Professional Documents
Culture Documents
Lesson
Plan # 6
PLAN
1st Strategy
2nd Strategy
1st Assessment
Description of Learner:
Include reading levels,
assessment data, any
differentiations; add new
information to each lesson
plan _____
No accommodations needed
ILKleiman spring 2015 (Adapted from www.stmartin.edu & Dr. Michelle Cosmah, EDT)
1st Strategy
RI.2.2
R.F. 2.3.A
1st Strategy
2nd Strategy
Student Learning
Objective (central
focus): ABCD
Behavior: What
(standard)
Condition: How
(strategy & text titles)
Degree: Measureable
outcome _____
Instructional Materials,
Equipment &
Technology: List titles &
sources of all of the texts
(including reading levels),
materials & technology
you & your tutee will use
during the lesson & attach
materials or photos to
lesson plan. _____
2nd Strategy
1st Strategy
Insect
Detective
(gr. 3) by Steve
Voake
iPad
2nd Strategy
Assessment(s)
Bader Graded
Passages score
sheet
Colored pencils
Bader Passage
Pat and the
Kitten (gr. 1)
Glue
Bader Passage
The Song of
Little Frog (gr.
Functional Language:
List literacy terms &
academic language you
will use to help the
students understand the
literacy strategies &
content (terms from the
strategy & the standard,
e.g., discuss, analyze,
compare-contrast; predict,
question, decode, etc.).
Scissors
Example of a cut
and glued picture
sort
2)
1st Strategy
Bader Passage
New
People
(gr. 3)
Bader Passage
Drawing
Pictures (gr. 4)
Pen
2nd Strategy
Vocabulary
Phonics
Writing
Long vowels
Content areas
Short vowels
Picture sort
Syllable
1st Strategy
2nd Strategy
Detective
Bean
Scratching
Vest
Antennae
Wheel
Camouflage
Rest
Scuttle
Oddball
Precious
ILKleiman spring 2015 (Adapted from www.stmartin.edu & Dr. Michelle Cosmah, EDT)
Literacy Assessment
None
Literacy Strategies
1st Strategy
2nd Strategy
coloring.
We are going to do a picture sort! Lets
look at this piece of paper. (Point to the
piece of cheese) What is this? (Cheese!)
Good! And what is this picture? (a
queen!) Very good! Do you notice any
similarities between these words? (They
both make short e/they both have the
letter a in them/if he does not hear it then
guide him to the answer)
Lets see if we hear any similarities
between these two words (point to the
sleeping person (rest)) What is this
picture? (Rest) And what is this picture?
(Point to the dress) (Dress) Very good!
Now what sound do you hear between
grape and plate? (The long e sound)
Great! So today we are going sort the
pictures into the short e (make the short e
sound) and long e (make the long e
sound). These pictures at the top (point to
the long e, short e, and oddball) Are what
our pictures are going to be sorted under.
But watch out! We have an oddball
category. What does oddball mean?
(Something that doesnt fit). Right! So
there is one word here that does not make
the long e or the short e sound, so it will
be glued under our oddball category.
Lets get started!
Learning Activities: [Directions for the procedures that are broken down below.] Give detailed, step-by-step
instructions on how you will implement the instructional plan in the procedures below. Describe exactly what
you & the students will do during the lesson & how you will scaffold their learning. Please use a numbered or
bulleted list.
In planning your lesson, think about:
1st Strategy
2nd Strategy
ILKleiman spring 2015 (Adapted from www.stmartin.edu & Dr. Michelle Cosmah, EDT)
1st Strategy
2nd Strategy
ILKleiman spring 2015 (Adapted from www.stmartin.edu & Dr. Michelle Cosmah, EDT)
Independent Practice:
Release the students to
demonstrate their ability
to complete the activity
alone. Include complete
directions that explain
what students must do to
complete the activity &
meet the objective. _____
1st Strategy
2nd Strategy
1st Strategy
2nd Strategy
Point deductions for writing errors, not following directions, etc.: ____ points
Comments:
EVALUATION CRITERIA
Accomplished (4)
Skilled (3)
Developing (2)
Ineffective or Not
Met (1 or 0)
Demonstrates
understanding of
effective literacy
instruction
Provides correct,
brief description of
strategy (1-2
sentences) &
complete title &
source of strategy;
provides accurate
description of
students
instructional &
independent reading
abilities, as well as
ongoing, correct
literacy
assessments
Provides general,
brief description of
strategy & complete
title &/or complete
source of strategy;
provides general
information of
students reading
levels
Provides incomplete
description of
strategy &/or
incomplete title &/or
incomplete source
of strategy or 1 of
these elements is
absent; special
needs &/or
accommodations
information is
incomplete
Activity description
&/or special needs
&/or
accommodations
information is
incomplete,
inaccurate &/or
absent
Demonstrates
understanding of
Common Core &
Student
Performance
Objectives
Appropriate CCSS
ELA standard (grade
level & content) is
selected &
completely cited;
objective is in
correct ABCD format
(4 features)
Appropriate CCSS
ELA standard (grade
level & content) is
selected &/or
completely cited;
objective contains
3+ correct of ABCD
format
Audience
Behavior
Condition
ILKleiman spring 2015 (Adapted from www.stmartin.edu & Dr. Michelle Cosmah, EDT)
Degree
Demonstrates
effective
instructional
planning:
Instructional
Materials
Lists contain
technology element
& all but 1-3
necessary materials
included in lesson
plan &/or only 1-3
missing titles,
reading levels &/or
sources (with at
least one title
included for
independent
reading); all
materials are
correct, complete
&/or clear; strategy
materials are
attached
Instructional
materials lists &/or
materials
themselves are
incomplete,
inappropriate,
unclear &/or absent
