Comprehensive Lesson Plan: Unit EQ: Objective: Lesson Assmt

Comprehensive Lesson Plan
Child: Josiah Tutor: Rachel Cliborne Date: 3/6/2019 Content Area: --- Lesson #: 1 of 6 in sequence
Unit EQ:
Provide a statement of what students will be able to do AS A RESULT of (rather than AS PART OF) this lesson.
Objective: The students will be able to complete a long o sort.
Describe how you will collect evidence that individual students have indeed met the lesson objective:
Lesson Assmt:
The student will be able to take the words he learned and write dictated sentences.
 What modifications to this plan have been made to accommodate the diverse needs of the student (see http://education.msu.edu/te/elementary/pdf/Designing-Lessons-for-Diverse-
Learners.pdf for additional ideas)?
No accommodations were made to the lesson.
 List any additional anecdotal student notes for consideration prior to professor review of this lesson.
I started at other vowels (mid within word) because he only got two out of the 5 features correct. I then choose long o because he missed both words containing the long o feature in
the assessment. He had NO issue completing the long o sort today, the completed the blind sort and open sort with ease. He took his time and thought through the words on the writing
assessment but then got all the words correct.
You will provide a justification statement explaining WHY you are doing WHAT is written in the instructional plan. As we read your justifications, we are looking for a clear statement that synthesizes how
your “instructional WHATs” connect in a cohesive way to your “WHY.” In particular, we want a justification statement that is informed by on-going student outcomes and reflects your role in RTI by way
of the progress-monitoring-to-responsive-teaching cycle. Considerations may include:
Student Outcomes: Teacher Reflection:

Initial assessment Self-reflection
Progress monitoring (specify) Peer reflection
Anecdotal notes Feedback from supervisor
Observations Video Reflection
Engagement
Cluster of Errors
Be sure to include a copy of the passage, sort, and any other instructional materials you intend to use as part of this lesson plan submission.
READ 670: Instructional Reader Lesson Plan
Word Knowledge (15 minutes)

REFLECT RESPOND PROGRESS MONITOR
to Inform Planning with Targeted Instruction for Student Outcomes
(show your thinking: T responsive planning) (show your thinking: implementation of high quality instruction) (show your thinking: S response to instruction)
Justify why you selected this sort: I choose Word Study Stage: Within Word ( Early Mid Late)  This sort was easy
this sort based of Josiah’s score on the FEATURES SORTED: o_e vs. oa vs. ow
words their way Elementary Spelling O_e oa ow  Do errors tend to cluster around a
Inventory Feature Assessment. Josiah missed particular weakness? No Errors
all the long o words under the “other vowel” close boat blow  If WWP:
header so I am going to start with working phone toast throw o Sound Pattern
on the long o feature. broke soap snow Position
 If SA:
rope road low
The different headers in my sort have also o Previously learned patterns in
been selected based off the words he got LN WWP
wrong in the spelling inventory.  Which features?
a. Introduce and Model o Doubling
 How did your student do on the last sort? a. Intro words, exclude words children cannot read. o Syllable Juncture
Blind Sort Results: b. Model how to sort: o Other
Features % correct i. First by sound (long vs. short; accented vs unaccented, etc.)
 Student completed the sort
Lesson 1 Long o 100 ii. Then by pattern (CVCe vs. CVVC)
independently. (He got confused on
Lesson 2 b. Sort and Check
one word, I gave some assistant and
Lesson 3 a. Students identify pictures and/or read each word aloud. then he corrected himself)
Lesson 4
b. Place feature headers in top of column.
c. Student sorts independently.  Comments:
Lesson 5
d. Student compares word card back to header. The student completed the sort with ease,
Lesson 6
e. Student checks work and explains choices. he was able to say and spell all the words
Blind Sort – Before putting all the words under the correct header. he will be correctly. He recognized the headers and
 What will you emphasize next based on that they were all long o. When he was
the previous lesson (error clusters)? We asked to put a few words under the header he thinks they belong in.
completing the writing sort, he took his
will work on long e next. time and thought through where each
word should go and how to spell it.
 Would FastReads be beneficial? Yes c. Reflect I did not model as explicitly as I should
a. Student provides summary statement regarding features. have but he seemed to totally
understand how to do the sort.
d. Follow Up Extend Activity
Blind Sort Results:
Writing Sort – I will read the student the words and then he will write then % correct
under the correct headers. Today 100
Dictated Sentences Comments:

He did the blind sort before learning the
The snow on the road made the rope cold. ALL CORRECT words and was got all the words correct.
He missed both of the long o words in the
Don’t throw the phone with soap on your hands. ALL CORRECT initial spelling inventory but had no
problem with them today.
Child: Josiah Tutor: Clibrone Date: 3/7/19 Content Area: Reading and Lesson #: 2 of 6 in sequence
Science
Unit EQ: If we had to live on a different planet, which planet would be the best to live How are the planets and solar system made
on? up?
Objective: The student will be able to identify the main ideas in a paragraph/article
With that information the student will be able to summarize the information about the solar system and our planets.
The student will be able to use the feature knowledge of adding ing patterns in reading and writing known and unknown words.
Lesson Assmt: The student will be able to write a summary using information they selected from two articles.
The student will be able to demonstrate knowledge of the feature by completing a writing sort.
You will provide a justification statement explaining WHY you are doing WHAT is written in the instructional plan. As we read your justifications, we are looking for a clear statement that
synthesizes how your “instructional WHATs” connect in a cohesive way to your “WHY.” In particular, we want a justification statement that is informed by on-going student outcomes and
reflects your role in RTI by way of the progress-monitoring-to-responsive-teaching cycle. Considerations may include:

Engagement
Cluster of Errors
Fluency (10 minutes beginning; 5 minutes end)

Cold Reads ONLY: PASSAGE name: Fossil PASSAGE Level (independent level): I This Week’s Rates:
Rate # Errors (Review TRR chart from last session. Discuss rate/fluency goals.) Rate # Errors
(wpm)  Timed Repeated Reading (TRR) (wpm) (acc)
Lesson 1 114 1 1. Teacher Model 1st Read (cold) 114 1
Lesson 2 a. Read aloud the passage to the student. 2nd Read (hot) 101 3
Lesson 3 b. Model good inflection and speed (not too fast, not too slow). 3rd Read (hot) 122 2
Lesson 4 2. Silent Read

Lesson 5 a. The child reads the passage silently for practice, underlining difficult words.  Did the student graph the results?
Discuss. Yes. We graphed the results
Lesson 6
3. COLD Read Aloud for Timing together
a. Time his/her reading rate.
 Justification for today’s  Did the student reach the goal for
b. Student completes the TRR chart.
fluency plan: I chose a today? Yes
c. Emphasize rate growth and error decrease.
passage that was level 1,  What will you do next as a result of
which is on the first-grade today’s student outcomes?
 Return here AT THE END OF THE LESSON
level, which is where he is 4. HOT Read Aloud for Timing (same as steps a. – c. in #3) Try to keep the scores within the
independent. I choose the 5. 3rd HOT Read Aloud for Timing (same as steps a. – c. in #3) same rang but also more
passage about earth and consistent. For the 2nd read, the first
fossils to lead into my hot read, he had not seen the
question. passage in 15 minutes and his score
 What is the new goal, or went down about 20 words a
student outcome, you hope minute.
to achieve by the end of
today’s fluency work? The
student had low fluency and
WPM when I accessed WRC.
So I wanted Josiah to work on

his speed and not stumbling
over words.

I was
Justify why you selected this sort: Word Study Stage: Within Word ( Early Mid Late)  This sort was just right
going to pick a long e sort, but Adding ing (double and e-drop and nothing)
FEATURES SORTED: add ing vs. e-drop vs. nothing  Do errors tend to cluster around a
based how he did today on long o I particular weakness?
feel like it would be more beneficial Add -ing e-drop nothing
 If WWP:
to move on to a different stage and quitting driving floating o Sound Pattern
feature. (I made sure that some of dragging sliding sleeping Position
the words I choose for the sort  If SA:
running wasting waiting o Previously learned patterns in
contained long vowel features to popping whining raining LN WWP
include a review)  Which features? Long
o
o Doubling
e. Introduce and Model o Syllable Juncture
 How did your student do on the last sort?
a. Intro words, exclude words children cannot read. o Other
Blind Sort Results:
b. Model how to sort:
Features % correct
i. First by sound (long vs. short; accented vs unaccented, etc.)  Student completed the sort
Lesson 1 Long o 100
ii. Then by pattern (CVCe vs. CVVC) independently. (some support during
Lesson 2 Adding ing 92 blind sort)
f. Sort and Check
Lesson 3
f. Students identify pictures and/or read each word aloud.
Lesson 4 g. Place feature headers in top of column.  Comments: I introduced the words,
Lesson 5 then I modeled a sort. Once the
h. Student sorts independently.
Lesson 6 i. Student compares word card back to header. words were in their correct group, we
j. Student checks work and explains choices. spent some time really understanding
 What will you emphasize next based on g. Reflect each feature, and why the e-drops
the previous lesson (error clusters)? a. Student provides summary statement regarding features. and the ing makes the constant. He
seemed to really understand that.
 Would FastReads be beneficial? Then we move into the blind sort. I
h. Blind Sort (use 6-10 words)
want him to get exposure to writing
the words, so we did a writing sort. He
Writing Sort: Writing Sort – I will read the student the words and then he will
got all the words correct in the end
write then under the correct headers. but had two self-corrections. In the
end he seemed to really understand
the concept of the features.
Blind Sort Results:

% correct
Today 92
Comments:
He put waiting under the e drop
category. We went over it and I
explained why it belongs in a different
category and he understood his mistake.
Comprehension (30 minutes)

