Child: Tutor: Hess Date: 3/6-3/7 Content Area: Science Lesson #: 3 of 6 in sequence

Unit EQ: What would life be like if we didn’t have the sun or the moon? What would happen to our oceans and
the tides?
Objective: Provide a statement of what students will be able to do AS A RESULT of (rather than AS PART OF) this lesson.
The student will identify 3 ways that the oceans and tides might be affected if there was no sun or moon.
Lesson Assmt: Describe how you will collect evidence that individual students have indeed met the lesson objective:
The student will summarize in a paragraph at least 3 ways that the ocean and tides would change if there was no sun or moon.

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

Fluency (10 minutes beginning; 5 minutes end)

REFLECT RESPOND PROGRESS MONITOR
to Inform Planning with Targeted Instruction for Student Outcomes
(show your thinking: T responsive (show your thinking: implementation of high quality instruction) (show your thinking: S response to
planning) instruction)
Cold Reads ONLY: PASSAGE name: Nature’s Toothbrush PASSAGE Level (independent level): Fontas This Week’s Rates:
st
and Pinnell Level H or 1 .
Rate # Errors Rate # Errors
(wpm) (Review TRR chart from last session. Discuss rate/fluency goals.) (wpm) (acc)
Lesson 1 130 93 1st Read (cold) 173 98
Lesson 2 173 98  Timed Repeated Reading (TRR) nd
2 Read (hot) 131 98
Lesson 3 1. Teacher Model rd
3 Read (hot) 138 100
Lesson 4 a. Read aloud the passage to the student.
 Lesson 5 b. Model good inflection and speed (not too fast, not too slow).  Did the student graph the results?
Lesson 6 2. Silent Read  Yes
 Justification for today’s fluency a. The child reads the passage silently for practice, underlining difficult words. Discuss.  Did the student reach the goal for today?
plan: 3. COLD Read Aloud for Timing Yes
Based off of last weeks lesson- I a. Time his/her reading rate.  What will you do next as a result of
wanted to and was encouraged to b. Student completes the TRR chart. today’s student outcomes?
have her read a passage that was a bit c. Emphasize rate growth and error decrease. I may keep her on the same reading level for
more challenging. I moved her up a fluency to see if she can keep her rate
level based on her miscue levels and  Return here AT THE END OF THE LESSON constant like it was in the last two reads of the
her ease with the reading of the 4. HOT Read Aloud for Timing (same as steps a. – c. in #3) todays lesson.
passage. 5. 3rd HOT Read Aloud for Timing (same as steps a. – c. in #3)
 What is the new goal, or student
outcome, you hope to achieve by
the end of today’s fluency work?
I hope that in this lesson we can focus
on the automaticity of words- know
and unknown. As well as continuing to
work on expression and prosody while
reading the passage. I want her to slow
down while reading- the goal is to have
her keep her WPM as close to 140 as
possible. By using shading on the graph
hopefully this will help her to reach this
goal.

