LESSON PLAN – Monday Kinder ELA

Name: Lisa Reagan Cooperating Teacher: Molly Martin

Date: February 3rd, 2020       Time: 8:15-9:00am      Grade Level: Kindergarten ELA Room #: 111

LESSON FOCUS or MAJOR GOAL: LEARNING OBJECTIVES:

 The goal of this lesson is to assess students on their knowledge of Unit 2.
This includes tapping out sounds to blend into a word, forming uppercase
letters, and knowing alphabetical order.
 The goal of this lesson is for students to identify the sight word in the book.
The students will grasp the pattern of the words in the repetitive text, then use
this knowledge to identify which word says “to.”
CONTENT STANDARDS:
Unit test:
 Given three sounds, TSW reproduce the sounds together to blend
into a CVC or CVCe word, on 4 out of 5 trials.
 Given letter cards that make a word, TSW recognize the given word
by blending the sounds together on 8 out of 10 trials.
 Given lower case letter tiles, TSW recite the letters names in
alphabetical order, while placing the tiles into their place on the
board, with 100% accuracy.

 RF.K.2 Demonstrate understanding of spoken words, syllables, and
phonemes (sounds).
 RF.K.3 Know and apply grade-level phonics and word analysis skills in
decoding words.
o Read common high-frequency words by sight (e.g., the, of, to, you,
she, my, is, are, do, does).
Given the sight word book, TSW identify the word “to” in the sentence by
pointing to the word, on 5 out of 6 trials.
 Expressive: Given letter cards or sounds of letters, TSW produce the
given word by blending the given phonemes.
 Receptive: Given the sight word book, TSW recognize the sight word
“to” on each page by pointing to the word and highlighting it.

DATA USED TO INFORM INSTRUCTION: MATERIALS and RESOURCES:

Last week, the students worked on writing the uppercase letters of Y and Z. Aloni Materials:
was able to exhibit great letter formation, following the use of the sky line, plane line,  Large sounds cards
and grass line on the paper. Ary was able to show similar letter formation to the  Small letter cards
model given. She was able to write the letters by tracing yellow marker to make the  Sight word book for “to” by Simply Kinder (n. d.)
letter then trying to make her own. On word play, Aloni was able to sound out at least  Unit 2 Test Recording Form – Level K (Fundations)
2 out of 3 words by tapping on each day. On Friday, she was able to do this on 3 out  Fundations Teacher’s Manual Level K
of 3 trials with the words pat, mat, and hat. Ary was able to sound out 1 out of 3  iPad
words without further assistance on most days. With assistance and teacher modeling,
she was able to sound out 2 out of 2 words. On Friday, Ary was able to tap out the 2 Resources:
out of 3 words, being mat and hat to blend the sounds and identify the word. Both o Sight word books by Simply Kinder (n. d.)
students could identify the word do with 100% accuracy.
o Fundations Teacher’s Manual Level K
o App: Letter Sounds A to Z by Learning Press (2017)

ASSESSMENT TOOL DATA COLLECTION PROCEDURES SCORING GUIDE/EVALUATION FEEDBACK

CRITERIA
Unit Test Teacher observation, checklist on recording form  4 out of 5 correct on blending sounds to Verbal
form words
 8 out of 10 correct on reading CVC
2/21/18

Sight word book
CONTENT INFORMATION:
Sound Card Example:
 Say the letter “A”
 Say the name of the picture –
“apple”
 Say the sound say makes - /a/
Word play:
The three words that the students will
decode are words that rhyme. The only
sound that changes if the first phoneme.
 /m/ /a/ /t/ = mat
 /b/ /a/ /t/ - bat
 /r/ /a/ /t/ = rat
Unit test:
1. Blend sounds to form words. EX)
/s/ /a/ /t/ = sat, /m/ /ā/ /d/ = made
2. Read CVC words. EX) m, a, p =
map.
3. Form uppercase letters. EX)
TTW ask student to write
words
 8 out of 10 upper-case letters formed
correctly
 100% accuracy on placing letter tiles on
letter board, while reciting alphabet in
order
Tallies 5 out of 6 trials
INSTRUCTIONAL STRATEGIES/LEARNING TASKS/PLANNED
SUPPORTS (including expressive and/or receptive communication
supports):
Hook:
 Last week, we finished letter formation on Y and Z. Today, we
are going to test our knowledge of letters and tapping out words!
Let’s tap out the sound /m/ /a/ /p/… What word did we just sound
out? Let’s start off with our sound cards and practice tapping out
more words before we do our unit test!
Warm Up:
1. Sound cards: TSW say the letter name, picture, and letter sound.
2. Word play: TSW decode words by tapping out the sounds
mat, bat, and rat. TTW model /h/ /a/ /t/ for students.
Unit test (individual)
 Miss Martin will work with one student, while I will work with
the other.
 TSW be tested on blending sounds to form words, reading CVC
words by tapping them out, form uppercase letters, and name
letters in alphabetical order by placing tiles onto the magnetic
board.
Verbal
TARGETED DIFFERENTIATION:
Aryanna’s Supports: Small group,
decoding, modeling of comprehension &
proper writing, mini lessons
Aloni Supports: Decoding instruction
(syllabication), instruction to identify
long/short vowels with visual/verbal
prompts, repetitive drill practice, hearing
sounds in words, small group repetitive
practice, modeling to reinforce
Process: TTW assist students if they have
trouble by saying the letter, word, and
sound for the student to repeat.
Content: Repetitive drill of blending the
sounds out.
Process: TTW model the word “hat” for
the student to work on the other words with
assistance.
Process/Product: TTW provide an example
of the task if required for student success.
2/21/18
 uppercase “G”
4. Name letters in alphabetical
order.

