for your students?

Theorist Link
https://docs.google.com/drawings/d/16ko-22dn5g99HBR7j9CVGVCIUniae_pdvssHqQofao/edit?
usp=sharing
Prior Academic Knowledge, Conceptions and
Requisite Skills
What knowledge, skills, and concepts must the student
already know to be successful with this lesson? (Link to
Common Core Reading & Writing Standards)
What prior gaps in knowledge does this student have that
are necessary to support the learning of the skills and
concepts for this lesson?

This lesson Plan is related to the theory of Information

Processing by Gestalt. By using mental imagery of a train to
identify parts of the train it will help Joel attain a higher level of
learning the vocabulary and the meaning. Using a Picture of a
train Joel will look at the word and try and figure out where on
the train is that part which will enhance his understanding of a
train and enhance his own personal knowledge with trains. The
teacher will also be able to give feedback to help his
understanding of the vocabulary and the book.
Joel has the knowledge of letter sounds and how to blend
sounds together. Joel has the skills to sound out all the letters
in a given word. If you point a word out to him hes able to
identify the sound. Letter sounds that he struggled with were:
K, O, S, C, S, X, I, E, o, q, e, g. He is also able to verbally
explain certain elements in a story. Joel will also have basic
knowledge of trains and how they operate in order to succeed
in the lesson.
Joel tends to struggle with connecting letter sounds together
to say the word in entirety. He not only struggles with blending

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letters to word but connecting these words in a sentence. He
can try to string these words together with the guidance of his
finger but still struggles with verbal connection. He also
struggles with his basic sight word knowledge. Joel will be able
to using the strategies he knows on sounding out the words to
help him identify the vocabulary words meanings and identify
the common sight words in the book.

Instructional Strategies and Learning Tasks

Description of what will you be doing and/or what the students will be doing.

Assessments:
Describe the tools/procedures that will be used in this lesson to monitor students learning of the lesson objective(s). Attach a copy of the assessment and
the evaluation criteria/rubric in the resources section at the end of the lesson plan. Add as many as needed.

Type of
progressive
monitoring
assessments
(Formative/
Summative)
Summative (CBA)

Formative

Description of
assessment
(ie correct words per
minute, rubric, graphic
organizer, review
game, vocabulary
quiz)
Vocabulary
Rubric/Labeling of the
train.

Modifications to the assessment

so that all students could
demonstrate their learning. (ie
explain rubric, model graphic
organizer, etc)

Evaluation Criteria - What evidence of

student learning (What is the score
you would like the student to achieve?
Relate to learning objective.)

Joel will be able to identify the

vocabulary words[engine, track,
steam, wheels, car] and score a 4 out
of 5 on the rubric during the labeling
of the train.

Sight Word Rubric

Using the sight word bingo game, Joel
will be able to identify 7 out of the 10
of the sight words[they, have, on, with,
to, of, made, it, and, are] correctly.

Formative

Oral Comprehension
Rubric

Joel will be able to orally answer the

question, What did you learn about
trains? and draw and label his

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response scoring a 8 out of 16 on the
oral comprehension rubric.
Differentiation/
Planned Support
How will you provide
student access to learning
based on individual
needs?

Students with IEPs or 504 plans:

How will the strategy help the student learn better?
This strategy of guiding Joel in practice and monitoring independent practice will allow the
teacher to give him feedback. Giving Joel a chance to rehearse the material will help
enhance his understanding in learning the vocabulary words. This will help the teacher as
well as Joel to practice the vocabulary as well as see if Joel is misunderstanding the
vocabulary and can address this problem and not have to reteach it. Joel will be able to
verbally express his thoughts in order for the teacher to know what direction to take in
guiding Joel in practice. It will give teacher a better understanding as to what to work on and
attain better knowledge of how to guide Joel correctly so he can understand the vocabulary.
Along with being able to guide Joel the teacher will also consistently check for Joels
understanding of the knowledge.

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Academic Language Demand(s) Discipline (Domain) Specific Language (ie Literacy, Math, Science ELA):
What are your students In the Sight word Bingo some of the tier words are as follows, Tier 1: on, to, of, it, and. Tier 2:
abilities with regard to
are, with. Tier 3: they, have, made. In the vocabulary of the train the tier words are, Tier 1: car,
the oral and written
wheels. Tier 2: steam. Tier 3: track, engine. While reading the book some of the tier words
language associated
that Joel will encounter are as follows, Tier 1:
with this lesson?
Tier 1, 2, 3?

Materials
What materials does the
teacher need for this
lesson?