Justify why you selected this
strategy?
For this question, I will be Comp Summarizing (Select the comprehension strategy focus area) Was the student independent in
using two articles. I think using the strategy?
that it would help Josiah Strat: (Below, look for techniques you can use to support the independent use of this strategy.) Not entirely – We read the first
better understand both article together and then talked
articles to summarize and about the main ideas for each
compare them. passage. Then he completed the
strategy on his own with the
second passage.
What is your intended outcome as a Discussion Organizing Writing Vocabulary
RESULT of this reading (tied to Think-Pair-Share Power Thinking Summarizing Word Map How independent was your
obj/assmt)? Authentic Questions Pattern Puzzles Sum It Up Concept of Definition student today with these tools?
 The student will be able to Seed Discussions Graphic Organizers Framed Paragraph Map The student was independent
summarize the information found in Group Pattern Puzzles Venn Diagram/Comparison Writing Template Graphic Organizers on underlining and highlighting.
two articles about the solar system Group Graphic Selective Journal/Learning Log Sentence/Word He needed some support with
and our planets. Organizers Underlining/Highlighting RAFT Expansion writing his summary.
Carousel Column Notes Spool Paper Word Combining
Which of the tools to the right will you Gallery Walk History Frame/Story Map Sentence Synthesis Capsule Vocabulary He had no issue with vocabulary and
use in the Concentric Circles Sticky Notes Word Combining Semantic Feature was able to understand and put in
B-D-A reading to scaffold meaning- Clock Buddies Opinion-Proof/Conclusion- Analysis the definition I came up with for the
making so that the student successfully Group QARs Support Journal/Learning Log words.
attains the outcome (obj/assmt)? Capsule Vocabulary Problem-Solution
 Before we read we will have a talk Semantic Feature Analysis
about the essential question and
what that is going to look like for
each lesson. We will start with
talking about the solar system and
planets. I will see what he knows,

which will facilitate some
conversation, then we will go into
reading. During reading the student
will underline item the thinks are the
main idea and key points. After we
will go back and write these main
ideas into sentences and put them
on sticky notes to then turn into a
summarizing paragraph.
How independent was your student last

time with these tools?
 n/a – first lesson with comprehension
BEFORE READING, VIEWING, OR TEACHER STUDENTS
LISTENING
 focusing attention, laying groundwork, creating interest,  strategies to get STUDENTS thinking about what
(~5 MINUTES)
sparking curiosity…think of it as setting the stage/setting they already know
them up for success  cause STUDENTS to bring to mind similar ways of
 make sure students “get” the purpose (not just agenda) thinking, an analogous idea, or previously-learned
of today; what it will result in or lead to; the “why” of what content or concepts
they’ll be doing  STUDENTS are caused to think about that element
of today’s learning that is most close to or familiar to
them
What prior knowledge does your student How will you activate the learner’s prior knowledge related to this topic?  This topic was familiar.
have on this topic? 1. Setting the Hook
The planets are taught in pervious years. a. Briefly describe what you will do to “hook” the reader’s prior knowledge to the new What about the “hook” was
They are also taught again in 4th grade. engaging for the student?
information to come in the DURING reading portion of the lesson.
Student should have some background The student enjoyed the video.
knowledge about the planets, even If it’s
I will hook the students with a video/song about the solar system and the planets. I think the song is
He said he liked it and it
just a little. This lesson and this article catchy and will hook the student about the content and help bring focus in on the question.
reminded him about the topic.
provide another breakdown into the https://www.youtube.com/watch?v=ASQkz4XaphU
content. 2. Vocabulary Review
How will you create a common
experience or “knowledge base” from
which to build upon before reading? a. Before reading, go over some words that may be troublesome. Talk about how they Vocabulary Difficulty level?:
What holes need filling? are pronounced, connect to word study if possible, look for ways to break word apart, The student understood all of
I will be showing a video that is a quick and talk about meaning if unknown. List the words below. the vocabulary.
overview of the solar system and our Words and page #s:
planets that will be a great leeway into
Asteroid – a small rocky body orbiting the sun
what we will be discussing today.
Dwarf – small
Telescope – instrument used to see the stars
Ancient – old
Satellite – object used to circle the planets.
Discovered – found
DURING READING, VIEWING, OR  strategy(ies) for student active engagement with the new content that’s coming from the text
LISTENING  what are students doing WHILE reading, viewing, or listening (i.e., techniques)?
(~15 MINUTES)
Text Title: Reading Level: Text Text Format: Diversity & Accommodations
Exploring our solar level 2 – 460 Lexile Newsela Article One-on-One
system? And What is a level – 409 word count Differentiated by reading ability:
planet?
Genre: Nonfiction Text level 2 – 490 Lexile
Level – 451 word
count
Justify why you selected this specific Comp Technique: Which comp technique will best help the reader “place hold” new information while  Success with comp
technique/tool for the DURING reading? reading? The specific information gathered with this technique is what you will use in the AFTER reading techniques? Yes
With summarizing you are looking for (so it should line up with your objective).  Level of independence?
what the article as a whole is about. Some support needed
When you a reading these ideas can get Technique (list above):  Does the student know
lost with all the other information.
What will the student do to placehold new information while reading?: Underlining. when to use this type of
Highlighting the main ideas and key
details will help the student understand  How will this specific tool help the student gather the information (s)he needs from the technique on his own (in
and keep track of the important text? In other words, explain how this tool used in the DURING will be used as a means for which circumstances it
information. It will also help in having the constructing meaning in the AFTER section (i.e., if (s)he wrote on sticky notes, what will works best)? We discussed
student write a summary. how to use the strategy
The reader must be DOING something you do with the sticky notes in the AFTER with this new bits of information? Move them and when it might be best
while reading. How will you make this into a graphic organizer?)? The strategy we are working on is summarizing. With this the to use it. I gave him
clear BEFORE letting him read examples.
independently? I will give him a
student needs to find the main idea and key points to be able to summarize the text. The
highlighter and let him know what during student needs to figure out what the text is about. So while the student is reading they will
the reading he needs to be highlighting be highlighting main ideas and key details that they find in the text. The student will be
main ideas (at least 3) and details. focusing on information is needed to understand the text. After they have read the story,
they will go back and look at what they highlighted. With that the student will write a
summary of each article.
Justify why you planned your stopping Remember: Instructional readers need to be working on SILENT reading. You should have 2 copies of  Text difficulty level: just
points based on your student’s needs. what is to be read—your copy and your student copy. You will do a DR-TA for this portion…making right – he had ease with
I think that stopping at the headers will predictions, reading silently to a predetermined stopping point, and then discussing for clarification. some words then struggled
break up the information and give the REPEAT as necessary to get through the assigned chapter/reading. with other. He repeated
student different sections to focus on and
sentences a few times to
pull information out of for his main idea. Since we will be reading two articles, I will have the student read aloud the first article and then read the correct himself or make
second one silently.
What level of success did your student sense of what he was
DR-TA Reading: reading. The words he had
experience last week in the DURING
List the stopping points for discussion below; list the questions you will ask at each stopping point. trouble with were science
reading with the accommodations and
scaffolds you put in place to address How does your questioning build towards the outcome goal for the AFTER reading? based.
identified diverse needs? Both articles have 4 different headers, and under each header is a paragraph or two. I think it would
n/a – first lesson with comprehension be beneficial to stop after each header and discuss what the main idea of what part is. When writing  Does the student self-
the summary after reading this will allow the students to have information about each header and monitor while reading?
make his summary at the end The student self-corrects
about 70% of the time.
What are the big ideas/themes discussed as a result of this reading?
How are solar system is made up, the history of the solar system, what is a planet and how are they  TOTAL PAGES READ: 4 (2
made up. per an article)

 Independence with comp
strategy? Somewhat
independent
 Areas of difficulty? He had
difficulty understanding the
strategy at first, but after

we worked through an
example together, he was
able to do it on his own.
AFTER READING, VIEWING, OR  how will students apply new knowledge in a new way?
LISTENING  how will students check to see if their understanding is correct?
 how will students be prompted to reflect on what they learned?
(~10 MINUTES)
 how will students be prompted to reflect on how they learned it?
What level of success did your student Remember: Students should be providing you with evidence that they have LEARNED SOMETHING NEW from this lesson. This should tie in  How engaged and
to your assessment above.
experience AFTER reading with the motivated was the student?
accommodations you put in place to The student seemed really
What will students DO with the “place holders” collected in the DURING reading phase?
address identified diverse needs? engaged with the topic. He
The student will take the information they underlined within the articles and then write a summary of enjoyed the content of the
what each article was about. articles. When I told him the
Please Note: The Assessment occurs in Essential Question, he said he
the After Phase! The point is to see what How will you make his/her thinking visible? was excited to learn about it.
has been learned as a result of the The student will have the information underlined and from that will have to take that and summarize  How successful was the
reading, so it must come after one reads. the information in their own words. student on the assessment?
 Confirm that your assessment The student completed the
happens here or in the Writing Describe any other parts of the activity/process below. writing, he was able to
section: YES – combining the n/a summarize the information
assessment with the writing section. from the article and write a
 Confirm that your obj listed above summary.
matches your assessment listed here
What will you use to assess learning of the objectives? How will you know your student has mastered
(i.e., what you said you were going to (i.e., made visible) the objective?
teach, you actually assess for here or The student will be able to take the information they highlighted in the article and make a summary
in the Writing section): YES for both articles. This will so the student knows how to summarize the information.
Writing (15 minutes)

What level of success did your student Writing Focus: List the writing focus area(s): organization and ideas.  Writing was completed:
experience with connecting the ideas Independently
from the readings to writing last week? The student wrote a summary about the two articles on the planet  Level of success
n/a – first writing/comp lesson and our solar system. This summary was all about taking the main connecting reading
ideas in the articles and then organizing this into a paragraph concepts to writing: Great.
Focus Areas:
Voice Conventions He was able to take what
Ideas Organization he had read, and then
Presentation Word Choice what he had highlighted
Sentence Fluency and summarize it into a
paragraph.
Child: Josiah Tutor: Cliborne Date: 03/11 – 3/12 Content Area: Science Lesson #: 3 of 6 in sequence
Unit EQ: If we had to live on a different planet, which planet would be the best to live Lesson Question: What are terrestrial
on? planets? (which planets are terrestrial planets)
How does or would that affect life on the
planet?
Objective: The student will be able to determine the important information within an article.
With that information the student will be able to complete a Venn Diagram with information they found about terrestrial planets.
Lesson 2 Feedback; Note that there are no word study objectives because that feeds into comprehension objectives.
Lesson Assmt: The student will be able to demonstrate knowledge of the feature by completing a writing sort.
The student will be able to highlight the important information found within 4 articles.
The student will be able to take the important information they found and complete a Venn Diagram comparing Earth to the other terrestrial planets.