Sight word book Process: TTW provide assistance to help

 TSW join together to identify the sight word “to.” find the word “to”
 TSW highlight the word “to” on the title and on each page.

CLOSURE ACTIVITY:

TSW be given an exit slip to identify the word “to” by coloring the word. TSW review tapping out sounds by using a familiar word, “dog” by changing it to “log.”

References:

Kadar, J. (n.d.) To Hug You Star Sight Word Story. Retrieved from https://www.teacherspayteachers.com/Product/Kindergarten-Sight-Word-Books-Endless-
Sight-Words-Kindergarten-Preschool-3150071

Learning Press (2017) Letter Sounds A to Z App. Retrieved from https://www.allaboutlearningpress.com/letter-sounds-app/

Wilson, B. (2012). Fundations Teacher's Manual: Level K (2nd ed.). Oxford, MA: Wilson Language Training Corporation.

2/21/18
 Name: ______________ Date: 2/3/2020

Id e n tify in g I can identify the word “to” by Comments:

“to ” coloring the word on each page.

Tallies

Name: ______________ Date: 2/3/2020

Id e n tify in g I can identify the word “to” by Comments:

“to ” coloring the word on each page.

Tallies

2/21/18
2/21/18
2/21/18
 LESSON PLAN– Tuesday Kinder ELA

Name: Lisa Reagan Cooperating Teacher: Molly Martin

Date: February 4th, 2020       Time: 8:15-9:00am      Grade Level: Kindergarten ELA Room #: 111

LESSON FOCUS or MAJOR GOAL: LEARNING OBJECTIVES:

 The goal of lesson for students to decode words by hearing and seeing the
letters/sounds. In addition to this, TSW now learn to hear a word, segment
sounds, then find and recite the letters for those sounds. This will help the
students learn to spell the words.
 The goal of this lesson is for students to identify the sight word in the book.
The students will grasp the pattern of the words in the repetitive text, then use
this knowledge to identify which word says “to.”
Expressive:
CONTENT STANDARDS:
 RF.K.2 Demonstrate understanding of spoken words, syllables, and
phonemes (sounds).
 RF.K.3 Know and apply grade-level phonics and word analysis skills in
decoding words.
 Given a CVC word provided by the teacher to spell, TSW
recognize and locate the letters that make up the word, by hearing
the segmented sounds in the word on 3 out of 5 trials.
 Given the sight word book, TSW identify the word “to” in the
sentence when it is read aloud on 4 out of 6 trials.
 Given letter cards, TSW produce the given word by blending the
given phonemes.
 Given a word and isolated sounds, TSW find and recite the letters
in the word to spell it.

o Read common high-frequency words by sight (e.g., the, of, to, you,
she, my, is, are, do, does).

DATA USED TO INFORM INSTRUCTION: MATERIALS and RESOURCES:

Last week, the students worked on writing the uppercase letters of Y and Z. Aloni Materials:
was able to exhibit great letter formation, following the use of the sky line, plane line,  Large sounds cards
and grass line on the paper. Ary was able to show similar letter formation to the  Vowel Extension sheet (2)
model given. She was able to write the letters by tracing yellow marker to make the  Small letter cards – m, a, t, b, c, p, g, u, s
letter then trying to make her own. On word play, Aloni was able to sound out at least  Magnetic letter tile board
2 out of 3 words by tapping on each day. On Friday, she was able to do this on 3 out  Sight word book for “to” by Simply Kinder (n. d.)
of 3 trials with the words pat, mat, and hat. Ary was able to sound out 1 out of 3  Fundations Teacher’s Manual Level K
words without further assistance on most days. With assistance and teacher modeling,
 iPad
she was able to sound out 2 out of 2 words. On Friday, Ary was able to tap out the 2
out of 3 words, being mat and hat to blend the sounds and identify the word. Both
Resources:
students could identify the word do with 100% accuracy.
o Sight word books by Simply Kinder (n. d.)
[Although Ary is still making progress to decode CVC Words, Miss Martin asked me
o Fundations Teacher’s Manual Level K
to move forward with lessons]
o App: Letter Sounds A to Z by Learning Press (2017)

ASSESSMENT TOOL DATA COLLECTION PROCEDURES SCORING GUIDE/EVALUATION FEEDBACK

CRITERIA

2/21/18
Letter cards Teacher observation/checklist 3 out of 5 trials Verbal

Sight word book Tallies 5 out of 6 trials Verbal

INSTRUCTIONAL STRATEGIES/LEARNING TASKS/PLANNED

CONTENT INFORMATION: SUPPORTS (including expressive and/or receptive communication
supports):
Hook:
 Yesterday, we finished unit 2! You both have learned so much,
from letter formation from A to Z and working on tapping out
sounds to decode words. Today, we will start a new unit. Some of
our activities will stay the same, but we will be adding different
ones as well! Today, we will continue working on “to” and start
learning to spell words!
TARGETED DIFFERENTIATION:
Aryanna’s Supports: Small group,
decoding, modeling of comprehension &
proper writing, mini lessons
Aloni Supports: Decoding instruction
(syllabication), instruction to identify
long/short vowels with visual/verbal
prompts, repetitive drill practice, hearing
sounds in words, small group repetitive
practice, modeling to reinforce

