T&L Instructional Plan Template

(edTPA Aligned)
Background Information (When doing the actual edTPA, leave out identifiers)
Teacher Candidate: Audrey Hamill, Cheyenne Cortesi, Christina Martin Date:______________
Cooperating Teacher: ______________________
Grade: Kidergarten
School District:
_______________________ School: _____________________________
University Supervisor:
Unit/Subject: Reading/Phonics
Instructional Plan Title/Focus: Using rhyming words to teach vowel sounds
Section 1: Planning for Instruction and Assessment
a. Instructional Plan Purpose: Teacher candidates explain how this instructional plan develops students
conceptual understanding of overall content goals. This is sometimes also called a rationale and includes a
what, why, how general statement (see also Central Focus in edTPA)
Additionally, explain where in a unit this lesson would be taught. What lesson topic came prior to this one
(yesterday) and what related lesson will come after this one (tomorrow)?
Understanding that words with the same rime can rhyme with different onsets will help students recognize vowel
sounds in common CVC words. This lesson follows numerous lessons of explicit instruction on long and short
vowel sounds. Next students change the onset of CVC words to make a rhyme.
b. State/National Learning Standards: Teacher candidates identify relevant grade level concepts/content and
align them to Content StandardsCommon Core Standards (Math, English, Next Gen. Science), Washington
State EALRs, (Arts, Language, Social Studies, Health/Fitness) or National (Ag. Ed. or FCS). Aligning
standards may be interdisciplinary. (Also copy/paste these below to align)

CCSS.ELA-Literacy.RF.K.3.b
Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.
c. Content Objectives (to be copied in Assessment Chart below) and alignment to State Learning
Standards: What should the students know or be able to do after the instruction? Use SWBAT format with
an action verb that matches the cognitive domain of the standard/GLE.
1. SWBAT recognize long and short vowel sounds.
a. Justification: Students need to be able to recognize long and short vowel sounds in order to
understand what they read and hear.
Language Objectives:
1. SWBAT
Aligned standard:
d. Previous Learning Experiences: Teacher candidates should explain what students know and have learned
that is relevant to the current lesson topic and process.
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e. Planning for Student Learning Needs (accommodations, student experiences, prior learning and
experiences):
f. Assessment Strategies (Informal and formal)
g. Student Voice: Student voice is a term used to describe students expressing their understanding of their own
learning process. For your lesson, respond to the three required components of student voice and identify how
students will reflect and/or communicate on their learning or progress toward meeting the goals. (Use the
following table.)
h. Grouping of Students for Instruction: Describe why, how, and where in the lesson students will be divided
into groups, if applicable (e.g., "why" could be to support language learners, for reciprocal teaching, and/or to
use jigsaw, and "how" might include random, ability-based, interest, social purposes, etc.). Recognize that
some lessons or parts of a lesson may call for grouped work or individualized work or both.
Whole group lesson for the teacher modeling with think-aloud.
Small group (table groups) for practice. Students will work with their table groups who have been assigned
based on NWEA and DIBELS scores. The teacher will join the table of students who are below grade level.

Section 2: Instruction and Engaging Students in Learning

a. Introduction: Teacher candidates identify how they are going to introduce the concept, skill or task in a way
that gains students attention and gets them involved (the lesson hook).
Declarative Statement: (Tell students what you plan to teach/what they will learn.)
Todays learning target is to listen to the vowel sounds we have learned in class
Conditional Statement: (Tell students why this information will be useful.)
Being able to hear vowel sounds in words will help us understand what words mean
b. Questions teacher candidate will ask during the lesson that drive thinking and learning and engagement (5 or
more questions) and in parenthesis, indicate Bloom level and/or question type to ensure that you are posing
questions that push critical thinking and engagement (e.g. Analysis/Divergent)
c. Learning Activities: Describe what the teacher will do and say and students will do during the lesson.
Write it as a procedural set of steps in the left column of table below.
1. I Do/You Watch: Today we are going to read Hop on Pop by Dr. Seuss. This book may remind you of Sam
I Am. While I am reading, we are going to look for vowels we have learned and make rhymes families on the
board
2. Being by reading cover and title page.
3. Read the first page. Wow kindergarteners, I think up and pup are rhyming words. Maybe this is our first
rhyme family. I am going to read this page againhmmmmup and pup do rhyme! Let me write these and
put them on the blue board (put on board, smile at class)

4. Continue to read onto page twostop at second cup. Wow, I think cup rhymes with pup and pup is in our
rhyme family (point to board). I am going to add cup to our rhyme family (put on board)
5. Read to the word tall. Ok, I see two more rhyming words. But I dont think it goes in our first rhyme family.
Lets seepuptall? That doesnt work, so I am going to make a new rhyme family (write all and tall on
board).
6. (I Do/You Help: Read page 9. Stop at second small. Class, did I hear a rhyme? Do all and small rhyme?
(wait for responses) Should we add small to our rhyme family? I think so too! (put small on board)
7. . Read to page 11. Stop at second wall. Class, is this a rhyme? Do ball and wall rhyme? (wait for responses)
Should we add ball and wall to our rhyme family? Which rhyme family do these words go to? (Have
students point to board) Which one? WOW! Great job, I will help you write those down (put ball and wall on
board)
8. Read to page 13. Stop at fall. Class, is this a rhyme? Do all and fall rhyme? (wait for responses) Should we
add fall to our rhyme family? WOW! You are right. Great work!

9. You Do/I Help: Great work finding words that go into rhyme families. Now we will go to our table groups
and make our own rhyme families. While you are working, look for vowel sounds that you know. This will
help you sort the words into different rhyme families. I will walk around and help with any questions you
may have (pass out words from the text, help students)
d. Closure: Closure is the signal to students that the lesson is now coming to an end. In closure, teachers
review the learning targets (what was taught) for the day and refocus on what is important.
e. Independent Practice: Describe how students will extend their experiences with the content and
demonstrate understanding in a new and different context (perhaps even outside of the classroom). Include
possible family interaction (identify at least one way in which you might involve students families in this
instructional plan.)
f. Instructional Materials, Resources, and Technology: Attach a copy of ALL materials the teacher and
students will use during the lesson; e.g., handouts, worksheets, multi-media tools, and any assessment
materials utilized.
g. Hop on Pop by Dr. Seuss, paper, words from text, board, marker (for writing words)
h. Acknowledgements: Acknowledge your sources
Instructional Plan adapted from
Adapted from Page 156 in the Hornsby textbook