Daily Lesson Plan

# 1 of 2
Your Name:_Eva Indiana Christoffel____ Grade Level: _2nd__ Date:__11/23/16__________
COOPERATING TEACHER: _Ms. Holloway

School: Spring Valley Elementary School

Target Area Addressed: _Different CC strand that you are using _ CCSS.ELA-Literacy.RI.2.5
Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes,
electronic menus, icons) to locate key facts or information in a text efficiently.
Student Pseudonym _Gabby____ Age ___9___ Gender _Female_ Ethnicity _Hispanic_

Overall lesson topic/title: Text Features from Informational Texts.

Hypothesis:
From what I have observed Gabby can read and sound out words she does not know, however she does
not always know the meaning of the words she is sounding out. The next logical step to helping Gabby
understand informational texts and build her vocabulary is to study text features, when to use them, and
how to use them. Understanding text features will help Gabby understand how and what she can use to
better understand informational texts and the words she can pronounce but may not know the meaning
of.
Though StudyZone Gabby will learn about a variety of informational text features. She will visually get to
see examples for each text feature (examples listed on webpage). Lastly, Gabby will show what she has
learned by using one of her own text books and identifying the informational text features we studied in
her own textbook of choice.
Sources of information supporting hypothesis
Gabbys strengths show that she can read and does know how to sound out words, but her weakness is
when she is reading all of these words she sometimes loses sight of the meaning of the word, phrase, or
sentence. I believe that if Gabby knew how and when to use text features they could really benefit her
when reading because she can better understand her purpose for reading as well as how to use text
feature to help her figure out the meaning of what she has just read.
Brief Synopsis of the Instruction to address hypothesis:
We will walk through each of the text features on this StudyZone webpage.
Visual examples of each text feature will be listed from an example math textbook. (examples
listed the webpage).
Lastly, Gabby will use one of her own textbooks and identify the text features we studies in her
own textbook.
Common Core State Standard(s) (see syllabus or visit http://bit.ly/ReadingCCSS):
CCSS.ELA-Literacy.RI.2.5
Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes,
electronic menus, icons) to locate key facts or information in a text efficiently.
Develop one or two objectives that are specific to your interpretive discussion (for one lesson).
When reading the text materials on StudyZone students will be able to identify various text features, and
provide examples of the text feature, how to use it, and when to use each text feature

Materials & supplies needed (one lesson must include technology):

Access to StudyZone text feature webpage
A SmartBoard to allow a blown-up display of the webpage and the ability to
underline/circle/highlight specific text features
A personal textbook of Gabbys (she can choose, or one can be chosen for her)
Briefly describe your target student and the learning and/or participation challenges s/he faces
that may require academic, social or linguistic support during the lesson.
My student may require linguistic support throughout the lesson because she is an English Language
Learner (ELL). It may make it more difficult because her native language is Spanish. Gabbys weakness
is that her vocabulary is not as broad as it could be. I am hoping after this lesson she will understand
ways she can increase her vocabulary and how to quickly and efficiently find information using text
features.

Procedures
PRE-READING (_10_ minutes):
Make participation norms explicit
Since this lesson is focused on one student it is not necessary
that she raises her hand to answer each question.
I will allow an appropriate amount of time for Gabby to answer,
and if she knows the answer she is free to answer as her ideas
come to her.
Introduce the text
Prior to looking at the StudyZone webpage we will brainstorm to
discover the background knowledge Gabby has.
I will ask Gabby if she knows what a text feature is. Linguistic
support may be needed to determine what Gabby actually
knows with a minimal language barrier.
If Gabby does know what a text feature is I will ask her to give
an example to see if she is on the right track or not.
If she does not know what a text feature is I will explain that we
are going to study a variety of text features.
If Gabby does not know the correct definition/ examples of text
features, I will explain text features are text enhancers, found in
informational texts, which can help us find information quickly.
DURING READING (_30_ minutes):
During Reading
Beginning at the top of the StudyZone webpage we will study
each text feature one at a time. For each text feature I will ask:
What is this text feature?
What does this text feature help us do or what information can it
help us find?
And an example of each text feature.