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: Based on Word Study Stage: Syllables and Affixes ( Early Mid Late)  This sort was just right
the information from the ESI, Molly had FEATURES SORTED: double vs. e-drop vs. nothing
initial difficulty when doubling the Inflected endings (doubling when adding -ing)  Do errors tend to cluster around a
consonants and adding -ing to the end. She double E-drop Nothing particular weakness? She had a issue
had misspellings including Shopping Riding Mixing remembering what the rule between
SHOPING/SHOPPING the e drop and the double consonant.
I chose to work with all three in hopes of Running Sliding Sleeping She was making similar mistakes to
showing her that there are specific rules for Popping Driving Cheering what she made on the ESI.
adding -ing and that there are many ways
Trimming Baking  If WWP:
that we might change a word to do that. My o Sound Pattern
hopes are that it is not overwhelming when I will explain that when we have a word that ends in an e- it gets dropped to the next Position (of root word)
looking at all 3 which is why I made the consonant and then add -ing. When the word endis in a consonant we just double it and  If SA:
nothing component with fewer words. . add the -ing. We will look at the base or roots of the words to see how that affects us o Previously learned patterns in
However, when looking at 3 very different adding the inflected ending. I will also go over the that there are a few exceptions in which LN WWP
features last week she was able to we just add the -ing and nothing changes to the root word.  Which features?
understand it. a. Introduce and Model o Doubling
a. Intro words, exclude words children cannot read. o Syllable Juncture
b. Model how to sort: o Other
 How did your student do on the last i. First by sound (long vs. short; accented vs unaccented, etc.)
sort? ii. Then by pattern (CVCe vs. CVVC)  Student completed the sort with
Blind Sort Results: b. Sort and Check support.
Features % correct a. Students identify pictures and/or read each word aloud.
Lesson 1 Long a (ai, b. Place feature headers in top of column.  Comments:
100 c. Student sorts independently.
ay, a_e) While the sort was happening-there were
d. Student compares word card back to header. cookies being passed out- so I don’t know
Lesson 2 Long o
e. Student checks work and explains choices. if her blind sort results had a correlation
(oa, ow, 83
c. Reflect to that or if her score is an actual
o_e)
a. Student provides summary statement regarding features. representation of what she knows.
Lesson 3 Doubling
Before the blind sort, I will have Molly complete a writing sort in which she writes the
when
words in the correct heading after looking through them and studying the features. This Blind Sort Results:
adding -
will guide in giving her more exposure to the words.
ing 71 % correct
d. Blind Sort (use 6-10 words)
(double v. Today 71
e-dropv
nothing) Comments:
Lesson 4
 Lesson 5
Lesson 6

 What will you emphasize next based on

the previous lesson (error clusters)?

 Would FastReads be beneficial?

Comprehension (30 minutes)