Engagement
Cluster of Errors

Cold Reads ONLY: PASSAGE name: Mexican Jumping Beans PASSAGE Level (independent level): I – This Week’s Rates:
Rate # Errors Lexile level 280 Rate # Errors
(wpm) (Review TRR chart from last session. Discuss rate/fluency goals.) (wpm) (acc)
Lesson 1 114 1  Timed Repeated Reading (TRR) 1st Read (cold) 107 2
Lesson 2 107 2 6. Teacher Model 2nd Read (hot) 95 3
Lesson 3 a. Read aloud the passage to the student. 3rd Read (hot) 136 1
Lesson 4 b. Model good inflection and speed (not too fast, not too slow).
Lesson 5 7. Silent Read  Did the student graph the results?
Lesson 6 a. The child reads the passage silently for practice, underlining difficult words. Yes
Discuss.  Did the student reach the goal for
 Justification for today’s 8. COLD Read Aloud for Timing today? Hot 3rd read was within the
fluency plan: : The passage I goal we are looking for.
choose was a level 1, which is  What will you do next as a result of
at a first grade level. This is today’s student outcomes?
where he is independent. I Just practice more fluency and
choose a lower Lexile level keeping the student’s rate within
9. HOT Read Aloud for Timing (same as steps a. – c. in #3)
than last week, hoping this 10. 3rd HOT Read Aloud for Timing (same as steps a. – c. in #3) the range for his grade level.
would increase his WPM.
 What is the new goal, or
student outcome, you hope
today’s fluency work? I hope

that the student will work on
this rate and get within a
range for the specific level.
I choose
Justify why you selected this sort: Word Study Stage: WWP ( Early Mid Late)  This sort was just right
this sort because it is another Plurals with y
FEATURES SORTED: ies vs. y vs.  Do errors tend to cluster around a
inflected endings sort, and data from particular weakness?
the ESI shows that this is where the Ies ys
 If WWP:
student need more practice. He babies plays o Sound Pattern
missed a plural with y on the ESI and Carries boys Position
ponies enjoys  If SA:
I thought it was important to make
bodies trays o Previously learned patterns in
sure the student understood the LN WWP
parties valleys
feature.  Which features?
worries monkeys
o Doubling
o Syllable Juncture
Rules/Teaching: Vowel in front of y just add s - Constant in front of y drop the y and o Other
 How did your student do on the last sort?
add ies
Blind Sort Results:
Features % correct  Student completed the sort
i. Introduce and Model independently.
Lesson 1 Long o 100
a. Intro words, exclude words children cannot read.
Lesson 2 Adding
92 b. Model how to sort:  Comments: The student understood
ing the well. I explained the “rule” and he
i. First by sound (long vs. short; accented vs unaccented, etc.)
Lesson 3 Plurals understood the concept. He actually
100 ii. Then by pattern (CVCe vs. CVVC)
with y completed the blind sort before I
j. Sort and Check
Lesson 4 asked him too. He really understood
k. Students identify pictures and/or read each word aloud.
Lesson 5 the sort and was able to complete
l. Place feature headers in top of column.
Lesson 6 the sort independently
m. Student sorts independently.
n. Student compares word card back to header. Blind Sort Results:
 What will you emphasize next based on
o. Student checks work and explains choices. % correct
the previous lesson (error clusters)? I
need to spend time really explaining
k. Reflect Today 100
why the words get ies on the end or they a. Student provides summary statement regarding features.
keep a y. I felt like going over and
explaining it really helped it.
l. Blind Sort (use 6-10 words)
m. Writing Sort

strategy?
I choose this strategy Comp Determining Importance (Select the comprehension strategy focus area) Was the student independent in
because I knew there would using the strategy?
be a lot of reading to learn Strat: (Below, look for techniques you can use to support the independent use of this strategy.) He needed some modeling at
about the terrestrial planets first (with the first article) but then
– so I thought this strategy was able to
would be best to teach here
to ensure he was
determining the important
information out of the 4
articles.
 The student will be able to Seed Discussions Graphic Organizers Framed Paragraph Map The student was independent in
determine the important Group Pattern Puzzles Venn Diagram/Comparison Writing Template Graphic Organizers Highlighting the important
information within the text. Group Graphic Selective Journal/Learning Log Sentence/Word details but needed some help
 The student will be able to compare Organizers Underlining/Highlighting RAFT Expansion with the Venn Diagram. I
important information found in Carousel Column Notes Spool Paper Word Combining walked him through which det
articles. Gallery Walk History Frame/Story Map Sentence Synthesis Capsule Vocabulary
Concentric Circles Sticky Notes Word Combining Semantic Feature
Clock Buddies Analysis
Group QARs Opinion-Proof/Conclusion- Journal/Learning Log

Which of the tools to the right will you Capsule Vocabulary Support
use in the B-D-A reading to scaffold Problem-Solution
meaning-making so that the student Semantic Feature Analysis
successfully attains the outcome
(obj/assmt)?
 Underlining: Determining what is
important within the articles
(The student will underline and
determine the important information
within the articles)
 Compare and Contrast: Important
information found – compare that
to better understand information.
(The student will use the important
information found in the articles to
compare and contrast other
terrestrial planets to Earth)

 He was slightly independent
underline information that would
help summarize the articles last
week. He needed some guidance,
but then he got it.
LISTENING
(~5 MINUTES)
they’ll be doing
 STUDENTS are caused to think about that element

them
What prior knowledge does your student How will you activate the learner’s prior knowledge related to this topic?  This topic was familiar – we
have on this topic? 2. Setting the Hook had learned about this last
Again the student has learned about the a. Briefly describe what you will do to “hook” the reader’s prior knowledge to the new week and he had some prior
solar system this year and in previous knowledge before that.
years. We also learned more about the
planets and talked about terrestrial
https://www.youtube.com/watch?v=J3s0dG9eTc4
The video is about the terrestrial/inner planets which is what our focus for the lesson and What about the “hook” was
planets and that is what we will be
strategy use. He enjoyed the video last time, so I wanted to use that as a hook again. engaging for the student?
focusing on this week.
My tutee is big into YouTube so to
hook him,
How will you create a common 2. Vocabulary Review
experience or “knowledge base” from a. Before reading, go over some words that may be troublesome. Talk about how they How did the “hook” connect the
which to build upon before reading? are pronounced, connect to word study if possible, look for ways to break word apart, new knowledge to come in the
What holes need filling? and talk about meaning if unknown. List the words below. DURING with the child’s prior
Words and page #s: knowledge?
Mercury: System (connected things working together) The YouTube video perfectly
Launched (sent into outer space) explained what the lesson was
Mars: Surface (outer part of something) going to be taught in the lesson.
Venus: Similar (the same, very alike) It also contained some content
Core (center) that would spark the student’s
prior knowledge.
Earth: Surround (putting something all around something)
Vocabulary Difficulty level?:
I got so excited to teach the
lesson that I forgot to go over
the vocabulary in the
beginning portion of the lesson.
While reading we touched on
the words he didn’t know the
meaning off, I made sure to
explain the ones I thought he
might have difficulty
understand when we came