Academic, Social and/or

Linguistic Support during
each event for one target
student

Academic, Social and/or

Linguistic Support during
each event for one target
student

POST-READING ACTIVITIES AND DISCUSSION (_20__ minutes):

Brief After-Reading Activity Leading to Follow-up Discussion:

Academic, Social and/or

Linguistic Support during
each event for one target
student

After we finish reading and have studied each of the different text
features, and seen examples of each text feature, I will ask Gabby to
get a textbook of her choice.
We will then go down the list of text features that we studied and
Gabby will find examples of each in her own textbook.
This will not only her Gabby show what she has learned but can also
be useful for her throughout the school year because she will better
know her textbook and its features.

After Reading Follow-up Discussion:

We will use Gabbys textbook to review the text features we

have just studied from the StudyZone webpage.
We will discuss each text feature, reviewing the purpose of each
text feature and how to use it. Gabby can also use the list of
examples found on the StudyZone webpage.
Lastly, we will discuss the examples of each text feature that
Gabby has found in her own textbook
This gives Gabby a chance to show what she has learned in a
more personal way by using her own textbook. This will also give
me a chance to see if Gabby understands each text feature and
if she can correctly identifying examples of each text feature
from her own textbook.
Bringing closure:

To close this lesson I will ask Gabby to explain what a text

feature is and why we have them.
I will involve Gabby when she uses her own personal textbook to
identify the text features we have just studied.
I will ask From the text feature we have studied, which text
feature is most useful and why? Which text features, if any, do
not make sense, or you do not know how to use?
This will allow me to see if Gabby understands and can apply
the skills we studied.
POST-ASSESSMENT (_10_ minutes):

There is a mini-quiz located at the bottom of the StudyZone

webpage.
Linguistic support may be needed for this quiz because the
purpose is to see what Gabby knows, not see if she can read the
question. Linguistic support could eliminate the language barrier,
so that I can better assess if Gabby understands the skills being
taught.
This quiz is so Gabby can check herself to see how much of the
text features they can recall.
This quiz will instantly let students (and myself since I will be
checking scores upon completion) know what they remember
and what they may still have questions about.

Academic, Social, and/or

Linguistic Support during
assessment for your
target student

Daily Lesson Plan

# 2 of 2
Your Name:_Eva Indiana Christoffel____ Grade Level: _2nd____ Date:__11/17/16_______
COOPERATING TEACHER: _Ms. Holloway__

School: _Spring Valley Elementary School __

Target Area Addressed: _Different CC strand that you are using CCSS.ELA-Literacy.RF.2.3.a
Distinguish long and short vowels when reading regularly spelled one-syllable words
Student Pseudonym __Gabby____ Age __9___ Gender _Female____ Ethnicity __Hispanic___

Overall lesson topic/title: Long Vowels

Hypothesis
From what I have observed Gabby can sound out words but has a hard time with long vowel sounds . She
understands the short vowel sounds but does not understand why sometimes a vowel makes the short
vowel sound and why some times the vowel makes a long vowel sound. The logical next step for
supporting Gabby is to focus on long vowels and what makes the vowel sound long.
Using the Starfall software and an interactive Smartboard Gabby will build words, sound them out, and
then see how the vowel sound changes by adding the silent e.
Sources of information supporting hypothesis
Gabbys strengths show she understands the short vowel sounds and can sound them out but does not
understand the vowel sound changes if we add a silent e to the end. We will focus on Gabbys
weakness of not knowing when to use the long vowel sound. I believe once she interactively adds the
silent e to words on Starfall she will better understand the reasoning and rule of the silent e.