Sound Card Example: Warm Up: Process: TTW assist students if they have
 Say the letter “A”  Sound cards: TSW say the letter name, picture, and letter sound. trouble by saying the letter, word, and
 Say the name of the picture –  Vowel extension: TTW say the letter name, drag their finger sound for the student to repeat.
“apple” while saying short vowel, then say the name of the picture that
 Say the sound say makes - /a/ starts with that vowel. Content: Repetitive drill of blending the
sounds out.
Vowel Extension:
 Example: Say the name of the
letter a, drag finger across dotted
line while saying /ă/, then say the
word apple.
Word play: Word play: Process: TTW model the word “sat” for the
The three words that the students will  TSW decode words by tapping out the sounds. The words are student to work on the other words with
decode are words that rhyme. The only mat, cat, and bat. TTW model the word /s/ /a/ /t/ = sat. assistance.
sound that changes if the first phoneme.  TTW begin changing the vowel and final consonant in a word.
 /m/ /a/ /t/ = mat The words are bag, bug, mug. Process: TTW provide modeling and
 /c/ /a/ /t/ = cat  TTW assist and model the change in vowel and final consonant. assistance while changing vowel and final
 /b/ /a/ /t/ = bat consonant in CVC words.

Start with vowel change and end

consonant change.
 /b/ /a/ /g/ = bag
 /b/ /u/ /g/ = bug
 /m/ /u/ /g/ = mug
2/21/18
Tapping to spell (example):
 Map = /m/ /a/ /p/
 Find the letters m, a, and p to
spell map, then read letter names
aloud.
Example for letters:
 TTW say the sound /ă/.
 TSW say the sound /ă/.
 TSW locate the letter tile for the
sound.
Example for words:
 TTW say the word fit.
 TSW echo the word.
 TSW tap out the sounds in the
word. /f/ /i/ /t/ (TTW assist).
 TSW find the letters to match
each sound.
 TTW say, “what letters made the
word fit?”
 TSW say the letters f, i, and t
The book is called To Hug You
The repetition in the book will help the
students read each page.
CLOSURE ACTIVITY:
TTW ask the students to echo the word rip. TSW turn and talk to provide the sounds in the word (/r/ /i/ /p/). TTW ask the students to find the letters that make those
sounds. TSW spell the word aloud.
Teach tapping to spell: Process: TSW provide visuals for the
 TTW say “Now we are going to work on something different. I letters if needed for student success. TTW
will say a word and we will tap it out without seeing the letters. model tapping to spell.
Let’s give it a try!”
 TTW say the word map and tap out the 3 separate sounds
(without cards). TSW be asked to picture the cards in their mind.
 TTW tap the sounds again, but now select the sound cards for
each tap to form the word map.
 Repeat with the words lip and mat.
 TSW try the words nap, mud, and sat.
Echo/Find Letters: Process: TTW model for the students how
 TTW say a sound. TSW echo the sound then point to it on their to find the letter that makes the sounds in
magnetic letter boards. the word.
 TTW ask “what says /a/?” (Repeat with /e/, /i/ /o/ /u/)
 Then repeat with consonants /g/, /l/, and /s/ Process: TTW provide assistance to find
the echo letters that form the word.
Echo/Find Words:
 TTW say the word “fit”
 TSW repeat the word then tap out the sounds /f/ /i/ /t/
 TSW find the letter tiles for the sounds.
 TTW ask a student to find the corresponding letter cards.
 TSW spell the word orally. (Keep letters on lower part of board).
 Repeat process with the word fat. (Only need to change one
letter, then spell orally)
Sight word book (If time allows): Process: TTW model reading the words on
 TTW tell the students that we are going to work on the sight the page, then ask the students to repeat.
word “to” again today.
 TTW read the first page. TTW say while pointing to each letter, Process: TTW provide assistance to help
“I give a hug to my mom.” the students read the text.
 TSW follow along with their finger as the teacher reads.
 TSW practice reading the page, after the teacher models.
 Repeat with each page.
2/21/18
References:

Kadar, J. (n.d.) To Hug You Star Sight Word Story. Retrieved from https://www.teacherspayteachers.com/Product/Kindergarten-Sight-Word-Books-Endless-
Sight-Words-Kindergarten-Preschool-3150071

Learning Press (2017) Letter Sounds A to Z App. Retrieved from https://www.allaboutlearningpress.com/letter-sounds-app/

Wilson, B. (2012). Fundations Teacher's Manual: Level K (2nd ed.). Oxford, MA: Name: ______________ Date: 2/4/2020
Wilson Language Training Corporation.
I can identify the I can select the Comments:
Wo rd Play sounds in the cards that spell
word. the word.

lip

map

nap

mud

sat

Ide ntifying I can recite the sentence with the Comments:

“To ” word to, while following along with
my finger.