across them while reading.
(~15 MINUTES)
Text Title: Reading Level: All Text Format: Diversity & Accommodations
Exploring the Planets: texts are Level 2 Article - One-on-One
Earth – Venus – Mars – Differentiated by reading ability:
Newsela
Mercury
Genre: Nonfiction
technique/tool for the DURING reading? reading? The specific information gathered with this technique is what you will use in the AFTER reading techniques? He
With reading so much information, he (so it should line up with your objective). understood the strategy
needs to be able to determine which and the content but he
information is important and then how to
Since we will be discussing terrestrial planets and how they would be habitable, we will be looking at needed a little help.
use that information to get to an answer.
all 4 terrestrial planets – Mars, Venus, Mercury and Earth. We will be reading/looking over 4 articles
that go in-depth about each planet. I will read two articles and we will work through it together and  Level of independence?
The reader must be DOING something find the important details and then he will read two silently determining important details on his own. Some support needed
while reading. How will you make this
clear BEFORE letting him read Technique (list above): Highlighting important information – then using that information in a  Does the student know
independently? Venn diagram to compare and contrast terrestrial planets. when to use this type of
I will explicitly explain the strategy and What will the student do to placehold new information while reading?: Highlight information technique on his own (in
how to determine what the important  How will this specific tool help the student gather the information (s)he needs from the which circumstances it
information in the articles. works best)? We are going
text? In other words, explain how this tool used in the DURING will be used as a means
for constructing meaning in the AFTER section (i.e., if (s)he wrote on sticky notes, what will to work more on this next
you do with the sticky notes in the AFTER with this new bits of information? Move them week so the student
into a graphic organizer?)? understands the strategy
more.
DURING Josiah is going to highlight the important information and then AFTER he will take
that information and put it into a graphic organizer to organize and process the new
information.
Justify why you planned your stopping Remember: Instructional readers need to be working on SILENT reading. You should have 2 copies of  Text difficulty level: just
points based on your student’s needs. what is to be read—your copy and your student copy. You will do a DR-TA for this portion…making right
He stopping points are the headers, and predictions, reading silently to a predetermined stopping point, and then discussing for clarification.
break up the article into different content. REPEAT as necessary to get through the assigned chapter/reading.  Does the student self-
monitor while reading?
What level of success did your student DR-TA Reading:
Somewhat – he will go
List the stopping points for discussion below; list the questions you will ask at each stopping point. back and fix errors but it
How does your questioning build towards the outcome goal for the AFTER reading? may take him a while.
scaffolds you put in place to address
identified diverse needs? All articles will have 4 different headers, and under each header is a paragraph or two. We/He are  TOTAL PAGES READ: 6 for
I need to work on teaching the strategy going to stop after each header and determine what is important within each paragraph and for him and 6 for me.
more explicitly. He was able to each article.  Independence with comp
understand and pick out important strategy? He needed
information form the article but I want him some assistance at first but
to know when ot use the strategy. What are the big ideas/themes discussed as a result of this reading? was able to complete it
Exploring the terrestrial planets – Mercury, Venus, Earth, and Mars, from this we will be discussing how independently was we
that would affect life on this planets. went on.
 Areas of difficulty?
Comprehension Strategy.
 Comments:
He needs some additional
support when completing the
Venn Diagram. He was unsure
of the best way to do it.
(~10 MINUTES)
accommodations you put in place to The student seemed
address identified diverse needs? engaged and motivated at
first but then seemed to lose
n/a – I read two passages and then he The students will use the placeholders (important information they highlighted) and then take that a bit of interest as the lesson
read two passages. information and put it into a Venn Diagram to compare the terrestrial planets. After Josiah does that continued – based on the
he will write a few sentences about what he found. length of the reading.
Please Note: The Assessment occurs in  How successful was the
the After Phase! The point is to see what student on the assessment?
How will you make his/her thinking visible?
has been learned as a result of the The student needed some
reading, so it must come after one reads.
Highlighting and the Venn Diagram. help completing the Venn
 Confirm that your assessment Diagram.
happens here or in the Writing Describe any other parts of the activity/process below.
section: YES  Other Comments:
 Confirm that your obj listed above Lesson 2 Feedback – You
matches your assessment listed here What will you use to assess learning of the objectives? How will you know your student has mastered suggested doing a more
(i.e., what you said you were going to (i.e., made visible) the objective? concreate activity as a
teach, you actually assess for here or I will know the student has mastered all of the objectives from the student highlighting the important prewrite like comparing and
in the Writing section): YES information, taking that information and comparing it in a Venn Diagram and then being able to contrasting; I added this
component before hearing
write a paragraph based around the information he compared and determined was important
your feedback, but it looks
like I was reading your mind.
I hope this Is more along the

lines of what you meant. I
think this worked out great for
him to help him complete his
writing.

What level of success did your student Writing Focus: List the writing focus area(s): Organization, Ideas, and  Writing was completed:
experience with connecting the ideas Presentation both independently and
from the readings to writing last week? with a little help – he
Writing got cut short during the After collecting the important information from the articles, the needed some help starting
Focus Areas: comprehension part of the student will complete the Venn Diagram then write a short the writing. He used the
Voice Conventions
lesson and was done on paragraph stating which planet out of the terrestrial planets Venn Diagram from last
Ideas Organization
Presentation Word Choice Monday 3/18/19 (forgot to would be the best planet to live on. week to help pull
Sentence Fluency record) information from. He
Students Writing: Venus is the same size as Earth it cude be a needed some guidance
planet you code live on and Mars code too. There mite have on where to start and then
been life on Mars be fore, but Venus wude be the best terrestrial was able to complete the
planet to live on. writing independently
 Level of success
connecting reading
concepts to writing: He
used the information
learned from the readings
and was able to connect
them to the writing – he
used the Venn Diagram
and the articles to
complete the writing
Comments:
The writing was more
organized than he normally is.
He knew where to start and
how to end the paragraph.
There are odd spelling errors.
Child: Josiah Tutor: Cliborne Date: 3/18-3/20 Content Area: Science and Lesson #: 4 of 6 in sequence
Reading
Unit EQ: If we had to live on a different planet, which planet would be the best to live What are gas planets? How would life on
on? these planets be different than terrestrial
planets?
Objective:
Lesson Assmt:

Engagement
Cluster of Errors

Cold Reads ONLY: PASSAGE name: How to make Pizza PASSAGE Level (independent level): I – This Week’s Rates:
Rate # Errors Lexile Level - 370 Rate # Errors
Lesson 3 135 0 a. Read aloud the passage to the student. 3rd Read (hot) 122 4
Lesson 4 b. Model good inflection and speed (not too fast, not too slow).
Lesson 6 a. The child reads the passage silently for practice, underlining difficult words. Yes
Discuss.  Did the student reach the goal for
 Justification for today’s 13. COLD Read Aloud for Timing today? Yes – The cold and second
fluency plan: For this lesson I hot read are within the range we
choose another passage on had been talking about
level I, but this time I choose a  What will you do next as a result of
passage with a higher Lexile today’s student outcomes?
level. I am trying to work on We talked about keeping his rate
14. HOT Read Aloud for Timing (same as steps a. – c. in #3)
getting Josiah to level J, but 15. 3rd HOT Read Aloud for Timing (same as steps a. – c. in #3) within the 120 -140 range. He did
my main focus in fluency and very well on the cold read, and
rate. We are focusing on then his scores went down on his
staying in a specific range for hot reads. During the 3rd read, he
WPM and also working on was trying to read very fast and
ready more smoothly and not ended up making 4 errors which
so broken up. affected his rate. We will talk about
 What is the new goal, or why rate is important next week
student outcome, you hope and what rate effects.

today’s fluency work? I hope
that is rate will increase while
also staying within the range
for the leveled text we are
on, I also hope they he can
read more smoothly while
also not letting let affect his
WPM.

After
Justify why you selected this sort: Word Study Stage: Syllables and Affixes ( Early Mid Late)  This sort was Just right
doing plurals last week, I thought we FEATURES SORTED: Same (doubling consonants) vs. Different (not doubling)
Button Market  Do errors tend to cluster around a
should move from inflected endings particular weakness? Syllables and
to syllable juncture. Josiah missed all Sunny Garden long vs short vowels.
3 words on the ESI containing VCCV Yellow Signal  If WWP:
words. He did not double them, so Happy Member
o Sound Pattern
we are going to focus on VCCV and Position
Happen Basket  If SA:
the rule for why we double the o Previously learned patterns in
Fellow Center
consonants. LN WWP
Matter Plastic  Which features?
o Doubling
 How did your student do on the last sort? words with the VCV pattern have a long vowel in the first syllable; words with the o Syllable Juncture
Blind Sort Results: VCCV pattern have a short vowel in the first syllable. o Other
Features % correct
 Student completed the sort
Lesson 1 Long o 100 n. Introduce and Model
independently
Lesson 2 Adding a. Intro words, exclude words children cannot read.
92
ing b. Model how to sort:  Comments:
Lesson 3 Plurals i. First by sound (long vs. short; accented vs unaccented, etc.) The student was seemed to understand
100
with y ii. Then by pattern (CVCe vs. CVVC) the feature, and what controls the
Lesson 4 VCCV at
93
o. Sort and Check feature. At first he was a bit confused
Juncture p. Students identify pictures and/or read each word aloud. about what syllables, long and short
Lesson 5 q. Place feature headers in top of column. vowels were but then he got his thoughts
Lesson 6 r. Student sorts independently. together and was able to explain what
s. Student compares word card back to header. they were. This made it easier to help
teach the feature to him.
t. Student checks work and explains choices.
 What will you emphasize next based on p. Reflect

the previous lesson (error clusters)? a. Student provides summary statement regarding features. Blind Sort Results:
% correct
 Would FastReads be beneficial? q. Blind Sort (use 6-10 words) Today 93
r. Writing Sort (use 6-10 words) Comments:

He misplaced and misspelled one word
but when this happened we talked about
why it was incorrect and he immediately
understood and explain his thinking.

strategy?
I choose Determining Comp Determine Importance (Select the comprehension strategy focus area) Was the student independent in
Importance again for two using the strategy?
reasons. The first reason is Strat: (Below, look for techniques you can use to support the independent use of this strategy.) I molded the strategy to him with
because when students are the first article. Then he
in school, they spend more completed underlining and
than on lesson focusing on a determining the important
strategy. The second reason information within the other
is because for this lesson we articles.
will be learning about gas
planets and doing a similar Throughout if it looked like he was
lesson from last week and I struggling I would say
thought it would be best to “Remember, only highlight the
keep some consistency with important information, the
that.
information you would need to

understand the passage”
 The student will be able to Seed Discussions Graphic Organizers Framed Paragraph Map He was able to highlight and
determine the important Group Pattern Puzzles Venn Diagram/Comparison Writing Template Graphic Organizers compare the planets
information within the text. Group Graphic Selective Journal/Learning Log Sentence/Word independently
 The student will be able to compare Organizers Underlining/Highlighting RAFT Expansion
important information found in Carousel Column Notes Spool Paper Word Combining
articles. Gallery Walk History Frame/Story Map Sentence Synthesis Capsule Vocabulary Instead of using a Venn
Diagram the student instead
Which of the tools to the right will you Clock Buddies Opinion-Proof/Conclusion- Analysis
made column notes about the
use in the B-D-A reading to scaffold Group QARs Support Journal/Learning Log
planets. He said this would be
meaning-making so that the student Capsule Vocabulary Problem-Solution
Semantic Feature Analysis
easier for him to when he was
successfully attains the outcome writing.
(obj/assmt)?
 Underlining: Determining what is
important within the articles
(The student will underline and
determine the important information
within the articles)
 Compare and Contrast: Important
information found – compare that
to better understand information.
(The student will use the important
information found in the articles to
compare and contrast other
terrestrial planets to Earth)

