T&L Instructional Plan Template

(Updated 4/17/15)
(edTPA Aligned)

Overview
The information included in this document is to support faculty in teaching about and supporting students with the
T&L (and edTPA) Instructional Plan. While there are many variations of lesson plans, this format meets
departmental requirements and is aligned with the 2014 edTPA as well.

Background Information (When doing the actual edTPA, leave out identifiers)

Teacher Candidate: Alexis Hopkins_________ Date:09/16/19

Cooperating Teacher: _Katie Barone____ Grade:_Kindergarten_
School District: Cheney School District______________ School: _Salnave Elementary_________
University Supervisor: Lori White
Unit/Subject: Math
Instructional Plan Title/Focus: Counting numbers 0-5

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)
a. For this lesson students will be learning drawing from previous knowledge to explain what they
know about numbers 0-5 and being able to explain counting. Students must learn how to count
0-5 as this is a foundational skill that will help them to build onto their math knowledge
throughout the year.

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)?
This is the second lesson in the unit that is taught. This lesson comes after lesson 0 which
teaches students about math routines and this being lesson 1 where they are sharing the math knowledge that
they have. The next lesson that would be taught is with higher numbers such as 10-20.

b. State/National Learning Standards: Teacher candidates identify relevant grade level concepts/content and
align them to Content Standards—Common Core Standards or Washington State EALRs, or National.

CCSS.MATH.CONTENT.K.CC.A.3
Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0
representing a count of no objects).

CCSS.MATH.CONTENT.K.CC.B.4
Understand the relationship between numbers and quantities; connect counting to cardinality.

CCSS.MATH.CONTENT.K.CC.B.4.C
Understand that each successive number name refers to a quantity that is one larger.

c. Content Objectives (to be copied in Assessment Chart below) and alignment to State Learning
Standards:

1. SWBAT… understand that counting tells how many, and that the last number said tells how many in the
whole group.
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 Aligned standard: CCSS.MATH.CONTENT.K.CC.A.3

2. SWBAT… practice one- to- one correspondence in counting.

Aligned standard: CCSS.MATH.CONTENT.K.CC.B.4

3. SWBAT… understand the importance of keeping track of number count and objects counted.
Aligned standard: CCSS.MATH.CONTENT.K.CC.B.4.C

Language Objectives:
1. SWBAT… point to classroom objects and tell why they might be counted.
Aligned standard: CCSS.MATH.CONTENT.K.CC.B.4

2. SWBAT… draw lines to show one-to-one correspondence for counting up to 5 objects.

Aligned standard: CCSS.MATH.CONTENT.K.CC.B.4

d. Previous Learning Experiences: Teacher candidates should explain what students know and have learned
that is relevant to the current lesson topic and process.
Students do not need any prior knowledge of numbers but if they do know their numbers 0-5
they can build on their knowledge.
e. Planning for Student Learning Needs (accommodations, student experiences, prior learning and
experiences): Students who are struggling with writing their numbers, I will write an example number
for them and encourage to try their hardest. Students who have trouble following the directions, I will
provide extra attention to them by redirecting them when they are not focused or off task while
working.

f. Assessment Strategies (Informal and formal)

Content/Language Objectives Assessment Strategies

SWBAT… practice one- to- one
correspondence in counting.
SWBAT… point to classroom objects and tell
why they might be counted.
(Add rows as needed)
Informal: On the page with the water bottles and hat that
have the boxes underneath, students will follow the
directions on the worksheet to fill in the number of boxes to
objects. I will collect these worksheets that come from their
workbook to see which students can properly identify a
one-to-one correspondence.
Informal: Observation- I will ask students to point to
different objects in the classroom (i.e. markers, crayons,
chairs, tables, etc.) and have them tell me how many of
each is on the page. I will ask the students why it would be
important to know the number of each of the objects that
we have in the classroom. I will observe the students who
are able to count and know the one-to-one correspondence
of the objects and the numbers as well as their reasoning
behind why we count and what counting is.

g. Student Voice:

Student-based evidence to be Description of how students

K-12 students will be able to: collected (things produced by will reflect on their learning.
students: journals, exit slips, self-
assessments, work samples,
projects, papers, etc.)
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 1. Explain student learning targets
and what is required to meet
them (including why they are
important to learn).
2. Monitor their own learning
progress toward the learning
targets using the tools provided
(checklists, rubrics, etc.).
3. Explain how to access
resources and additional
support when needed (and
how/why those resources will
help them).
Work Samples
Thumbs up, thumbs down
A student resource notebook.
We will collect the students
work samples of the pages
that they fill in the boxes that
match the corresponding
number to see if they are able
to fill in the correct boxes and
discuss with the student how
they got their answer.
Teacher will use a thumbs up,
thumbs down system to check
student understanding.
Student will give a thumb up
if they understand the content,
a thumb to the side if they
kind of understand but would
like more practice, and thumb
down if they aren’t
understanding the content at
all.
Students will receive a
notebook with resources in it
that will help them to
complete the pages in their
workbook such as vocabulary.

h. Grouping of Students for Instruction:

This is a small group lesson which means each small group of 3-4 students will come and sit at my table
for the lesson every fifteen minutes. The students aren’t grouped in any particular way, meaning, it is
not based off of knowledge.