Brief Synopsis of the Instruction to address hypothesis:

Gabby will use Starfall to enhance her understanding of the long vowel sound and when to use it. Begin
by choosing the learn to read tab. Gabby will begin lesson 6 cane, after lesson 6 she will continue on
to lessons 9 and 10. These lessons will show her when to use the long vowel sound, why, and some
practice with different vowels.
Common Core State Standard(s)
CCSS.ELA-Literacy.RF.2.3.a
Distinguish long and short vowels when reading regularly spelled one-syllable words
Develop one or two objectives that are specific to your interpretive discussion (for one lesson).
Student will distinguish the difference between long vowel and short vowel and will be able to explain why
and when vowels make a long sound as they add a silent e to change words from a short vowel sound
to a long vowel sound.
Materials & supplies needed (one lesson must include technology):
Online access to Starfall
Interactive Smartboard
Briefly describe your target student and the learning and/or participation challenges s/he faces
that may require academic, social or linguistic support during the lesson.
My student may require linguistic support throughout the lesson because she is an English Language
Learner (ELL); the language barrier may make it more difficult because her native language, Spanish,
only has one sound per letter. This is a challenge she faces but will be able to see through this interactive
lesson that sometimes vowels make different sounds.

Procedures
PRE-READING ( _10_ minutes):
Make participation norms explicit
Prior to beginning our interactive lessons on Starfall we will
review the vowels. (A,E,I,O,U).
We will also verbally review the short vowel sounds.
Because this is an individual lesson plan, no need for Gabby to
raise their hand. I will let her know if she knows the answer or
has questions to just ask. This could also make the student more
comfortable as they work on unfamiliar topics.
Linguistic support may be needed to ensure student is
pronouncing the short vowel sound correctly, especially because
some of these sounds are opposite from the Spanish language.
This can make it more difficult for this student to sound out
irregularly spelled words.
Introduce the text
Using our background knowledge we will make a 3 column chart. I
will make the same chart on chart paper or the Smartboard. The use
of chart paper will make it accessible as the students completes the
interactive Smartboard lessons from Starfall.
The first column is for each vowel, the second column will be for the
short vowel sound and an example (ex. can). The last column is for
the long vowel sound which we will leave blank for now.
Linguistic support may be needed if it was not given earlier, again to
ensure Gabby is pronouncing the short vowel sounds correctly.
I will motivate Gabby by showing her there is another letter sound
(long vowel sound) that we need to discover so we can become
stronger readers.
DURING READING (_30_ minutes):
During Reading:
For the most part as Gabby interactively clicks through the
pages on Starfall she can have anything pronounced or read
through the Starfall software by clicking on what she needs to
hear.
This application is linguistic support in its self because Gabby
can hear the exact vowel sound over and over again and can
then hear how the word changes as the silent e is added to the
word.
I will ask Gabby to pronounce the word(s) after the computer has
pronounced it each time. This means every time the computer
reads or says something, she is to instantly practice. I will ask
that she tries to read before getting the computer to pronounce
it. This way she can check herself as we go. REVIEW
EVERYTHING AS NEEDED.
This is an informal assessment for me to see whether or not
Gabby is making progress and is pronouncing vowels with both
short sounds and long sounds, appropriately.
Before building each word the student will be given an ending
like an and asked to make a word that matches the picture.
The picture for example is a man but if the student is unsure of
the vocabulary picture, they can click on the picture, hear it, and
then pronounce it themselves.
Sounding out the word man Gabby will choose from 4 letters

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Linguistic Support during
each event for one target
student

Academic, Social and/or

Linguistic Support during
each event for one target
student

and then finish the word by adding the m to -an to make man.
Gabby will then be asked to add the silent e; she will drag the
silent e to make a new word.
The computer would then say mane and show students 4
pictures to choose from. This will introduce a new sound, the
rule of the silent e, and new vocabulary words.
I will ask Gabby to pronounce each vowel sound (long and short)
to ensure she is on the right track.
We will follow these steps for Starfall lessons: 6,9,10 (all on
different long vowels)

POST-READING ACTIVITIES AND DISCUSSION (_20__ minutes):

Brief After-Reading Activity Leading to Follow-up Discussion:

After reading I will ask Gabby what she has learned. Gabby may
point out new vocabulary or little things she learned but my
social support will be encourage her to summarize the main
concept we studied today, rather than the little things. We
learned about long vowel sounds and what makes a vowel make
the long sound.
We will return to our 3 column chart that we made prior to
reading and we will complete the last column: Long vowel
sounds.
I will wait, giving Gabby a chance to guess the long vowel sound
before I say anything. Linguistic support will be given if needed
after Gabby has tried first.
I will remind Gabby that a long vowel sound makes the sound of
the letter name.