 The student was fairly independent
with underlining the important
information, but when it came to

putting the information in the Venn
Diagram he needed some support.
LISTENING
(~5 MINUTES)
them
What prior knowledge does your student How will you activate the learner’s prior knowledge related to this topic?  This topic was familiar
The student has been learning about the a. Briefly describe what you will do to “hook” the reader’s prior knowledge to the new What about the “hook” was
planets and solar system for years at engaging for the student?
school. Also, for the past few weeks we The student spends a lot of time
https://www.youtube.com/watch?v=rIkrQtZ2W5Y
have been learning about different on Youtube and enjoys watching
planets and the solar system. He is fairly videos, so I think the hook gets
familiar with the content now. I will start the lesson by showing him a video about Gaseous Planets. He seems to really him engaged and learning about
enjoy these videos, I think they hook him and get him ready to see what the lesson is all the content.
about.
2. Vocabulary Review How did the “hook” connect the

a. Before reading, go over some words that may be troublesome. Talk about how they new knowledge to come in the
are pronounced, connect to word study if possible, look for ways to break word apart, DURING with the child’s prior
and talk about meaning if unknown. List the words below. knowledge?
Words and page #s: The video touched on what we
had learned last week about
Neptune – Invented: Made from something new
terrestrial planets before teaching
Neptune – Massive: Huge the student about gas planets.
Jupiter – Complicated: Hard to Understand
Saturn – Core: Center of something
Vocabulary Difficulty level?:

Student knew majority of the
vocabulary words from
knowledge or previous weeks.
(~15 MINUTES)
Text Title: Reading Level: All Text Format: Diversity & Accommodations
Exploring the Planets: articles are within Newsela Article --
Jupiter – Saturn – Uranus Differentiated by reading ability:
the 360 – 380 Lexile
- Neptune Levels
Genre: Nonfiction
technique/tool for the DURING reading? reading? The specific information gathered with this technique is what you will use in the AFTER reading techniques?
The student is going to be digesting a lot (so it should line up with your objective).  Level of independence?
of information. With hearing/reading 4 ---
articles I want to make sure the student
We will be discussing gas planets and how they would be habitable, we will be looking at all 4  Does the student know
can pull out the important information
terrestrial planets Jupiter, Saturn, Neptune, and Uranus. We will be reading/looking over 4 articles when to use this type of
(highlighting).
that go in-depth about each planet. I will read two articles and we will work through it together and technique on his own (in
In order for the student to compare the find the important details and then he will read two silently determining important details on his own. which circumstances it
planets, I think it is beneficial for the works best)? ---
student to put then information in a Venn Technique (list above): Highlighting important information – then using that information in a
Diagram Venn diagram to compare and contrast terrestrial planets.
What will the student do to placehold new information while reading?: Highlight information
The reader must be DOING something  How will this specific tool help the student gather the information (s)he needs from the
while reading. How will you make this
clear BEFORE letting him read
text? In other words, explain how this tool used in the DURING will be used as a means
independently? for constructing meaning in the AFTER section (i.e., if (s)he wrote on sticky notes, what will
He will be highlighting the information you do with the sticky notes in the AFTER with this new bits of information? Move them
while reading and then take that into a graphic organizer?)? DURING Josiah is going to highlight the important information
information and put it in the Venn
Diagram. From last week, and from
working with me he is starting to develop and then AFTER he will take that information and put it into a graphic organizer to
and understanding of how our lessons organize and process the new information.
work. When I go over determining
important he will know to highlight the
information.
Justify why you planned your stopping Remember: Instructional readers need to be working on SILENT reading. You should have 2 copies of  Text difficulty level: --
points based on your student’s needs. what is to be read—your copy and your student copy. You will do a DR-TA for this portion…making
There are specified stopping points that predictions, reading silently to a predetermined stopping point, and then discussing for clarification.  Does the student self-
break down the articles and make it REPEAT as necessary to get through the assigned chapter/reading. monitor while reading?
easier to understand the content.
--
DR-TA Reading:  TOTAL PAGES READ:
What level of success did your student
List the stopping points for discussion below; list the questions you will ask at each stopping point.  Independence with comp
How does your questioning build towards the outcome goal for the AFTER reading? strategy?
scaffolds you put in place to address Like in my other lessons, we will stop at each header and discuss what we had read and then  Areas of difficulty?
identified diverse needs? highlight the important information found.  Comments:
We were able to stop at each header to
discuss the information and then highlight What are the big ideas/themes discussed as a result of this reading?
the important points. He needed some We are exploring the gas planets – Jupiter, Uranus, Neptune and Saturn. From this we will discuss how
guidance at first, but he was then able to this would affect like on planets or how we could survive on the planets.
do tit on his own.
(~10 MINUTES)
accommodations you put in place to
address identified diverse needs?  How successful was the
n/a – I read two passages and then he
The students will use highlighting as “place holders” and then will take that information and put it into student on the assessment?
read two passages. a Venn Diagram to compare the gas planets. He will then write a few sentences about his findings.
Please Note: The Assessment occurs in How will you make his/her thinking visible?  Other Comments:
the After Phase! The point is to see what Highlighting the important information found.
has been learned as a result of the

reading, so it must come after one reads. What will you use to assess learning of the objectives? How will you know your student has mastered
 Confirm that your assessment (i.e., made visible) the objective?
happens here or in the Writing I will know the student has mastered all of the objectives from the student highlighting the important
section: YES
information, taking that information and comparing it in a Venn Diagram and then being able to
 Confirm that your obj listed above
matches your assessment listed here
write a paragraph based around the information he compared and determined was important
(i.e., what you said you were going to
teach, you actually assess for here or
in the Writing section): YES

What level of success did your student Writing Focus: List the writing focus area(s): Organization, Voice and Ideas.  Writing was completed:
experience with connecting the ideas Independently – I had to give
from the readings to writing last week? He Like last week, after reading about the gas planets, extracting the him a little push to start and get
was able to form a short paragraph, to information, comparing that information, he will write a paragraph his ideas flowing but he was
voice his ideas and organize his thoughts. then able to complete the
about which planet out of the gas planets would be best to live
on. writing on this own.
Focus Areas:
Voice Conventions
Ideas Organization  Level of success
Presentation Word Choice connecting reading
Sentence Fluency concepts to writing: He
used the
Comments:
He wrote one sentence and then
said he was done. He then went
and wrote two sentences and

said he was done. I then told him
he needed to go back and look
at his notes and the articles. From
this he was able to give me more
completed sentences.
Child: Josiah Tutor: Clibrone Date: 3/21 and 3/22 Content Area: Science Lesson #: 5 of 6 in sequence
Unit EQ: If we had to live on a different planet, which planet would be the best to live Are there potential new planets out
on? there?
Objective: The student will be able to use the questioning strategy to better understand the text.
Lesson Assmt:
The student will be able to ask and answer questions about the possibility of new planets.
I DECIDED TO VIDEO LESSON 6 INSTEAD OF LESSON 5



Cold Reads ONLY: PASSAGE name: Basketball PASSAGE Level (independent level): J – Lexile This Week’s Rates:
Rate # Errors Level 330L Rate # Errors
Lesson 4 123 1 b. Model good inflection and speed (not too fast, not too slow).
Lesson 6 a. The child reads the passage silently for practice, underlining difficult words. Yes the student graphed the results
Discuss. on the chart we have been using
 Justification for today’s 18. COLD Read Aloud for Timing  Did the student reach the goal for
fluency plan: today? The student started out
reading the goal (which is between
We are still working on 120 and 140) but then his last read
Josias’s rate and smoothness was 144 so he was over the hot
as he reads. I want to talk 19. HOT Read Aloud for Timing (same as steps a. – c. in #3) read.
with him more about why we 20. 3rd HOT Read Aloud for Timing (same as steps a. – c. in #3)  What will you do next as a result of
need to focus on our rate today’s student outcomes? Josiah
while we read. was able to handle going up a
level, he was more within range on
I also bumped him up a level this passage than any we have
(from I to J) to see how the done in the past. I think he was
student would do. The comfortable with the content so it
passage I choose had a made it easier when reading.
lower Lexile level so I think it I took your advice from the

will be a smooth transition. comments on Lesson 3 to decide to
move J up a level.
 What is the new goal, or
student outcome, you hope
today’s fluency work?
That the student will be able

to keep his rate within the 120
to 140 range while reading a
text that is on a higher level.

In last
Justify why you selected this sort: Word Study Stage: SA ( Early Mid Late)  This sort was just right for the student.
week’s lesson we moved into Unaccented Syllable Sorts – le and el
FEATURES SORTED: el vs. le vs.  Do errors tend to cluster around a
Syllable Juncture – the student particular weakness? Since a lot of
understood the sort and mastered the le words he was convinced that
Le el
the features missed from that section all of the el words had double letters
on the ES. The next step was moving Angle angel in the middle so when words like
into Unaccented Endings. The angle and turtle were called out he
Turtle Camel spelt them with el.
student was not able to differentiate  If WWP:
between el and le so I thought it Bottle Motel o Sound Pattern
would be a good place to start Little Level Position
within unaccented final ending  If SA:
sounds. Middle Pretzel o Previously learned patterns in
 How did your student do on the last sort? LN WWP
Nibble Travel  Which features?
Blind Sort Results:
o Doubling
Features % correct
o Syllable Juncture
Lesson 1 Long o 100 o Other
Lesson 2 Adding s. Introduce and Model
92
ing a. Intro words, exclude words children cannot read.  Student completed the sort
Lesson 3 Plurals
100
b. Model how to sort: independent
with y i. First by sound (long vs. short; accented vs unaccented, etc.)
Lesson 4 VCCV at ii. Then by pattern (CVCe vs. CVVC)  Comments: After we went over the
93 words together Josiah completed a
Juncture t. Sort and Check
Lesson 5 El and le 79 writing sort, using a word from each
u. Students identify pictures and/or read each word aloud.
Lesson 6 feature as a guide. After that he
v. Place feature headers in top of column.
completed the blind sort.
w. Student sorts independently.