REFLECT
to Inform Planning
Justify why you selected this
strategy?
Because Molly’s
comprehension is low, I
want her to be able to
discern what is important in
RESPOND PROGRESS MONITOR
with Targeted Instruction for Student Outcomes
Comp Determining Importance (Select the comprehension strategy focus area) Was the student independent in
Strat: (Below, look for techniques you can use to support the independent use of this strategy.) using the strategy?
After being give cues/reminders
about how to use the strategy
a text. The hope is that she she was very independent in
can decide between what is using it. This so far felt like the
interesting a what is most successful comprehension
important to truly component yet.
understand it.
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 identify 3 ways that the Seed Discussions Graphic Organizers Framed Paragraph Map She was independent in the use
oceans and tides might be affected if Group Pattern Puzzles Venn Diagram/Comparison Writing Template Graphic Organizers of the organizing and the
there was no sun or moon. Group Graphic Selective Journal/Learning Log Sentence/Word vocabulary expansion. She had a
Which of the tools to the right will you Organizers Underlining/Highlighting RAFT Expansion hard time with the writing
use in the Carousel Column Notes Spool Paper Word Combining component of the lesson in which
B-D-A reading to scaffold meaning- Gallery Walk History Frame/Story Map Sentence Synthesis Capsule Vocabulary she had to pick at least 3 ways
making so that the student successfully Concentric Circles Sticky Notes Word Combining Semantic Feature life would be affected- she came
attains the outcome (obj/assmt)? Clock Buddies Opinion-Proof/Conclusion- Analysis up with the 3 but had a hard
 The idea behind having her Group QARs Support Journal/Learning Log time doing in independent.
summarize is to help bring together Capsule Vocabulary Problem-Solution
all of the pieces of information Semantic Feature Analysis
together in a concise way
 The idea behind highlighting is to
have her highlight what it is
important and underline what she
deems as interesting. The visual will
hopefully allow her to understand the
text as well as
How independent was your student last
time with these tools?
 Last week by doing the vocabulary
expansion- she was very quickly able
to make connections to the word once
given a definition or an example.
BEFORE Reading, viewing, or listening TEACHER STUDENTS
(~5 minutes)
What prior knowledge does your student
have on this topic?
After last week’s lesson, she as prior
knowledge about the sun, moon and
earth as well as the fact they impact one
another. Last lesson we focused on
farming. Thus the vocabulary and before
component of the lesson will be very
important.
How will you create a common
experience or “knowledge base” from
which to build upon before reading?
What holes need filling?
By introducing the vocabulary and the
hook, will entice her to reading and
learning. I hope that by making
connections we will be able to fill the
holes together.
 focusing attention, laying groundwork, creating  strategies to get STUDENTS thinking about
interest, sparking curiosity…think of it as setting what they already know
the stage/setting them up for success  cause STUDENTS to bring to mind similar
 make sure students “get” the purpose (not just ways of thinking, an analogous idea, or
agenda) of today; what it will result in or lead to; previously-learned content or concepts
the “why” of what 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
How will you activate the learner’s prior knowledge related to this topic?  This topic was familiar.
1. Setting the Hook
a. Briefly describe what you will do to “hook” the reader’s prior knowledge to the new information to What about the “hook” was
come in the DURING reading portion of the lesson. engaging for the student?
TSW watch a video about Floods- The thought behind this is to invoke the emotion about what might happen She was able to use her emotion
if the moon wasn’t controlling the tides all the time before moving into reading about gravity and the moon to be excited about what she
and how it all controls the tides. This then connects to the question what may happen to our oceans and tides was reading. She was interested
and then the even bigger question about what life may be like if we didn’t have the sun or the moon in the reading and topic because
of what she saw during the
2. Vocabulary Review video.
a. Before reading, go over some words that may be troublesome. Talk about how they are pronounced, How did the “hook” connect the
connect to word study if possible, look for ways to break word apart, and talk about meaning if unknown. List new knowledge to come in the
the words below. DURING with the child’s prior
Words and page #s: knowledge?
Gravity-page 1 (also seen throughout the article) Because the hook talked about
mysterious-page 1 floods and the consequences of
bulges-page 1 them she was then able to go
inertia-page 2 into the reading and lesson
thinking about how the lack of
the moon and sun might affect
us negatively.
Vocabulary Difficulty level?:
Just right-she knew a few of the
words and was able to
automatically make a connection
to the new ones.
DURING Reading, viewing, or listening
(~15 minutes)
Justify why you selected this specific
technique/tool for the DURING reading?
I chose this technique to help Molly not
only slow down her reading but to pay
attention to what she’s reading while
underlining and highlighting things that
are of importance or are interesting. .
The reader must be DOING something
while reading. How will you make this
clear BEFORE letting him read
independently?
I will model how questions or prompts of
what might make a reader think
something is important or is interesting
and determine the difference between
the two.
Justify why you planned your stopping
points based on your student’s needs.
I wanted to stop after every couple
headings to really check in on her
 strategy(ies) for student active engagement with the new content that’s coming from the text
 what are students doing WHILE reading, viewing, or listening (i.e., techniques)?
Text Title: Reading Level: 3rd Text Format: Diversity & Accommodations
What Causes the Tides Article --
in the Ocean? Differentiated by reading ability:
Genre: ---
Comp Technique: Which comp technique will best help the reader “place hold” new information while  Success with comp