Tallies

Name: ______________ Date: 2/4/2020

I can identify the I can select the Comments:

Wo rd Play sounds in the cards that spell
word. the word.

lip

map

nap

mud

sat

Ide ntifying I can recite the sentence with the Comments:

“To ” word to, while following along with
my finger.

Tallies

2/21/18
 LESSON PLAN– Wednesday Kinder ELA

Name: Lisa Reagan Cooperating Teacher: Molly Martin

Date: February 5th, 2020       Time: 8:15-9:00am      Grade Level: Kindergarten ELA Room #: 111

LESSON FOCUS or MAJOR GOAL: LEARNING OBJECTIVES:

 The goal of lesson for students to decode words by hearing and seeing the
letters/sounds. In addition to this, TSW now learn to hear a word, segment
sounds, then find and recite the letters for those sounds. This will help the
students learn to spell the words.
 The goal of this lesson is for students to identify the sight word in the book.
The students will grasp the pattern of the words in the repetitive text, then use
this knowledge to identify which word says “to.”
CONTENT STANDARDS:
Expressive:
 RF.K.2 Demonstrate understanding of spoken words, syllables, and
phonemes (sounds).
 RF.K.3 Know and apply grade-level phonics and word analysis skills in
decoding words.
 Given letter cards that make a word, TSW recognize the given word
by blending the sounds together on 2 out of 3 trials.
 Given a CVC word provided by the teacher to spell, TSW
recognize and locate the letters that make up the word, by hearing
the segmented sounds in the word on 1 out of 2 trials.
 Given the sight word book, TSW recognize each word in the
sentence by pointing on 5 out of 6 trials.
 Given letter cards, TSW produce the given word by blending the
given phonemes.
 Given a word and isolated sounds, TSW find and recite the letters
in the word to spell it.

o Read common high-frequency words by sight (e.g., the, of, to, you,
she, my, is, are, do, does).

DATA USED TO INFORM INSTRUCTION: MATERIALS and RESOURCES:

Last week, the students worked on writing the uppercase letters of Y and Z. Aloni Materials:
was able to exhibit great letter formation, following the use of the sky line, plane line,  Large sounds cards
and grass line on the paper. Ary was able to show similar letter formation to the  Small letter cards
model given. She was able to write the letters by tracing yellow marker to make the  Sight word book for “to” by Simply Kinder (n. d.)
letter then trying to make her own. On word play, Aloni was able to sound out at least  Fundations Teacher’s Manual Level K
2 out of 3 words by tapping on each day. On Friday, she was able to do this on 3 out  Magnetic letter tile board
of 3 trials with the words pat, mat, and hat. Ary was able to sound out 1 out of 3  Identifying the word “To” by coloring sheet (Exit slip)
words without further assistance on most days. With assistance and teacher modeling,
 iPad
she was able to sound out 2 out of 2 words. On Friday, Ary was able to tap out the 2
out of 3 words, being mat and hat to blend the sounds and identify the word. Both
Resources:
students could identify the word do with 100% accuracy.
o Sight word books by Simply Kinder (n. d.)
o Fundations Teacher’s Manual Level K
o App: Letter Sounds A to Z by Learning Press (2017)