x. Student compares word card back to header. Blind Sort Results:
y. Student checks work and explains choices. % correct
u. Reflect Today 73
a. Student provides summary statement regarding features.
Comments:
v. Writing sort as practice for blind sort. – After reviewing words with student, he As I stated above the student really did
will be using one word from each feature as a guide for the other words. This have a hard time differentiating with
will be good practice for the blind sort. certain words. When I saw this first occur I
tried to go back and teach the
w. Blind Sort (use 6-10 words) difference/rule again, That seemed to
work, but once we got into the blind sort I
saw him struggling again.

strategy?
First off, for the last two lesson, we
did determine importance, so I Comp Questioning (Select the comprehension strategy focus area) Was the student independent in
using the strategy?
wanted to do something different
this time. I think questioning would
Strat: (Below, look for techniques you can use to support the independent use of this strategy.) The student was pretty
be a great next step to work on. independent with the strategy
Second, within this lesson Josiah and needed little to know help. I
will be reading about new planets
was very surprised how
and whether not they are real so I
felt like Questioning would be Independently he was able to do
perfect for this. it at first, but he proved he
understood what to do, and that

he could do it without support.
 The student will be able to use the Seed Discussions Graphic Organizers Framed Paragraph Map The student was very
questioning strategy to better Group Pattern Puzzles Venn Diagram/Comparison Writing Template Graphic Organizers independent with the strategy
understand the text. Group Graphic Selective Journal/Learning Log Sentence/Word and using the sticky notes.
 The student will be able to ask and Organizers Underlining/Highlighting RAFT Expansion
answer questions about the Carousel Column Notes Spool Paper Word Combining
possibility of new planets. Gallery Walk History Frame/Story Map Sentence Synthesis Capsule Vocabulary
use in the Group QARs Support Journal/Learning Log
B-D-A reading to scaffold meaning- Capsule Vocabulary Problem-Solution
making so that the student successfully Semantic Feature Analysis
attains the outcome (obj/assmt)?
 Sticky notes will be used for
questioning – the student will write
questions on their notes while they
are reading.
 The student will use sticky notes

 Josiah was pretty independent
highlighting and using column notes
lesson. This lesson we are using
different skills and I think he will
enjoy something different.
TEACHER STUDENTS
BEFORE READING, VIEWING, OR  focusing attention, laying groundwork, creating interest,  strategies to get STUDENTS thinking about what
LISTENING
(~5 MINUTES) them up for success  cause STUDENTS to bring to mind similar ways of
them
have on this topic? Setting the Hook
Again, the student has prior knowledge b. Briefly describe what you will do to “hook” the reader’s prior knowledge to the new What about the “hook” was
about the topic of planets and the solar information to come in the DURING reading portion of the lesson. engaging for the student?
system, we have been working on it for a I have said this in like every
https://www.youtube.com/watch?v=5ZJakt7byME
few weeks now. The topic of new planets lesson, but it is true, Josiah really
might be a little new to him.
The video is about some planets that NASA has just discovered – as a kid thinking there are
enjoys YouTube videos so using
How will you create a common new planets out there might be a new concept, so I felt like I needed/wanted to show him
them at the beginning of the
experience or “knowledge base” from a video to get him familiar with the content. lesson has really been hooking
which to build upon before reading? him. The video also gives a little
What holes need filling? Vocabulary Review sneak peek and teaches him
Before starting this lesson, we will briefly a. Before reading, go over some words that may be troublesome. Talk about how they about what the lesson focus is.
go over and discuss what we have been are pronounced, connect to word study if possible, look for ways to break word apart,
learning to lead up to this lesson. and talk about meaning if unknown. List the words below. How did the “hook” connect the
Words and page #s: new knowledge to come in the
Tightly DURING with the child’s prior
Dimmed/Dim knowledge?
The video talked about planets
we have already learned about
and information we have hit on in
Questioning: Before Josiah starts reading the passages. We will talk about questioning – how we previous lessons before
question and why the strategy is important. We will talk about how he can ask questions for many introducing the new content.
different reasons; what they want to find out, questions that help them understand the material. Then
we will talk about questions that we can find the answer to and questions that can’t be found within
the text. I will explicitly explain that he will be writing questions while he reads on sticky notes, and Vocabulary Difficulty level?
MODEL an example. After he finishes reading, we will go back and look at his questions; see if we
can answer them and talk about the ones we can’t.
We are going to start by having him jot down what he thinks Earth-like could mean, think about that All of the vocabulary in the
while reading. article were really at the
student’s levels.
(~15 MINUTES)
Text Title: Space experts Reading Level: 3 – Text Format: Diversity & Accommodations
hope to find another "Earth"
orbiting nearby star
500L Newsela Article --
Differentiated by reading ability:
Genre: Science
technique/tool for the DURING reading? reading? The specific information gathered with this technique is what you will use in the AFTER reading techniques? The student
I feel like sticky notes and questioning just (so it should line up with your objective). QUESTIONING had no issue completing
go together. The sticky notes just gives a the strategy. I felt like he
great place for the student to write down Technique (list above): understood this strategy
those questions they are thinking about
What will the student do to place hold new information while reading?: The student will write the best out of the ones we
and this allows them to really understand
the strategy. questions on sticky notes while they are reading to place hold the information and have done before.
understand the strategy.  Level of independence?
The reader must be DOING something  How will this specific tool help the student gather the information (s)he needs from the Little to no support needed.
while reading. How will you make this text? In other words, explain how this tool used in the DURING will be used as a means for I just modeled at first and
constructing meaning in the AFTER section (i.e., if (s)he wrote on sticky notes, what will then he was able to
independently? compete the rest on this
As stated in the earlier section: When I am you do with the sticky notes in the AFTER with this new bit of information? Move them into
own.
explaining and teaching him about a graphic organizer?)?
 Does the student know
questioning, I will explain the use of the The questions on the sticky notes will be used to prompt her writing. We will talk about the when to use this type of
sticky notes and give an example. questions and then she will use this information to write the paragraph. technique on his own (in
which circumstances it
works best)? I tried really
hard to explain this lesson,
what the strategy was, why
it was beneficial to use and
when to use it.
Justify why you planned your stopping Remember: Instructional readers need to be working on SILENT reading. You should have 2 copies of  Text difficulty level: a little
points based on your student’s needs. what is to be read—your copy and your student copy. You will do a DR-TA for this portion…making too hard but he was able
The articles are sectioned into 4 different predictions, reading silently to a predetermined stopping point, and then discussing for clarification. to handle it.
headers where the information kind of REPEAT as necessary to get through the assigned chapter/reading.  Does the student self-
changes and I just think it creates natural
stopping points where we can talk about DR-TA Reading:
the information before moving onto the
The student thinks a lot
List the stopping points for discussion below; list the questions you will ask at each stopping point. while he is reading. When
next section.
How does your questioning build towards the outcome goal for the AFTER reading? he messes up he likely
What level of success did your student Again, I will stop at the headers that are in the article. They create natural stopping points, where the goes back to re-read and
experience last week in the DURING information changes. The student will be able stop and write down more questions or think about fix the mistake.
reading with the accommodations and more questions when arriving at a header.  TOTAL PAGES READ: 2
scaffolds you put in place to address pages SILENTLY
identified diverse needs? What are the big ideas/themes discussed as a result of this reading? For this lesson we are thinking  Independence with comp
The student is now used to stopping at the about new planets, seeing if there are any, if they are serious and talking about if these new planets strategy? Josiah was
different headers and so will not stop would be better to live on than Earth. We are focusing on Questioning and the student will be independent with this
when he gets to one. He has been answering questions while reading and after reading.
successful in the past and that is why I
strategy, more so than with
continued to keep them the same. any other strategy.
 Areas of difficulty? The text
was on a little bit of a
higher level than we
normally do but I think he
did okay with it.
 Comments:
The student seemed to really
enjoy the text, which I feel like
made it easier for Josiah to
connect with the text and
complete the strategy chosen.
He enjoyed the text so much
that he wanted to keep the
article and the question he
had come up with to show his
mom.
(~10 MINUTES)
accommodations you put in place to The student was super
address identified diverse needs? engaged during the lesson.
In previous lessons, the student has had
The student will use the questions as a guide to complete the writing. He was really intrigued by the
larger tasks to do in the AFTER portion of content and did well on the
the lessons. He has completed them How will you make his/her thinking visible? strategy.
correctly and effectively. Todays AFTER is The sticky notes will show the questions she is thinking of while he is reading. This will make Josiahs
a little different. thinking visible.  How successful was the
student on the assessment?
Please Note: The Assessment occurs in Describe any other parts of the activity/process below. The student was able to
the After Phase! The point is to see what After reading, and writing down the questions we will go over the questions and then Josiah will write effectively complete the
has been learned as a result of the a paragraph and use the sticky notes as a guide. strategy. He wrote down
reading, so it must come after one reads. questions while reading and
 Confirm that your assessment since he was interested in the
happens here or in the Writing
What will you use to assess learning of the objectives? How will you know your student has mastered topic, I think he had an easier
section: YES (i.e., made visible) the objective? time thinking of questions to
 Confirm that your obj listed above I will check the questions Josiah writes down while he is reading, and then I will see If he can use the write down.
matches your assessment listed here information and the strategy while he is writing in paragraph. The sticky notes and the paragraph will
(i.e., what you said you were going to be used a check to see if the student completed the objectives.  Other Comments:
teach, you actually assess for here or Like always he needed a
in the Writing section): YES boast when it came to the
writing, he wasn’t sure how to
start.

