Teacher Work Sample Unit Wide Lesson Plan 5

Name: Program: Course:

Haley Mank Special Education SED 460

Lesson Topic / Title:

Reading and Spelling

Lesson Date: Lesson Length: Grade/Age:

04/04/2018 60 minutes 4th Grade

Learning Objectives & Content Standard Alignment - Selects, creates, and sequences learning experiences
and performance tasks that support learners in reaching rigorous curriculum goals based on content standards.

Learning Objective(s) Instructional Decisions / Reasoning

I can decode multisyllabic words using my word
strategy skills.
I can read with fluency and accuracy to support
comprehension.
This lesson is appropriate because this lesson follows
the learning sequence the student has been following
daily. This lesson is also appropriate because it directly
aligns to the students goals on their IEP.

I can spell words based on spelling rules I know.

Content Standard(s) Instructional Decisions / Reasoning

CCSS.ELA-Literacy.RF.4.3
Students will know and apply grade level-phonics
and word analysis skills in decoding words.
CCSS.ELA-Literacy.RF.4.4
Students will read with sufficient accuracy and
fluency to support comprehension.
These standards are appropriate for this lesson because
students will be working on these standards over the
course of the year. The skills they learn in this lesson
will aid them in meeting these standards.
The student will meet the first standard by decoding
multisyllabic words with 90% accuracy. Students will
meet the second standard by reading with 98%
accuracy and reading 101 WPM.
Assessment - Uses assessment flexibly to expand and deepen understanding of learner performance and
determines best supports for continued learner growth.

Assessment Instructional Decisions / Reasoning

-I will be observing the student and provide guided -I will use observations and collected work to check
instruction when students are reading reviewing for understanding from student. I will use the students
syllable types. work to provide feedback and provide more direct
instruction in the area of weakness.
-I will observe the student decoding the words and
collect and review the work and look for
misunderstandings, strengths and weaknesses.

Instructional Materials and Resources - Stays current in content knowledge and expands expertise in
reviewing instructional materials from the perspectives of both the discipline and individual learner needs.

Materials, Resources, and / or Technology Instructional Decisions / Reasoning

-Instructional Lesson Plan 5 -The Chapter book is used to promote reading with
-Chapter Book: I Got a “D” in Salami accuracy and fluency.
-CLOVERS Chart
-Decoding multisyllabic word packet -The CLOVERS chart is used to review the six types
-Bray Tiles of syllables from the chapter book the students is
-Lexia packet reading.
-Fundations Fluency Story
-Ipad -Bray tiles are used to practice and review spelling
-Post Assessment rules.
-Teacher Evaluation
-The Lexia packet is used to practice prefix meanings.

-Fundations fluency story is used to instill reading with

fluency and accuracy.

- The Ipad will be used if time allows for the reading

program Lexia.

Instructional Methods: Selects, creates, and sequences learning experiences and performance tasks by using a
variety of instructional approaches, strategies, and technologies that make learning accessible to all learners
and support learners in reaching rigorous curriculum goals.
Teaching and Learning Sequence
10 Minutes Read Chapter Book
5 Minutes Review: Student practices
finding multisyllabic words
to break into syllables,
using the CLOVERS chart.
15 Minutes Decoding Multisyllabic
Words: Student breaks
multisyllabic words into
syllables using the
decoding strategy on the
multisyllabic word packet.
10 Minutes Spelling: practice spelling
words using the bray tiles.
10 Minutes Lexia Packet
1 Minute Fluency reading using
Fundations fluency story
5 Minutes Post Assessment/
Evaluation
Remaining Lexia program for reading
Time and spelling practice
-The post assessment will show the growth the student
has made during these lessons.
Instructional Decisions / Reasoning
-Each day we begin the lesson by reading. This
prepares the student for the reading and spelling we
will do later in the lesson and practices reading with
fluency and accuracy.
-The spelling practice allows the student to review the
types of syllables and prepares the student for
independent work.
-The decoding of multisyllabic words allows the
student to practice decoding strategies and improves
their reading fluency.
-Spelling practice allows the student to practice the
skills we have previously worked on in the lesson and
use these skills to right their spelling words.
-The lexi packet has teh student work on using clues
from the sentences to determine the words to fill in the
blank and to determine the definition of the word
based on the prefix.
-The fluency reading is an assessment to track
students progress towards meeting the fluency goals.
Meeting students’ needs (differentiation, extensions, Instructional Decisions / Reasoning
modifications, accommodations)
-A read aloud allows the teacher to insure the student
-Read aloud is reading with fluency and this allows allows the
-Teacher Modeling student to check to make sure they are reading the
-Visual types of resource guide words accurately.

-Teacher modeling provides the student an example of

what the expectations are for the specific task and
shows then how the task should be completed.

-A visual guide allows the student to use their

resources to check and make sure they are decoding
the words accurately.