ASSESSMENT TOOL DATA COLLECTION PROCEDURES SCORING GUIDE/EVALUATION FEEDBACK

CRITERIA

2/21/18
Sounding out letter cards
Finding Letter cards
Sight word book
CONTENT INFORMATION:
Sound Card Example:
 Say the letter “A”
 Say the name of the picture –
“apple”
 Say the sound say makes - /a/
Word play:
The three words that the students will
decode are words that rhyme. The only
sound that changes if the first phoneme.
 /m/ /a/ /p/ = map
 /t/ /a/ /p/ = tap
 /g/ /a/ /p/ = gap
Short vowel a:
 Mad = /m/ /ă/ /d/
 Marked with a breve
Long vowel a:
 Made = /m/ /ā/ /d/
Teacher observation/checklist 2 out of 3 trials Verbal
Teacher observation/checklist 1 out of 2 trials Verbal
Tallies 5 out of 6 trials Verbal
INSTRUCTIONAL STRATEGIES/LEARNING TASKS/PLANNED
SUPPORTS (including expressive and/or receptive communication TARGETED DIFFERENTIATION:
supports):
Hook: Aryanna’s Supports: Small group,
 Yesterday, we started a new unit! Let’s review what we learned. decoding, modeling of comprehension &
 TTW say, “Do you remember how to spell the word fit? Let’s proper writing, mini lessons
give it a try! What sounds are in the word? (/f/ /i/ /t/). Can you Aloni Supports: Decoding instruction
help me find the letters for those sounds? How do you spell the (syllabication), instruction to identify
word? long/short vowels with visual/verbal
 Great job! Today, we are going to continue working on finding prompts, repetitive drill practice, hearing
letters to spell words and the sight word “to!” sounds in words, small group repetitive
practice, modeling to reinforce
Warm Up: Process: TTW assist students if they have
trouble by saying the letter, word, and
 Sound cards: TSW say the letter name, picture, and letter sound. sound for the student to repeat.
 Word play: TTW model the word /l/ /a/ /p/ = lap. TSW decode Content: Repetitive drill of blending the
words by tapping out the sounds for map, tap, and gap. sounds out.
Process: TTW model the word “lap” for
the student to work on the other words with
assistance.
Listen for Sounds: Process: TTW model the task for student
 TTW say “I am going to say a word. After I say it, you tell me all success.
the sounds in the word. So, if I say mad, you would say /m/ /a/
/d/.
 TSW break apart the word mad to /m/ /ă/ /d/
 TSW break apart the word made into /m/ /ā/ /d/
2/21/18
  Says its name
Example for letters:
 TTW say the sound /ă/.
 TSW say the sound /ă/.
 TSW locate the letter tile for the
sound.
Example for words:
 TTW say the word fit.
 TSW echo the word.
 TSW tap out the sounds in the
word. /f/ /i/ /t/ (TTW assist).
 TSW find the letters to match
each sound.
 TTW say, “what letters made the
word fit?”
 TSW say the letters f, i, and t
The book is called To Hug You
The repetition in the book will help the
students read each page.
CLOSURE ACTIVITY:
TSW be given an exit slip to identify the word “to” by coloring the words. TSW show the teacher how to sound out and spell the words lap and lip by changing the
vowel.
 TTW ask students which word says /ă/ (short vowel) and which
says /ā/ (long vowel).
 TTW tell students that sometimes vowels will say their name.
This is called a long vowel. When the vowel says /ă/ it is a short
vowel and we mark it with a breve ˘
Alphabetical order: Content: TSW have a visual on the board
 TSW use their magnetic tiles to place letters in alphabetical to match.
order.
 After letters are placed, TSW choral read the letters in order by
pointing to the letter.
Echo/Find Letters: Process: TTW model for the students how
 TTW say a sound. TSW echo the sound then point to it on their to find the letter that makes the sounds in
magnetic letter boards. the word.
 TTW ask “what says /e/?” (Repeat with /a/, /i/ /o/ /u/)
 Then repeat with consonants /b/, /t/, and /qu/ Process: TTW provide assistance to find
the echo letters that form the word.
Echo/Find Words:
 TTW say the word “lap”
 TSW repeat the word then tap out the sounds /l/ /a/ /p/
 TSW find the letter tiles for the sounds.
 TTW ask a student to find the corresponding letter cards.
 TSW spell the word orally. (Keep letters on lower part of board).
 Repeat process with the word lip. (Only need to change one
letter, then spell orally)
Sight word book: Process: TTW model reading the words on
 TTW tell the students that we are going to work on the sight the page, then ask the students to repeat.
word “do” again today.
 TTW read the title. TTW say while pointing to each word, “To Process: TTW provide assistance to help
Hug You.” the students read the text.
 TSW follow along with their finger as the teacher reads.
 TSW choral read with the teacher, after the teacher has read the
page first.
2/21/18
References:

Kadar, J. (n.d.) To Hug You Star Sight Word Story. Retrieved from https://www.teacherspayteachers.com/Product/Kindergarten-Sight-Word-Books-Endless-
Sight-Words-Kindergarten-Preschool-3150071

Learning Press (2017) Letter Sounds A to Z App. Retrieved from https://www.allaboutlearningpress.com/letter-sounds-app/

Wilson, B. (2012). Fundations Teacher's Manual: Level K (2nd ed.). Oxford, MA: Wilson Language Training Corporation.

2/21/18
 Name: ______________ Date: 2/5/2020

I can identify the I can identify what the Comments:

Wo rd Play sounds in the word. word is.

/m/ /a/ /p/

/t/ /a/ /p/

/g/ /a/ /p/

I can identify the I can select the cards Comments:

Ec ho /Find sounds in the word. that spell the word.

lap

lip

Ide ntifying I can recite the sentence with the word to, Comments:
“To ” while following along with my finger.

Tallies

Name: ______________ Date: 2/5/2020

I can identify the I can identify what the Comments:

Wo rd Play sounds in the word. word is.

/m/ /a/ /p/

/t/ /a/ /p/

/g/ /a/ /p/

I can identify the I can select the cards Comments:

Ec ho /Find sounds in the word. that spell the word.

lap

lip

Ide ntifying I can recite the sentence with the word to, Comments:
“To ” while following along with my finger.

Tallies

2/21/18
2/21/18
 LESSON PLAN–
Thursday Kinder
ELA

Name: Lisa Reagan Cooperating Teacher: Molly Martin

Date: February 6th, 2020       Time: 8:15-9:00am      Grade Level: Kindergarten ELA Room #: 111

LESSON FOCUS or MAJOR GOAL: LEARNING OBJECTIVES:

 The goal of lesson for students to decode words by hearing and seeing the
letters/sounds. In addition to this, TSW now learn to hear a word, segment
sounds, then find and recite the letters for those sounds. This will help the
students learn to spell the words.
 The goal of this lesson is for students to identify the sight word in the book.
The students will grasp the pattern of the words in the repetitive text, then use
this knowledge to identify which word says “to.”
CONTENT STANDARDS:
 Given letter cards that make a word, TSW recognize the given word
by blending the sounds together on 2 out of 3 trials.
 Given a CVC word provided by the teacher to spell, TSW
recognize the name of the letters and write the letters that make up
the word, by hearing the segmented sounds in the word on 2 out of
3 trials.
 Given the sight word book, TSW identify the word “to” in the
sentence on 6 out of 6 trials.