Anticipatory Set
____2_____ Minutes

Bingo Game card

Vocabulary train worksheet
Dry Erase Marker
Cards with the Vocabulary Words
Book- On A Train
Oral Comprehension Worksheet
Rubrics- Sight word, Vocabulary, Oral Comprehension
I will ask Joel, Have you ever seen a train before? Do you know what a train does? I will
then explain that today we will learn about trains.

How will you start the

lesson to engage and
motivate students in
learning?
Instructional Steps
_____35____ Minutes
How will you determine if
students are meeting the
intended learning
objectives?
How will the Teaching
Assistant engage
instructionally? Teaching
Assistant must be actively
engaged.

Teacher
1. I will explain to Joel
that we are going to
play Bingo. When he
sees the sight
words[they, have, on,
with, to, of, made, it,
and, are]on the card
thats pulled by the TA
he will look at it, say it
out loud then look on
his card to see if he has

Student
1. Joel will listen to the
instructions given then
play Bingo with the TA.
If stuck on a sight word
assistance will be given
by the teacher of the
TA.

Teaching Assistant
1. Pick up a sight word
and show Joel in order
for him to find the word
on his bingo card. If
Joel is stuck on a word,
will assist Joel in
identifying the sight
word. Collect data.

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it. He will continue until
he has gotten Bingo.
2. Once Joel has won
Bingo, I will introduce
the vocabulary
words[engine, track,
steam, wheels, car] in
which Joel will use the
train worksheet and
identify what part of
the train the
vocabulary word is and
write it on the
worksheet.
3. Once Joel has correctly
written in all the
vocabulary words on
the worksheet, I will
introduce the book On
the Train and tell Joel to
keep in mind the
question, What did
you learn about
trains?
4. Assist Joel in reading
On A Train and help
with sounding out
words he gets stuck on
and read the sentence
fluently after Joel reads
it. Switching off this
role with the teaching
assistant every 2
pages.

2. Joel will look at the

vocabulary word and
then write in the
vocabulary word on the
train worksheet to what
the definition of the
word is.

3. Joel will begin to think

about what he is going
to look for in the book
about trains that he
likes.

2. Assist Joel in
understanding the
vocabulary words in
relation to the train and
sounding out the
words.

3. Assist Joel in thinking

about what he likes
about trains and ask
him what he already
knows about trains
from the anticipatory
set.

4. Joel will read the book

On A Train

5. Joel will then orally

explain what he likes
about trains and draw
and label what he likes
given the oral

4. Will assist Joel as well

with the reading
helping Joel sound out
the words when he is
struggling and read the
sentence fluently after
Joel reads it. While
checking to see if he is
getting his sight words
correctly.
5. Model Joel with the oral

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comprehension sheet.
5. After reading Joel will
be given the oral
comprehension sheet. I
will ask him the
question again, What
did you learn about
trains? Joel will orally
explain what he likes
about trains then
draw/label what he
likes on the sheet.
6. I will then take out the
train vocabulary
worksheet and Joel will
identify the vocabulary
word to the part of the
train. After correctly
labeling the picture, I
will review the
vocabulary words with
Joel to check for
understanding.
7. If time allows, we will
play the sight word
bingo again with Joel.

6. Joel will write in the

vocabulary words on
the worksheet to the
correct part of the
train. While the word is
shown Joel will say the
word out loud and then
write it into the sheet.

comprehension and
give example of what
she likes about trains.
Record data.

6. Assist Joel in identifying

the parts of the train,
pronouncing the
vocabulary word and
understand the
meaning. Record data.

7. If time allows, Joel will

play the sight word
bingo
7. Make sure all the data
was collected during
the lesson. Play bingo
game with Joel if time
allows.

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Re-Engage
How will you revisit or
review?

After playing the game again if time allows, I will review with Joel the vocabulary words from
the lesson.

Closure (if applicable)

____2_____ Minutes
How will you end the
lesson?

Recall what the book was about and ask Joel if he liked reading about trains. Then ask again
what he likes about trains.

Analysis and Reflection of Teaching

To be completed after the lesson has been taught

What worked?
What didnt?
How did you
re-engage?
Evidence of
Student
Learning
(including
data from the
assessments)
Adjustments
What
instructional
changes do
need to make
for the for the
next lesson
for you or
your partner?
What feedback
did your
partner provide

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on the lesson?

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Proposed
Changes.
If you could
teach this
lesson again
to this
student what
changes
would you
make to your
assessment
and
instruction?
What next
steps will you
provide for
targeted
support to
improve the
student
learning
relative to (a)
the essential
literacy
strategy (b)
requisite
skills?

Resources:
Attach each assessment and associated evaluation criteria/rubric.