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”).
 The lesson will start on page one of their workbook which is asking them to demonstrate what
they know about numbers 0-5.
i. “We are going to turn to page one of our workbook and talk about the numbers 0-5!
What are the numbers 0-5? (Wait for student response). Is there anything else that we
can identify in numbers 0-5? Talk to an elbow partner about the numbers. When you
are done I want you to draw what you talked about or use words to show me what you
know about numbers 0-5!”

b. Questions: Questions teacher candidate will ask during the lesson that drive thinking and learning and
engagement (5 or more questions) and in parentheses, indicate Bloom level and/or question type to ensure
that you are posing questions that push critical thinking and engagement (e.g. Analysis/Divergent)
1. What are the numbers 0-5? (Analysis)
2. Is there anything else that we can identify in numbers 0-5? (Analysis)
3. Look at my markers, how many did I just put down? (teacher puts down 3 markers) (Divergent)
4. If I put two more down, how many do I have total? (Divergent)
5. Can everyone share one thing that they can count in this classroom? (Divergent)
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Learning Activities:

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Learning Steps and Activities Supporting Theories/Principles
(Why are you doing what you are doing?)
Example: Transition from introduction by asking Supports multiple means of engagement, and
students to look at “inputs” and in pairs, create a list allowing students to generate their own inputs
of additional community assets/contributions (inputs) from experience; is more culturally responsive
for social change diagram. Circulate around groups than teacher generated ideas only.
to observe students’ progress.
1. Students will move on to page 2 to complete
the “I can:” portion on the page. “Now turn
to page two, and I want you to draw me a
different picture of what you know about 0-5,
if you get stuck ask an elbow partner to share
their ideas with you!”
2. After students have completed the “I can:”
portion they will look at page 5 with the
picture on it. “If we look at this picture what
are we looking at? (Wait for student
response). I want everyone to point to pencil,
how many pencils are there? (student
response). Now point to the crayons, how
many crayons are there? (student response).
Find the scissors, how many scissors are
there? (student response)”
3. Teacher will then use her own markers to
create different questions for students to help
understanding of counting. “Look at my
markers, how many did I just put down?
(teacher puts down 3 markers) (student
response). “If I put two more down, how
many do I have total? (student response)
What if I take away this many, how many do
I have now? (student response)” The teacher
uses this method to check for one-to-one
correspondence understanding with the
students.
4. Students will move to the soccer ball page
(6) and follow same kind of questions as step
2 using the objects on the soccer ball page.
Use step two as a guideline.
5. Students continue on to page 8 doing the
same as steps 2 and 4.
6. Moving on to page 9 students will be asked
to discuss things people might count and then
draw a picture of something they can count.
“What are some things that we can count in
our house? (student response) What about at
the grocery store? (student response) Is there
even things that we can count in the park?
(student response) I want you all to draw me
a picture of something that you can count in

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 your house! It can be something as simple as
plates or it can be beds!”
7. Once students turn to page 10 they will begin
counting on their own. I will ask the students
to count how many objects there are on each
side of the page and then have them fill in the
number of boxes that correspond with the
number of objects. “Now I want to show me
what you know about the numbers 0-5! I
want you all to count the number of water
bottles that are on the paper, and then color
in the number of boxes as there are water
bottles! (After students have completed it ask
them why they colored in the number of
boxes that they did) Now that you have
completed that, move on to the hat. (Ask
students why they colored in the number of
boxes that they did.”
b. 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.
 After students have completed their 10th page in their work book we will then discuss counting
and counting in the real world.
i. “We have spent a lot of time the last couple days identifying our numbers 0-5 as well as
things that we can count in our everyday lives! Can everyone share one thing that they
can count in this classroom? (have students turn and talk) Can you all think of one
thing in nature or at home that you can count? (turn and talk again). Counting is
surrounding us everywhere!”

c. 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.)
 Students can practice counting at home with their parents, different items in their house such
as chairs, doors, etc. They can also count objects out in nature with their parents.

d. 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.

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e. Acknowledgements: Acknowledge your sources
iReady Math Workbook