Field Courses Only – Post lesson

Reflection
This was the last of the five lesson for the teach work sample. In this lesson the student was also asked to
complete a post assessment and an evaluation of me. The student did very well and made some gains in her
post assessment compared to her pre-assessment. There is still a lot more progress to made and room to grow
but overall this student is still making growth and progressing towards being on grade level.
Teaching Standards and Rationale

Standard # 1 Learner Development

The teacher understands how students learn and develop, recognizing that patterns of learning and
development vary individually within and across the cognitive, linguistic, social, emotional, and physical
areas, and designs and implements developmentally appropriate and challenging learning experiences.

This standard states that the teacher understands that each student learns and develop at different rate. Teachers
should design instruction and learning experiences based on each individual child’s level of development.

1(b) Creates developmentally appropriate instruction that takes into account individual learners’ strengths,
interests and needs and that enables each learner to advance and accelerate his/her learning.

For this lesson, I used the students IEP goals to create appropriate instruction based on the students strengths
and needs. This student has been given several assessments to monitor her progress in decoding words and her
reading fluency. I used this information on top of her IEP goals to develop the instruction.

Standard # 2 Learning Differences

The teacher uses understanding of individual differences and diverse cultures and communities to ensure
inclusive learning environments that allow each learner to reach his/her full potential.

This standard states that the teacher understands that each student has a different background and for each
child to meet their full potential their needs to be an inclusive learning environment.

2 (l) Believes that all learners can achieve at high levels and persists in helping each learner reach his/her full
potential.

2(a) Designs, adapts, and delivers instruction to address each student’s diverse learning strengths and needs
and creates opportunities for students to demonstrate their learning in different ways.

In this lesson I supported the students in focusing on her independent work to reach her highest potential that I
know she can reach. I provided guided instruction in the beginning of the lesson to aid the student in
completing her independent work to her fullest potential. The instruction used provided a few different ways
for the students to show her level of understanding of reading and decoding words accurately. In this lesson the
student was able to read her chapter book and pick out words she had trouble reading to decode them and to
create a deeper understanding of the words.

Standard # 3 Learning Environments

The teacher works with learners to create environments that support individual and collaborative learning,
encouraging positive social interaction, active engagement in learning, and self motivation.

This standard states that the teacher will work to create an environment that engages active learning and self
motivation with positive social interactions.

3 (r) Is a thoughtful and responsive listener and observer.

3 (d) Manages the learning environment to actively and equitably engage learners by organizing, allocating,
and coordinating the resources of time, space, and learners’ attention.

In this lesson as the teacher I listened to the student as she read her book and read the words in which she was
trying to decode. I responded when necessary correcting the words she had read incorrectly or decoded
improperly. During a few of the lesson I moved on from the task being asked of her to a different task to
improve focus and motivation and completed the task at a later time in the lesson.

Standard # 4 Content Knowledge

The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she
teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful
for learners.

This standard states the teacher will make the aspects of the disciplic accessible and meaningful through
engaging learning experiences.

4 (k) Understands common misconceptions in learning the discipline and how to guide learners to accurate
conceptual understanding.

4 (b) Engages students in learning experiences in the discipline(s) that encourage learners to understand,
question, and analyze ideas from diverse perspectives so that they master the content.

For this lesson I walk through several of the words when the student has decoded them incorrectly. I explain to
her that with our dialect we often pronounce words different than they are spelled and different than they are
broke up into syllables. I encourage her to break the words into syllables first in and then read to eliminate the
misconception of pronunciation.

Standard # 5 Innovative Applications of Content

The teacher understands how to connect concepts and use differing perspectives to engage learners in
critical/creative thinking and collaborative problem solving related to authentic local and global issues.
 This standard states the teacher will engage the students in problem solving and critical/creative thinking
using concepts that have previously learned.

5 (c) Facilitates learners’ use of content tools and resources to maximize content learning in varied contexts.

Standard # 6 Assessment
The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to
document learner progress, and to guide the teacher’s on - going planning and instruction.

This standard states the teacher uses multiple means of assessments and uses the data collected to guide plan
instruction.

6 (u) Is committed to making accommodations in assessments and testing conditions, especially for learners
with disabilities and language learning needs.

6 (e) Engages learners in multiple ways of demonstrating knowledge and skill as part of the assessment
process.

Assessment is key in understanding children's strengths and weaknesses and level of understanding. For this
lesson and started with a pre-assessment to give be a basic knowledge of the students current level of
understanding. For the rest of the lessons I observed the student completing her independent and guided
practice work. I collected the independent work to provide feedback if needed.

Standard # 7 Planning for Instruction

The teacher draws upon knowledge of content areas, cross - disciplinary skills, learners, the community, and
pedagogy to plan instruction that supports every student in meeting rigorous learning goals.

This standard states the teacher uses all area of knowledge to support all students in meeting their learning
goals and to plan instruction.

7 (j) Understands the strengths and needs of individual learners and how to plan instruction that is responsive
to these strengths and needs.

7 (a) Individually and collaboratively selects and creates learning experiences that are appropriate for
curriculum goals and content standards, and are relevant to learners.

This lesson provides appropriate instructional sequencing. Allowing the students several opportunities for
different learning experiences and chances to use multiple means of representation for their work.