reading? The specific information gathered with this technique is what you will use in the AFTER reading (so techniques?
it should line up with your objective). She able to use the tool of
highlighting and underlining with
Technique (list above): Determining Importance ease. She pretty automatically
What will the student do to placehold new information while reading?: The student will underline and was able to understand when
highlight components of the text that she deems as important or deems as interesting to be able to tell the something was important and
difference between them. when something was interesting.
 How will this specific tool help the student gather the information (s)he needs from the text? In other  Level of independence?
words, explain how this tool used in the DURING will be used as a means for constructing meaning in the Little support needed
AFTER section (i.e., if (s)he wrote on sticky notes, what will you do with the sticky notes in the AFTER with  Does the student know when
this new bits of information? Move them into a graphic organizer?)? to use this type of technique
 Molly will take the information that she deems as important to come up with at least 3 ways that the on his own (in which
oceans and tides would be affected if there were no sun or moon to write a summary paragraph or circumstances it works best)?
paragraphs. She will be reminded to not just underline or highlight every part of the text but will be Yes
modeled through questions or prompts about what deems something as important vs. interesting.
Remember: Instructional readers need to be working on SILENT reading. You should have 2 copies of what is  Text difficulty level: Just
to be read—your copy and your student copy. You will do a DR-TA for this portion…making predictions, right
reading silently to a predetermined stopping point, and then discussing for clarification. REPEAT as necessary  She answered every single
to get through the assigned chapter/reading. DR-TA questions correctly
comprehension of the text because of her
comprehension being so low. I tried to
ask questions that pertain not only to the
text being read but also the even bigger
essential question.
What level of success did your student
experience last week in the DURING
reading with the accommodations and
scaffolds you put in place to address
identified diverse needs?
She was able to ask questions about the
text that was being read-she was
confused in questioning as she was
asking questions that she knew the
answer to ( the author had just explained
whatever it was that she was asking)
until about halfway through did she ask
could she ask questions that weren’t
answered.
My thought for this week is to monitor
while reading to then hopefully get her to
monitor herself.
AFTER Reading, viewing, or listening
(~10 minutes)
What level of success did your student
experience AFTER reading with the
accommodations you put in place to
address identified diverse needs?
Please Note: The Assessment occurs in
the After Phase! The point is to see what
DR-TA Reading:  Does the student self-
List the stopping points for discussion below; list the questions you will ask at each stopping point. How does monitor while reading?
your questioning build towards the outcome goal for the AFTER reading? Mostly-there were a few times I
The questions that are asked begin to get Molly to start thinking about what she’s reading to the bigger had her reread after asking if
essential question all while checking for her understanding and comprehension of the passage. something made sense.
After the section “Why is That?”  TOTAL PAGES READ: 2
What makes apples fall from trees and keeps us on the ground?  I know this is low but I
What happens when gravity pulls the oceans? wanted to focus on use of
strategy and content without
After the section “Wait, What?” her becoming frustrated with
What is the biggest force? the amount of pages
What do you think might happen if inertia wasn’t there?  Independence with comp
strategy? She was able to do
After the section “Does Anything Else Affect Tides?” it with some support but I
What do you think might happen if the sun and the moon couldn’t line up? would say that if given the
chance she would be able to
What are the big ideas/themes discussed as a result of this reading? do it on her own
The moon’s affect on the oceans and the tides.  Areas of difficulty? None in
this section
 Comments:
 how will students apply new knowledge in a new way?
 how will students check to see if their understanding is correct?
 how will students be prompted to reflect on what they learned?
 how will students be prompted to reflect on how they learned it?
Remember: Students should be providing you with evidence that they have LEARNED SOMETHING NEW  How engaged and motivated
from this lesson. This should tie in to your assessment above. was the student?
Very
What will students DO with the “place holders” collected in the DURING reading phase?  How successful was the
Using the information that Molly found- she will put together a paragraph thinking about how the student on the assessment?
information she deemed as important connects to the bigger essential question She was able to come up with 3
ways that life would be affected
How will you make his/her thinking visible?
has been learned as a result of the
reading, so it must come after one reads.
 Confirm that your assessment
happens here or in the Writing
section: YES
 Confirm that your obj listed above
matches your assessment listed here
(i.e., what you said you were going to
teach, you actually assess for here or
in the Writing section): YES
At first, we will look through what she highlighted or underlined and discuss. Then through writing her however she was not able to do
thinking will be made visible it in complete paragraph form.
Describe any other parts of the activity/process below.  Other Comments:
We will take the the highlighted and underlined information and turn it into a written paragraph She needed some guidance with
putting together what she just
What will you use to assess learning of the objectives? How will you know your student has mastered (i.e., learned and transferring it into
made visible) the objective? her writing.
I will check to make sure that she includes at least 3 pieces of information about how the ocean and tides
might be affected without the sun or the moon so that it ties to the reading to the assessment piece.