After Reading Follow-up Discussion:

I will ask questions like:

What is a long vowel? when a vowel sounds like the letter
name
When do vowels have long sounds? When there is a silent e
added to the end of the word
How do you know this? Our lesson showed examples of the
short vowel sound and then how the vowel sound changes a
word when if you add the silent e.
What exactly is a silent e? The silent e is where the letter
e is added to the end of a word. It is called a silent e because
we do not actually pronounce it rather it just changes the sound
of the vowel, creating a whole new word.
I will also ask Gabby if she has a creative way to remember the
short vowel sound and the long vowel sound.
If she can come up with a creative way to remember the
difference between the short vowel sound and the long vowel
sound it will enhance their understanding and could be an
informal assessment for me to determine if she can in fact
distinguish between short vowel sounds and long vowel sounds.

Bringing closure:

I will close this lesson by teaching Gabby the way I was taught to
remember the difference between short vowel sounds and long
vowel sounds.
My hope is that she will have their own way to remember the

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each event for one target
student

difference but if not this little story could help the student remember
the difference between the two vowel sounds as they are reading.
The story I was taught is that each vowels make their regular short
sound unless the silent e comes out. The silent e sneaks up on
the word, scaring the vowel, making it scream its own name! This
little story always helped me remember if I saw a silent e that the
vowel would scream its own name, and would make the sound of
the letter name.

POST-ASSESSMENT (_10_ minutes):

I will use this exit ticket. The question will be what are long vowels and how
do we know when to use them?
Gabby should know that the long vowel sound is the letter name
sound.
I will have Gabby say each of the long vowel sounds, and confirm
they are saying the correct sounds. Linguistic support may be
needed here if students say the incorrect sound.
Students should also note that the silent e is what makes the
vowel sound long.

Academic, Social, and/or

Linguistic Support during
assessment for your
target student

Name: Eva Indiana Christoffel _

Rubric for Evaluating the DI Language Arts Lessons

Lesson Plan #1 (30 points)

Includes all required parts
Appropriate and clear
rationale for technologybased instruction is
provided (if applicable)
Introduction (participation
norms, develop motivation
and interest, set purpose)

Good Quality
Range

High Quality
Range

Below
Quality Range
Expected

Lesson Plan Overall (10 pts)

Identified lesson topic,
review plans, etc.
Followed format
Thoroughly addressed all
components
(goals/objectives, prereading, during reading,
post-reading, postassessment, adaptations)
(8 pts)
Facilitation of interpretive
discussion is key
component (of at least one
lesson plan)
STAIR Hypothesis for Each
Student (10 pts)
Student A: Clear statement
provided about students
strengths and learning
needs
Student B: Clear statement
provided about students
strengths and learning
needs
(if only one student, only
one needs to be
addressed)
Instruction to Address
Hypothesis (10 pts)
Instruction is appropriate
for stated hypothesis
Instruction is consistent
with information gathered
from Assessment Plan

Outstanding
Range
Exemplary

Expectations for Quality

Criteria
100 Points Total

Comments

Instruction (explicit
instruction, modeling,
guided practice)
Conclusion (engage
students in reflecting on
learning experiences)
Plan for ongoing
assessment included

Lesson Plan #2 (30 pts)

Includes all required parts
Appropriate and clear
rationale for technologybased instruction is
provided (if applicable)
Introduction (participation
norms, develop motivation
and interest, set purpose)
Instruction (explicit
instruction, modeling,
guided practice)
Conclusion (engage
students in reflecting on
learning experiences)
Plan for ongoing
assessment included
Mechanics (10 points)
Spelling
Sentence fluency
Grammar