 RF.K.2 Demonstrate understanding of spoken words, syllables, and Expressive:

phonemes (sounds).  Given letter cards, TSW produce the given word by blending the
 RF.K.3 Know and apply grade-level phonics and word analysis skills in given phonemes.
decoding words.  Given a word and isolated sounds, TSW name and write the letters
in the word to spell it.
o Read common high-frequency words by sight (e.g., the, of, to, you,
she, my, is, are, do, does).

DATA USED TO INFORM INSTRUCTION: MATERIALS and RESOURCES:

Last week, the students worked on writing the uppercase letters of Y and Z. Aloni Materials:
was able to exhibit great letter formation, following the use of the sky line, plane line,  Large sounds cards
and grass line on the paper. Ary was able to show similar letter formation to the  Small letter cards
model given. She was able to write the letters by tracing yellow marker to make the  Sight word book for “to” by Simply Kinder (n. d.)
letter then trying to make her own. On word play, Aloni was able to sound out at least  Fundations Teacher’s Manual Level K
2 out of 3 words by tapping on each day. On Friday, she was able to do this on 3 out  Dry erase boards
of 3 trials with the words pat, mat, and hat. Ary was able to sound out 1 out of 3  Dry erase markers
words without further assistance on most days. With assistance and teacher modeling,
 iPad
she was able to sound out 2 out of 2 words. On Friday, Ary was able to tap out the 2
out of 3 words, being mat and hat to blend the sounds and identify the word. Both
Resources:
students could identify the word do with 100% accuracy.
o Sight word books by Simply Kinder (n. d.)
o Fundations Teacher’s Manual Level K
o App: Letter Sounds A to Z by Learning Press (2017)

2/21/18
 ASSESSMENT TOOL DATA COLLECTION PROCEDURES SCORING GUIDE/EVALUATION FEEDBACK
CRITERIA
Sounding out letter cards Teacher observation/checklist 2 out of 3 trials Verbal

Finding Letter cards Teacher observation/checklist 2 out of 3 trials Verbal

Sight word book Tallies 6 out of 6 trials Verbal

INSTRUCTIONAL STRATEGIES/LEARNING TASKS/PLANNED

CONTENT INFORMATION: SUPPORTS (including expressive and/or receptive communication TARGETED DIFFERENTIATION:
supports):
Hook: Aryanna’s Supports: Small group,
 Yesterday, we worked more on spelling words by breaking apart decoding, modeling of comprehension &
the sounds we hear! Today, we are going to continue working on proper writing, mini lessons
that and read the sight word book for “to.” Today, if we get all of Aloni Supports: Decoding instruction
our work done we will be rewarded with time to draw! (syllabication), instruction to identify
long/short vowels with visual/verbal
prompts, repetitive drill practice, hearing
sounds in words, small group repetitive
practice, modeling to reinforce

Sound Card Example: Warm Up: Process: TTW assist students if they have
 Say the letter “A” trouble by saying the letter, word, and
 Say the name of the picture –  Sound cards: TSW say the letter name, picture, and letter sound. sound for the student to repeat.
“apple”  Word play: TTW model the word /t/ /a/ /b/ = tab. TSW decode
 Say the sound say makes - /a/ words by tapping out the sounds for tub, rub, and tug. Content: Repetitive drill of blending the
sounds out.
Word play:
The three words that the students will Process: TTW model the word “tab” for
decode are words that rhyme. The only the student to work on the other words with
sound that changes if the first phoneme. assistance.
 /r/ /u/ /b/ = rub
 /t/ /u/ /b/ = tub
 /t/ /u/ /g/ = rug

Example for letter formation:
 TTW says the sound /a/
 TSW say the sound /a/ then say
that is the letter a.
Echo/Letter Formation: Process: TTW model for the students how
 TTW tell students that we are going to play echo letter formation. to find the letter that makes the sound.
(provide dry erase boards)
 TTW say a sound. EX) /a/ /d/ /p/ /v/ /t/ Process: TTW provide assistance to
2/21/18
  TSW write the letter a on their  TSW echo the sound and say the letter of the sound. students on letter formation.
dry erase boards. (TTW help with  TTW ask the students to write the letter on their boards.
formation if needed)

Example of dictation:
 TTW say the word sad. TSW
repeat the word.
 Teacher and students work
together to tap out sounds /s/
/a/ /d/.
 TSW tap out the letters s, a, d for
the sounds.
 TSW write the lowercase letters
“sad” on their dry erase boards.
 TSW tap out the letters s, a, d to
check their spelling.
The book is called “To Hug You”
The repetition in the book will help the
students read each page.
Word Dictation: (WORDS: sad, mat, lip) Content: TTW lessen amount of words if
 TTW tell students that we are now ready to write words on the more explicit instruction is required.
dry erase boards.
 TTW say the word. TSW echo word. Process: TTW assist students in tapping
 TTW tap out the sounds with the students. out the word and writing the lowercase
 TSW name the letters of each sound as they tap out the word. letters.
 TSW write the letters on the dry erase boards (TTW explain that
we have to use lower case letters).
 TSW tap again to check if they spelled it right.
Sight Word Book: Process: TTW read with the student if the
 TTW tell the students that we are going to work on the sight student needs assistance.
word “to” today.
 TSW read the book with assistance, taking turns page by page.
TSW point to each word while reading.

