edTPA Lesson Plan Template

Central Focus:
Subject: Reading 1 points

See #1 the What do I need to write section of your edTPA

manual.
Essential Standard/Common Core Objective:
CCSS.ELA-Literacy.RF.K.3 Date submitted: Date taught: 3/22/17
Know and apply grade level phonics and word analysis
skills in decoding words.
Daily Lesson Objective:
5 points (must have all three parts)

Performance-
Students will be able to decode CVC words and match them with pictures.
Conditions-
The objective will be completed both as a whole group as well as individually. Students may use the notecards we used
as a class to find a CVC word.
Criteria
The students will complete the given worksheet based on skill level to complete independently. Students must receive an
8 out of 10 points or 80% accuracy.

21st Century Skills: Academic Language Demand (Language Function and

1 point Vocabulary):
2 points

Prior Knowledge:
CVC words, decoding, blending, writing sentences

Activity Description

Boys and girls today we are going to continue working with our CVC words! I know
1. Focus and Review we have been workings very hard on these so Im sure you will be an expert by the
10 points end of this lesson. Who can tell me what a CVC word is? What vowel sounds do
CVC words make? Whos ready to help me learn about my CVC words?

2. Statement of Objective
Today students you will be able to decode and blend CVC words as well as
for Student match them with pictures.
10 points
3. Teacher Input
10 points During TI, I will demonstrate to the students how I want them to decode the
words then blend them together as well as pair it with the picture. Okay
boys and girls you already told me that a CVC word was a word make up of
a consonant, a vowel, then another consonant. You also told me that the
vowel would make short sound. Now I am going to decode some words. I
have three words I need to decode. (I will put up three printed words: cut,
cat, tac) Let me start with the first word. (pointing to each letter as I go) C
U T, cut; C A T, cat; T A C, tac. Now I will put up a picture of a cat.
(thinking out loud) Hmm what is this a picture of? I know this is a cat so
what word was it that said cat? C A T! Cat! Next I will put up 3 more
words; sub, bun, sun. Pointing to each letter as I go again S U B, sub; B
U N, bun; S U N, sun. I will now put up a picture of a sun. I know
 this is a sun, what word makes sun. S U N, sun!

Now as a class we will decode words then match the proper word to
the picture. I will call on students one by one by pulling name sticks to
ensure everyone gets a chance. I will hold up the card and ask the
4. Guided Practice student to help me decode the word as I point to the letter. They will
10 points then indicate the proper word to match up to the picture.

https://www.teacherspayteachers.com/Product/St-Patricks-Day-Clip-
It-CVC-activity-1748466
Okay students now lets head to our centers to work on our worksheet.
Different students will get different worksheets based on their ability. The
class is split up based on ability; apples, bananas, kiwis, then oranges, in
order from highest to lowest. Apples are reading at a level B, Bananas C,
Kiwis D, and Oranges G. I am using both worksheets from the site given
5. Independent Practice below and changing them some based on differentiation and skill. Students
10 points will work on the assignment independently but sitting with their small groups.
Pictures will be provided in materials section.

https://www.teacherspayteachers.com/Product/St-Patricks-Day-Clip-It-CVC-
activity-1748466

I will assess the worksheets given to the students based on ability. All
worksheets will be out of a total of 10 points.
The first worksheet students will be assessed on both words and
illustrations.
6. Assessment Methods of CVC words 1.5 points each (6 points possible)
all objectives/skills: Pictures 1 point each (4 points possible)
10 points Second worksheet students will be assessed based on CVC words,
sentences, and illustrations.
CVC words- 2.5 points each (5 points possible)
Sentences 1.5 point each (3 points possible)
Illustration 1 point each (2 points possible)
As closure I will bring the students back together at the carpet. I will ask the
7. Closure
students for some examples of words they chose to write or draw. I then will
10 points ask for examples of sentences they used.

11 out of 17 students performed at 80% or higher to achieve mastery. This

was 65% of the class. Only 3 students, or 18% of the class, received a score
8. Assessment Results of of 70-79% stating they need some improvement. 3 more student received a
all objectives/skills: score of 69% or lower resulting in failure. Most students were able to come
10 points up with a CVC word and illustrate a picture to correspond to it. Students
showed difficulty when asked to create a sentence containing the CVC word
they chose.
Targeted Students Modifications/Accommodations Student/Small Group Modifications/Accommodations
4 points 4 points
Students are provided differentiation by the different I could have provided the CVC words for the
options of worksheets based on their reading group students. This would have allowed them to see
ability. words but then choose the one they wanted to use
and illustrate.
Materials/Technology:
1 point
Printed note cards, printed worksheet, printed pictures, pencils, printed words
CT signature: ________________________ Date: ______ US signature: ___________________Date: ____