What level of success did your student Writing Focus: List the writing focus area(s): Ideas, Voice, Word Choice  Writing was completed:
experience with connecting the ideas somewhat independently
from the readings to writing last week? Do you think these new planets are real? If so, what makes them  Level of success
These past few weeks have been easier With this writing I want Josiah Earth-like or habitable? connecting reading
for Josiah with writing, he has been able to use his sticky notes, but I concepts to writing: He
to take everything we have learned and also want him to use some of
put that into his writing, Every week is
was able to use the sticky
seems like he struggles to get the writing
his own thinking and voice notes from the reading
started, he doesn’t know how to let the which is something we have concepts we had learned
information he has guide him instead of had issues with in the past. about earlier to help him
control every aspect of his writing. with his writing.
Comments:
Focus Areas: Like most weeks he again had
Voice Conventions trouble starting his writing. He has
Ideas Organization
Presentation Word Choice a hard time of not letting the
Sentence Fluency organizers or questions control his
entire thinking. They are meant to
be used as guides, but he seems
to want to use them to control his
entire writing and just got off that
information. Since we were using
questions as the guide instead of
GO it kind of forced him to think
of his own sentences and use his
own word choice and voice,
which was the point and focus
for this week.
Child: Josiah Tutor: Cliborne Date: 3/25 - Content Area: Science Lesson #: 6 of 6 in sequence
Unit EQ: If we had to live on a different planet, which planet would be the best to live What makes planets habitable?
on?
Objective: The student will be able to use the making connections strategy to better understand the text.
Lesson Assmt:
The student will be able to complete a making connections graphic organizer from the content found in the article.

Engagement
Cluster of Errors

Cold Reads ONLY: PASSAGE name: The Strawberry Farm PASSAGE Level (independent level): J – This Week’s Rates:
Rate # Errors Lexile Level 270L Rate # Errors
Lesson 4 123 1 b. Model good inflection and speed (not too fast, not too slow).
Lesson 5 114 1 22. Silent Read  Did the student graph the results? Yes –
Lesson 6 a. The child reads the passage silently for practice, underlining difficult words. He finished the graph we had been
Discuss. working on.
 Justification for today’s fluency plan: 23. COLD Read Aloud for Timing  Did the student reach the goal for
Last week I bumped Josiah up to level J a. Time his/her reading rate. today? Yes, he last read was within the
and he did really well. All three times he b. Student completes the TRR chart. 120 to 140 goal we had been talking
was within his goal. We worked on
c. Emphasize rate growth and error decrease. about. Last lesson we spent a lot of time
keeping a steady rate and not trying to talking about why we need to read
read too fast.
smoothly and with a certain rate and I
 Return here AT THE END OF THE LESSON can tell he tried to read more smoothly
We are going to work on keeping the 24. HOT Read Aloud for Timing (same as steps a. – c. in #3) this lesson and that may have thrown off
rate near the same number and
reading smoothly for the last lesson.
25. 3rd HOT Read Aloud for Timing (same as steps a. – c. in #3) his score in the beginning a bit.
 What will you do next as a result of
 What is the new goal, or student
today’s student outcomes?
outcome, you hope to achieve by the I would practice breaking down reading
end of today’s fluency work? I hope the it smoothly instead of broken up and
student will read smoothly and keep his then practice reading it with a nice rate,
rate consistent over the hot and cold so he can see again what needs to be
reads. done but in a more separate manor.

Last
Justify why you selected this sort: Word Study Stage: Syllables and Affixes ( Early Mid Late)  This sort was just right
week we worked on Unaccented FEATURES SORTED: er vs. ar vs. or
 Do errors tend to cluster around a
Syllables le and el. Keeping with the particular weakness? This week it was
same theme we are going to work er ar or
just really paying attention to the
on er, ar, and or. They are similar and Bigger Dollar Doctor words and understanding the rule
this will be a good progression from Freezer Lunar Favor
and pattern.
last week’s lesson.  If WWP:
Faster Solar Mayor o Sound Pattern
Position
This is also the next feature the Speaker Collar Tractor  If SA:
student missed on the ESI, and a o Previously learned patterns in
great progression after last week’s Many words that end with -er, -ar, or -or signify someone or something that does
LN WWP
lesson in the Unaccented Syllables  Which features?
something. o Doubling
with el and le. The spelling words all have an unaccented final syllable ending in -er, -ar, or -or. All o Syllable Juncture
the words sound the same at the end so you will need to look at each word o Other – Unaccented
 How did your student do on the last sort? carefully and learn how to spell its ending. Syllables
Blind Sort Results:
Features % correct * Often words with VCV patterns, like calendar, divide before the consonant to  Student completed the sort
Lesson 1 Long o 100 make an open syllable, which would be pronounced cay/len/ar. We don’t divide independently.
Lesson 2 Adding calendar that way; we divide it after the consonant so the first syllable is a closed
92  Comments:
ing syllable.*
Lesson 3 Plurals The blind sort started off a little rough. The
100 first two works I called out, he put under
with y x. Introduce and Model the header and therefore spelled it
Lesson 4 VCCV at a. Intro words, exclude words children cannot read.
93 incorrectly. We began discussing why
Juncture b. Model how to sort: these words were incorrect and reviewed
Lesson 5 El and le 79 i. First by sound (long vs. short; accented vs unaccented, etc.) the features again, and then he was able
Lesson 6 Er, Ar, Or 80 ii. Then by pattern (CVCe vs. CVVC) to compete the sort independently and
y. Sort and Check correctly.
 What will you emphasize next based on z. Students identify pictures and/or read each word aloud.
Blind Sort Results:
the previous lesson (error clusters)? Last aa. Place feature headers in top of column.
week was a little tricky with le vs el. This % correct
bb. Student sorts independently.
week I will spend more time going over cc. Student compares word card back to header. Today 80%
the rule so he is not just going off the dd. Student checks work and explains choices.
pattern, when the pattern switched that
z. Reflect
is when he got confused
a. Student provides summary statement regarding features.
 Would FastReads be beneficial? Yes – I
think that would help him get all the Writing Sort before blind sort!
words down.
aa.Blind Sort (use 6-10 words)

strategy?
Since this is the last lesson of Comp Making Connections (Select the comprehension strategy focus area) Was the student independent in
the unit, I wanted to focus using the strategy?
on wrapping up and Strat: (Below, look for techniques you can use to support the independent use of this strategy.) Sadly, the student was not very
understanding all of the I explicitly explained what making connections were, the different types of connections that we could make independent in using the
content that we have strategy. He understood the
learned. With making different types of connections
connections the student will and was able to identify them.
be able to content all of But he struggled coming up with
the content they have the connections on his own. I

learned throughout the unit gave him a few examples at the
and then take that beginning, and he was able to
information and answer the come up with one or two on his
overarching EQ. own, but he needs support and
wasn’t writing down the full
connection he was making. After
talking through the examples, I
was giving him he knew why I
was a connection, but he
struggled coming up with them
on his own.
Many of the connections he

made were text to text,
referring to the articles we
had read in the past lessons.
 The student will be able to use the Seed Discussions Graphic Organizers Framed Paragraph Map
making connections strategy to Group Pattern Puzzles Venn Diagram/Comparison Writing Template Graphic Organizers Authentic Questions: Josiah and I
better understand the text. Group Graphic Selective Journal/Learning Log Sentence/Word were able to talk about past content
 The student will be able to make Organizers Underlining/Highlighting RAFT Expansion from Lessons 2 through 5. We talked
connections between different texts about what we learned. He needed
Carousel Column Notes Spool Paper Word Combining
some help with remembering
and what we have learned Gallery Walk History Frame/Story Map Sentence Synthesis Capsule Vocabulary everything we talked about, but he
throughout the unit. Concentric Circles Sticky Notes Word Combining Semantic Feature knew the majority of the information
use in the Group QARs Support Journal/Learning Log Sticky Notes: He was able to
B-D-A reading to scaffold meaning- Capsule Vocabulary Problem-Solution independently write his thoughts on
making so that the student successfully Semantic Feature Analysis the sticky notes.
attains the outcome (obj/assmt)? Graphic Organizer: The student was
 Authentic Questions: Before we start very independent with the making
reading, we will talk about all the connections GO. Put the sticky notes
content we have learned in prior he made under the correct headers.
lessons. This will get him thinking Sum it up: The student wrote a few
about connections. sentences summing up the
information we talked about today.
 Graphic Organizer: While we are
the student will write connections
on sticky notes and then place
them under the header (Text to
Text, Text to Self, and Text to World)
 Sum it up: After Josiah has finished,
he will complete a writing that will
sum up all the information he has
learned.
 Josiah was very independent last
lesson with using the sticky notes as
a support to the questioning
strategy.
LISTENING
(~5 MINUTES)
 make sure students “get” the purpose (not just agenda) of thinking, an analogous idea, or previously-learned
today; what it will result in or lead to; the “why” of what content or concepts
of today’s learning that is most close to or familiar
to them
In addition to the knowledge he already a. Briefly describe what you will do to “hook” the reader’s prior knowledge to the new What about the “hook” was
had about planets and the solar system engaging for the student?
from school, we have been learning Like I have stated in previous
about this topic for the past 5 or so weeks.
https://www.youtube.com/watch?v=9xh1ZlemXYk
lessons, Josiah really enjoys
Josiah has gained a lot of knowledge YouTube Video about planets being habitable and if there are any other planets besides
YouTube videos so using them is
about the topic now. earth that could be habitable. always a great way to hook him
How will you create a common THIS VIDEO IS PREFECT FOR THIS LESSON AND TO WRAP UP THE UNIT about what the lessons is going
experience or “knowledge base” from to be about.
which to build upon before reading? 2. Vocabulary Review
What holes need filling? a. Before reading, go over some words that may be troublesome. Talk about how they How did the “hook” connect the
As always, before the lesson we will new knowledge to come in the
are pronounced, connect to word study if possible, look for ways to break word apart,
discuss the overarching EQ and what we DURING with the child’s prior
have learned from previous lessons.
and talk about meaning if unknown. List the words below. knowledge?
Words and page #s: All within the same article. The YouTube Video perfectly
Habitable – good enough to live on discussed the content the lesson
Zone would about.
Spectrum
Distant Vocabulary Difficulty level?:
While there weren’t too many
Explain what making connections is – the different types of connections to make and how making tier 2 vocabulary words, the
connections helps us with understanding texts we are reading. words that were selected and
taught were higher level, but
Text to self: Connecting personal experiences to texts – What does this remind me of in my life? How Josiah understood all the
is this similar or different to my life? words expect spectrum.
Text to Text: Connecting big ideas and themes across texts - What does this remind me of in another
book I’ve read? How is this similar or different to something else I have read?
Text to World: Connecting real word happenings to texts - What does this remind me of in the real
world? How is this similar or different to something happening in the real world?
(~15 MINUTES)
Text Title: What makes a Reading Level: 3 Text Format: Diversity & Accommodations
planet habitable?
https://newsela.com/read/lib-
Lexile level 500L Newsela Article --
Differentiated by reading ability:
nasa-habitable-worlds-
exoplanets/id/26106/
Genre: Science
technique/tool for the DURING reading? reading? The specific information gathered with this technique is what you will use in the AFTER reading techniques? The student
With teaching making connections, it is (so it should line up with your objective). had success with the
important that students know and techniques (The sticky
understand the different types of Technique (list above): Sticky Notes and Graphic Organizer note and graphic
connections they can make. I feel like
What will the student do to placehold new information while reading?: Write on sticky notes. organizer). He understood
having the student write their connection
on the sticky note is a quick action to jot  How will this specific tool help the student gather the information (s)he needs from the what he needed to and
down what they are thinking and then text? In other words, explain how this tool used in the DURING will be used as a means for completed the tasks. He
placing them on the graphic organizer constructing meaning in the AFTER section (i.e., if (s)he wrote on sticky notes, what will used the sticky notes while
under the correct type makes them think you do with the sticky notes in the AFTER with this new bits of information? Move them he was reading as a
about the certain type of connections
into a graphic organizer?)? The student will write their connections down on sticky notes placeholder then took that
they are making and how that helps them information and put it into
understand the content. and then after they have completed their reading, they will place the sticky notes in the
the Graphic Organizer.
The reader must be DOING something Making Connections Graphic Organizer. The Graphic Organizer will be based on the
while reading. How will you make this different types of connections we make.  Level of independence?
independently?
While the student was not
Before letting the student read very independent with the
independently will explicitly explain what comprehension strategy,
is expected of the student while they are the student was pretty
reading. They will know what they need independent with the
to be thinking about and looking for while tools. He completed the
they are reading. GO on his own.
 Does the student know