CLOSURE ACTIVITY:
TSW ask students how they may be able to spell the word /s/ /a/ /t/. TSW guide the teacher through tapping out sounds, tapping out letters, and writing the letters.

References:

Kadar, J. (n.d.) To Hug You Star Sight Word Story. Retrieved from https://www.teacherspayteachers.com/Product/Kindergarten-Sight-Word-Books-Endless-
Sight-Words-Kindergarten-Preschool-3150071

Learning Press (2017) Letter Sounds A to Z App. Retrieved from https://www.allaboutlearningpress.com/letter-sounds-app/

Wilson, B. (2012). Fundations Teacher's Manual: Level K (2nd ed.). Oxford, MA: Wilson Language Training Corporation.

2/21/18
 Name: ______________ Date: 2/6/2020

Word Play Identify sounds Identify word Comments:

/r/ /u/ /b/

/t/ /u/ /b/

/t/ /u/ /g/

I can identify the sounds in I can select the cards that Comments:
Ec ho /Find the word. spell the word.

sad

mad

lip

Ide ntifying I can recite the sentence with the word to, while following Comments:
“To ” along with my finger.

Tallies

Name: ______________ Date: 2/6/2020

Wo rd Play Identify sounds Identify word Comments:

/r/ /u/ /b/

/t/ /u/ /b/

/t/ /u/ /g/

I can identify the sounds in I can select the cards that Comments:
Ec ho /Find the word. spell the word.

sad

mad

lip

Ide ntifying I can recite the sentence with the word to, while following Comments:
“To ” along with my finger.

Tallies

2/21/18
 LESSON PLAN–
Friday Kinder
ELA

Name: Lisa Reagan Cooperating Teacher: Molly Martin

Date: February 7th, 2020       Time: 8:15-9:00am      Grade Level: Kindergarten ELA Room #: 111

LESSON FOCUS or MAJOR GOAL: LEARNING OBJECTIVES:

 The goal of lesson for students to decode words by hearing and seeing the
letters/sounds. In addition to this, TSW now learn to hear a word, segment
sounds, then find and recite the letters for those sounds. This will help the
students learn to spell the words.
 The goal of this lesson is for students to identify the sight word in the book.
The students will grasp the pattern of the words in the repetitive text, then use
this knowledge to identify which word says “to.”
CONTENT STANDARDS:
 RF.K.2 Demonstrate understanding of spoken words, syllables, and
phonemes (sounds).
 RF.K.3 Know and apply grade-level phonics and word analysis skills in
decoding words.
o Read common high-frequency words by sight (e.g., the, of, to, you,
she, my, is, are, do, does).
 Given a CVC word for Bingo, TSW choose a letter on their bingo
boards by tapping out to hear the final sound in the word on 6 out
of 9 trials.
 Given the sight word book, TSW identify the word “to” in the
sentence while reading the book with teacher assistance on 6 out of
6 trials.
Expressive:
 Given letter cards, TSW produce the given word by blending the
given phonemes.
 Given a word and isolated sounds, TSW name and write the letters
in the word to spell it.
Receptive:
 Given a game of bingo, TSW distinguish the final sound in the
word by placing their bingo chip on the letter.

DATA USED TO INFORM INSTRUCTION: MATERIALS and RESOURCES:

Last week, the students worked on writing the uppercase letters of Y and Z. Aloni Materials:
was able to exhibit great letter formation, following the use of the sky line, plane line,  Large sounds cards
and grass line on the paper. Ary was able to show similar letter formation to the  Small letter cards
model given. She was able to write the letters by tracing yellow marker to make the  Sight word book for “to” by Simply Kinder (n. d.)
letter then trying to make her own. On word play, Aloni was able to sound out at least  Fundations Teacher’s Manual Level K
2 out of 3 words by tapping on each day. On Friday, she was able to do this on 3 out  Dry erase boards & markers
of 3 trials with the words pat, mat, and hat. Ary was able to sound out 1 out of 3  Bingo boards & bingo chips
words without further assistance on most days. With assistance and teacher modeling,
 Magnetic letters
she was able to sound out 2 out of 2 words. On Friday, Ary was able to tap out the 2
 iPad
out of 3 words, being mat and hat to blend the sounds and identify the word. Both
students could identify the word do with 100% accuracy.
Resources:
o Sight word books by Simply Kinder (n. d.)
o Fundations Teacher’s Manual Level K
o App: Letter Sounds A to Z by Learning Press (2017)