Demonstrates
understanding of
functional
language & key
vocabulary
Lists of functional
language & key
vocabulary are
appropriate &
complete &
integrated into
lesson plan
Lists of functional
language &/or key
vocabulary are
appropriate &/or
complete &
integrated into
lesson plan
Lists of functional
language or key
vocabulary are
appropriate or
complete &
integrated into
lesson plan
Lists of functional
language &/or key
vocabulary are
incomplete,
inappropriate,
unclear &/or absent
Demonstrates
ability to elicit
students
background
knowledge
Both openings
appropriately elicit
students
background
knowledge &
prepares them to
learn strategy &
content in multiple
ways (not just
questions)
Both openings
appropriately elicits
students
background
knowledge &
prepares them to
learn strategy &
content (no yes/no
questions)
One or both
openings elicit
students
background
knowledge &/or
prepare them to
learn strategy &/or
content
One or both
openings are
incomplete,
inappropriate,
unclear &/or absent
for either or both
strategies
You provide
complete & correct
step-by-step
directions of the
activity, provide
You provide
complete and
correct step-by-step
directions of the
activity, provide
You provide
incomplete but
correct step-by-step
directions of the
activity &/or
Modeling is
incomplete,
inappropriate,
unclear &/or absent
for either or both
Attach materials to
this lesson plan that
you will distribute to
your student
Demonstrates
understanding of
scaffolded
instruction
through modeling
of activity
Your modeling must
demonstrate the
activity & match the
objective
Demonstrates
understanding of
scaffolding
through gradual
release with
guided practice
Your guided
practice must
demonstrate include
each step of the
activity & match the
objective
Demonstrates
understanding of
scaffolding &
gradual release
with independent
practice
Your independent
practice must
restate the
directions & match
the objective
Demonstrates
ability to assess
students progress
with closure
Your closure must
ask students to
demonstrate their
ability to complete
activity & must
match the objective.
complete examples
& model each step
ALONE for both
strategies; modeling
of technology
element is present &
correct
examples &/or
model < 75% of the
steps ALONE for
either or both
strategies; modeling
of technology
element is
incomplete &/or
incorrect
strategies; modeling
of technology
element is
inappropriate or
absent
Guided practice
includes roles for
you & students with
complete directions
with you scaffolding
the activity by
participating WITH
the students for both
strategies; guided
practice of
technology element
is present & correct
Guided practice
includes roles for
you & students with
general directions
with you scaffolding
the activity by
participating WITH
the students for
either or both
strategies; guided
practice of
technology element
is present & correct
Guided practice
includes role for
students with no role
for you &/or you are
monitoring but not
participating, &/or
the directions are
incomplete
directions for either
or both strategies;
guided practice of
technology element
is incomplete &/or
incorrect
Guided practice is
incomplete,
inappropriate,
unclear &/or absent
for either or both
strategies; guided
practice of
technology element
is inappropriate or
absent
Independent
practice allows
students to
demonstrate ability
to complete the
activity ALONE, with
you providing
complete directions
for both strategies;
independent
practice of
technology element
is present & correct
Independent
practice allows
students to
demonstrate ability
to complete the
activity ALONE, with
you providing
general directions
for either or both
strategies:
independent
practice of
technology element
is present & correct
Independent
practice allows
students to
demonstrate ability
to complete the
activity with your
assistance &/or with
you providing some
directions for either
or both strategies;
independent
technology element
is incomplete &/or
incorrect
Independent
practice is
incomplete,
inappropriate,
unclear &/or absent
for either or both
strategies;
independent
practice of
technology element
is inappropriate or
absent
Closure requires
students to
demonstrate
measurable ability to
meet the objective
for both strategies
Closure requires
students to
demonstrate ability
to meet the
objective for either
or both strategies
Closure requires
students to
demonstrate
understanding of the
objective for either
or both strategies
Closure is
incomplete,
inappropriate,
unclear &/or absent
for either or both
strategies
ILKleiman spring 2015 (Adapted from www.stmartin.edu & Dr. Michelle Cosmah, EDT)
Attach any
documentation
instruments (e.g.,
checklists, rubrics,
etc.) to this lesson
plan.
Demonstrates
ability to determine
future instruction
with literacy
assessment(s)
Attach assessment
documentation
instrument to this
lesson plan where
appropriate
Assessment is
research-based &
evaluates students
abilities in
comprehension,
word study &/or
fluency; you provide
complete purpose of
assessment, clear &
complete directions
& closing with
transition to next
activity
Assessment is
research-based &
evaluates students
abilities in
comprehension,
word study &/or
fluency; you provide
complete purpose of
assessment, clear
&/or complete
directions & closing
with transition to
next activity
Assessment is
research-based &
evaluates students
abilities in
comprehension,
word study &/or
fluency; you provide
general purpose of
assessment, &/or
general directions
&/or incomplete
closing with
transition to next
activity
Assessment &/or
purpose, directions
&/or closing is
incomplete,
inappropriate,
unclear &/or absent