Standard # 8 Instructional Strategies

The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep
understanding of content areas and their connections, and to build skills to access and appropriately apply
information.

This standard states the teacher will use multiple strategies to encourage students to deepen their thinking and
make connections with past learning to appropriately apply information.

8 (e) Provides multiple models and representations of concepts and skills with opportunities for learners to
demonstrate their knowledge through a variety of products and performances.

8 (h) Uses a variety of instructional strategies to support and expand learners' communication through
speaking, listening, reading, writing, and other modes.

In this lesson I required the student to use her past knowledge on decoding words to complete her independent
work. We talked through any problems she encountered with decoding the words such as where she should
break the word into syllables on words that are pronounced different ways.

Standard # 9 Reflection and Continuous Growth

The teacher is a reflective practitioner who uses evidence to continually evaluate his/her practice, particularly
the effects of his/her choices and actions on others (students, families, and other professionals in the learning
community), and adapts practice to meet the needs of each learner.

This standard states the teacher will reflect on their instruction and evaluate their choices and actions on others
and use this information to adapt their instruction and actions to meet each students needs as a learner.

9 (a) Engages in ongoing learning opportunities to develop knowledge and skills in order to provide all
learners with engaging curriculum and learning experiences based on local and state standards.

After this lesson I reflected upon what went well during the lesson and what needed to be changed. I used this
reflection to prepare the next lesson in the sequence. I discussed the challenges I encountered in the lesson
with my mentor teacher on what I could change and how I could supplement the instruction to make sure the
student meets their highest potential.

Standard # 10 Collaboration
The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to
collaborate with learners, families, colleagues, other school professionals, and community members to ensure
learner growth, and to advance the profession.

This standard states the teacher will take responsibility for students learning and effectively collaborate with
the students and their families, colleagues and community members to make sure students are showing growth.

10 (l) Understands schools as organizations within a historical, cultural, political, and social context and knows
how to work with others across the system to support learners.

Before this lesson I collaborated with my mentor teacher on what instruction should be provided for this
students. We looked at past assessments and her rate of growth and made the instructional decisions based on
this information. Throughout the sequences of the lesson I collaborated with my mentor teacher on how to
improve the lesson so the student can get the most out of the instruction.

Standard # 11.7 Technology Standards for Students and Teachers

Educators understand and use data to drive their instruction and support students in achieving their learning
goals.

This standard states the teacher will continue to use technology to support students learning and to ensure
students are reaching their learning goals.

a. Provide alternative ways for students to demonstrate competency and reflect on their learning using
technology.

In this lesson the Ipad was used when the instruction finished early. The student went on the program LEXIA,
which focuses on reading skills. This practices the skills we have been working on during the lesson. This
program allows for the student to demonstrate their learning in a different representation.
 Appendix

Teacher Work Sample

Lesson 5

1. Read chapter 11 pages ​71 ​to ​77​.

2. Review 6 types of syllables: Open, closed, R-controlled, C-le, vowel consonant e, vowel teams. Have student find 3
work to add to their CLOVERS chart (types of syllables, plus a column for words with suffixes). Put each syllable in the
correct type of syllable column. Make sure they pick multi-syllable words.

3. Review decoding multisyllabic word strategies using words ​pg. 10

A. Use the multisyllabic decoding strategy They have a sheet in their folders with these rules.
1.Underline the vowels
2.See if any of the vowels work together to make one sound
3.Split off prefixes and suffixes
4.Split double consonants (not blends)
5.Do any chunks have more than 1 vowel sound? If so split
B.Have student break apart words, and then read the words to you.

4. Spelling - practice spelling words using bray tiles

A. one tile per sound, then write the words underneath
B. Review spelling rule: add all to beginning drop one L
C. Words to spell:also, already, altogether, although, almighty

5. Lexia Packet: Suffixes -ed, -en, -ness, -er, -est, -less, ​Page 5

6. Fluency work- FUNDATIONS Story 10, 1st reading. Record time and number of errors.

7. Post-Assessment Have student read all words on paper. Indicate number of words the student got correct. Have
students decode words using syllable indicators and write the number of syllables in each word.

8. Evaluation: Have students read and complete evaluation of lessons

9. Lexia, if time
Post Assessment

Read the words aloud and then identify the number of syllables in each word and use a / to accurately divide
the words.

_____ 1. Organization _____ 6. Neighborhood

_____ 2. Watermelon _____ 7.Spaghetti

_____ 3. Unforgettable _____ 8. University

_____ 4. Dangerous _____ 9. Marshmallow

_____ 5. Supermarket _____ 10.Congratulations

___/10 Number of words read correctly

____/10 Number of syllables identified correctly

____/10 Words divided into syllables correctly

Student Work Samples

CLOVERS Chart
Syllables
LEXIA Worksheet
Post-Assessment
 Rubric

Learning Objectives Does Not Meet Partially Meets Meets

I can decode X
multisyllabic words
using my word
strategy skills.

I can read with X

fluency and accuracy
to support
comprehension.

I can spell words X

based on spelling
rules I know.