when to use this type of
technique on his own (in
which circumstances it
works best)? We talked
about when to use making
connections and how to
use the sticky notes to jot
down what they are
thinking to better help
them understand the

content.
Justify why you planned your stopping Remember: Instructional readers need to be working on SILENT reading. You should have 2 copies of  Text difficulty level: The
points based on your student’s needs. what is to be read—your copy and your student copy. You will do a DR-TA for this portion…making text was a little above the
Like my other lessons, we will stop at the 4 predictions, reading silently to a predetermined stopping point, and then discussing for clarification. student’s level, but he
headers within the article. This is a natural REPEAT as necessary to get through the assigned chapter/reading. seemed to understand the
stopping point because the headers
text. There was only one
break up the content that is discussed in DR-TA Reading:
the article.
paragraph (the last one,
List the stopping points for discussion below; list the questions you will ask at each stopping point. that included spectrum)
How does your questioning build towards the outcome goal for the AFTER reading? After we finished reading
What level of success did your student
experience last week in the DURING Again, I will stop at the headers that are in the article. They create natural stopping points, where the each section, I asked him
reading with the accommodations and information changes. The student will be able stop and write down more connections they want to what the section was
scaffolds you put in place to address make from the section. about, and he had a clear
identified diverse needs? understanding of what
Since we have been doing this for a few Within this lesson I am making it a goal to let these stopping points create more of a discussion section was about.
lessons now the student knows to stop between us. Josiah does not like to talk but I will use this to bring information out of him and talk
when the headers change, but with this about the connections he is making.  Does the student self-
lesson I am focusing on scaffolding the
student to prompt more discussion.
The student does self-
What are the big ideas/themes discussed as a result of this reading? monitor while reading.
During the reading we will be discussing what makes a planet habitable.
 TOTAL PAGES READ: 3
 Independence with comp
strategy? As stated above
the student was not very
independent with the
comprehension strategy.
He was independent with
the use of the tools and
understanding the different
types of connection that
can be made but not with
coming up with
connections on his own.
 Areas of difficulty?
Making/Coming up with
the connections from the
text.
 Comments: Since Josiah is

more resultant to talk and
express his thinking during
lessons, I really tried to get
him talking for this lesson.
We had good discussion at
the beginning of the
lesson, and I asked more
provoking question while
we were reading and
discussing the
connections. He did talk
more but not as much as I
would have liked but I
think that came with his
difficulty in the making
connection strategy.
(~10 MINUTES)
What level of success did your student Remember: Students should be providing you with evidence that they have LEARNED SOMETHING NEW from this lesson. This should tie in to  How engaged and
your assessment above.
accommodations you put in place to The student was engaged
address identified diverse needs? and motivation at the
The student will take the sticky notes with his connections he made from the text on them, and put beginning of the lesson. As
them into a graphic organizer that breaks up the different types of connections we can make while he began making
Please Note: The Assessment occurs in reading. connections and struggling
the After Phase! The point is to see what his engagement declined.
has been learned as a result of the
How will you make his/her thinking visible?
reading, so it must come after one reads.  How successful was the
 Confirm that your assessment
The student will be writing his connections on sticky notes while reading as well as having a discussion student on the assessment?
happens here or in the Writing at each header within the text. The student successfully
section: YES completed the Graphic
 Confirm that your obj listed above What will you use to assess learning of the objectives? How will you know your student has mastered Organizers and the writing.
matches your assessment listed here (i.e.,made visible) the objective?
(i.e., what you said you were going to Seeing the connections, he made and then the completed graphic organizer where he has the
teach, you actually assess for here or connections he made within the correct type of connection.
in the Writing section): YES

What level of success did your student Writing Focus: List the writing focus area(s): Ideas, Sentence Fluency,  Writing was completed:
experience with connecting the ideas Presentation. Independently – He did not
from the readings to writing last week? need help with the
Josiah was able to connect what he read For this writing prompt we will be summing up all of our findings. information he was writing but
to what he wrote. He did have to use his
The prompt will be the EQ: If we had to live on a different planet, he needed help with
sticky notes from the questioning strategy
to start his writing, but was able to
which planet would be the best to live on? The student will pick a conventions and worked. I
connect the content. planet and then explain why that planet is best and most gave him some help with
habitable. wording because he was
Focus Areas: starting the sentence with
Voice Conventions because.
Ideas Organization
Presentation Word Choice What he wrote: “Kepler whod be the best planet to live on  Level of success
Sentence Fluency
Because it has oxygen and water vapor like Earth. It safer connecting reading
Because not to cold not to hot. concepts to writing: The
student used the strategy
for making connections to
complete the writing.
 Comments:
He does like not writing, and it
shows. He is very reluctant to
write and doesn’t want to
write long. He thinks that one
sentence is enough. This is
something we have been
trying to work on throughout
the lessons and it has gotten a
little better.

Comprehensive Lesson Plan: Unit EQ: Objective: Lesson Assmt

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Comprehensive Lesson Plan: Unit EQ: Objective: Lesson Assmt

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Comprehensive Lesson Plan

No accommodations were made to the lesson.

Student Outcomes: Teacher Reflection:

Word Knowledge (15 minutes)

Dictated Sentences Comments:

Student Outcomes: Teacher Reflection:

Fluency (10 minutes beginning; 5 minutes end)

Lesson 4 2. Silent Read

So I wanted Josiah to work on

Word Knowledge (15 minutes)

Blind Sort Results:

Comprehension (30 minutes)

planets. I will see what he knows,

How independent was your student last

strategy at first, but after

Writing (15 minutes)

Student Outcomes: Teacher Reflection:

Observations Video Reflection

Fluency (10 minutes beginning; 5 minutes end)

Lesson 2 107 2 6. Teacher Model 2nd Read (hot) 95 3

today’s fluency work? I hope

l. Blind Sort (use 6-10 words)

Comprehension (30 minutes)

Group QARs Opinion-Proof/Conclusion- Journal/Learning Log

How independent was your student last

 STUDENTS are caused to think about that element

understand when we came

I hope this Is more along the

Writing (15 minutes)

Student Outcomes: Teacher Reflection:

Fluency (10 minutes beginning; 5 minutes end)

Lesson 2 107 2 11. Teacher Model 2nd Read (hot) 103 3

to achieve by the end of

Word Knowledge (15 minutes)

 What will you emphasize next based on p. Reflect

r. Writing Sort (use 6-10 words) Comments:

Comprehension (30 minutes)

information you would need to

How independent was your student last

information, but when it came to

2. Vocabulary Review How did the “hook” connect the

Vocabulary Difficulty level?:

has been learned as a result of the

Writing (15 minutes)

and wrote two sentences and

I DECIDED TO VIDEO LESSON 6 INSTEAD OF LESSON 5

Student Outcomes: Teacher Reflection:

Fluency (10 minutes beginning; 5 minutes end)

Lesson 2 107 2 16. Teacher Model 2nd Read (hot) 133 1

lower Lexile level so I think it I took your advice from the

That the student will be able

Word Knowledge (15 minutes)

w. Student sorts independently.

Comprehension (30 minutes)

understood what to do, and that

How independent was your student last

Writing (15 minutes)

Student Outcomes: Teacher Reflection:

Fluency (10 minutes beginning; 5 minutes end)

Lesson 2 107 2 21. Teacher Model 2nd Read (hot) 102 1

Word Knowledge (15 minutes)

Comprehension (30 minutes)

the content they have the connections on his own. I