2/21/18
 ASSESSMENT TOOL
Bingo Teacher observation/checklist
Sight word book Tallies
CONTENT INFORMATION:
Sound Card Example:
 Say the letter “A”
 Say the name of the picture –
“apple”
 Say the sound say makes - /a/
The three words that the students will
decode are words that rhyme. The only
sound that changes if the first phoneme.
 /d/ /o/ /t/ = dot
 /h/ /o/ /t/ = hot
 /h/ /a/ /t/ = hat
Nonsense words: Words that are not real
but show that students can read sounds.
 /l/ /e/ /b/ = leb
 /b/ /a/ /p/ = bap
 /m/ /i/ /g/ = mig
Example of dictation:
 TTW say the word nap. TSW
repeat the word.
DATA COLLECTION PROCEDURES SCORING GUIDE/EVALUATION FEEDBACK
CRITERIA
6 out of 9 trials Verbal
6 out of 6 trials Verbal
INSTRUCTIONAL STRATEGIES/LEARNING TASKS/PLANNED
SUPPORTS (including expressive and/or receptive communication TARGETED DIFFERENTIATION:
supports):
Hook: Aryanna’s Supports: Small group,
 Yesterday, we worked more on spelling words by breaking apart decoding, modeling of comprehension &
the sounds we hear! Today, we are going to continue working on proper writing, mini lessons
that and read the sight word book for “to.” We are going to play a Aloni Supports: Decoding instruction
fun game later on in the lesson! The winner will receive $5 for (syllabication), instruction to identify
their bank! long/short vowels with visual/verbal
prompts, repetitive drill practice, hearing
sounds in words, small group repetitive
practice, modeling to reinforce
Warm Up: Process: TTW assist students if they have
trouble by saying the letter, word, and
 Sound cards: TSW say the letter name, picture, and letter sound. sound for the student to repeat.
Content: Repetitive drill of blending the
sounds out.
Word Play: Process: TTW model the word “dog” for
1) Make words for decoding. the student to work on the other words with
 TTW provide the letters. TSW tap out the sounds to decode the assistance
word. The words are dot, hot, and hat. TTW model the word
/d/ /o/ /g/ = dog.
2) Make nonsense words.
 TTW tell the students that we can also make nonsense words. this
means that these words are not real, they are just silly!
 TTW place out cards. TSW tap out sounds to decode the
nonsense words. (leb, bap, mig)
Dictation: (SOUNDS: /a/, /f/, /z/) Content: TTW lessen amount of words if
 TTW provide students with a sound. more explicit instruction is required.
 TSW repeat the sound, then tell what letter makes that sounds
Process: TTW assist students in tapping
2/21/18
  Teacher and students work
together to tap out sounds /n/
/a/ /p/
 TSW tap out the letters n, a, p for
the sounds.
 TSW write the lowercase letters
“nap” on their dry erase boards.
 TSW tap out the letters n, a, p to
check their spelling.
 TSW write the lowercase letter for that sound on the dry-erase out the word and writing the lowercase
board. letters.
Dictation: (WORDS: nap, sit, met)
 TTW tell students that we are now ready to write words on the
dry erase boards.
 TTW say the word. TSW echo word.
 TTW tap out the sounds with the students.
 TSW name the letters of each sound as they tap out the word.
 TSW write the letters on the dry erase boards (TTW explain that
we have to use lowercase letters).
 TSW tap again to check if they spelled it right.

Example:
 TTW say the word is “gum.”
 TSW tap out the word to find the
last sound is /m/.
 TSW think of what letter has that
sound
 TSW look for the letter m on
their boards.
The book is called “To Hug You”
The repetition in the book will help the
students read each page.
Sound Bingo: Process: TTW model finding the last sound
 TTW tell students that we are going to play bingo. They have to in the word bug.
pay close attention to the last sound in the word that the teacher
gives. Process: TTW provide assistance in
 TSW pick 9 consonants from their magnetic boards to use for tapping out the sounds for student success.
bingo. Place on bingo boards in random order.
 TTW say “I am going to say a word. Everyone will echo it then
listen for the last letter. If I say the word bug, you echo (bug) and
tell the last sound that you hear (/g/). If you have the letter that
says /g/, put a chip on it.
 The bingo words are:
job, rug, map, ten, bed, bat, gum, pal, gas, fun, pup
Sight Word Book: Process: TTW read with the student if the
 TTW tell the students that we are going to work on the sight student needs assistance.
word “to” today.
 TSW read the book with assistance from Miss Martin and Miss
Reagan.
 TSW point to each word while reading.

CLOSURE ACTIVITY:
TSW ask students how they may be able to spell the word bus. TSW guide the teacher through tapping out sounds, tapping out letters, and writing the letters.

References:

Kadar, J. (n.d.) To Hug You Star Sight Word Story. Retrieved from https://www.teacherspayteachers.com/Product/Kindergarten-Sight-Word-Books-Endless-
Sight-Words-Kindergarten-Preschool-3150071

Learning Press (2017) Letter Sounds A to Z App. Retrieved from https://www.allaboutlearningpress.com/letter-sounds-app/

2/21/18
Wilson, B. (2012). Fundations Teacher's Manual: Level K (2nd ed.). Oxford, MA: Wilson Language Training Corporation.

Didn’t get to teach last week due to student absence (provided

a placement test to Sophia in place of lesson as recommended
by CT)

Name: Lisa Reagan Week of: January 27th, 2020 (moved to week of Feb 2nd)
Date of Lesson: Thursday, 1/30/2020 (moved to Monday, 2/3/2020)
Subject: Math – 1:00pm-2:00pm Content: Adding More Tens (Session 13)

2/21/18
----------------------------------------------------------------------------------------------------------------------------------------------------------------------------

Lesson Focus or Major Goal:

 The students will be able to mentally add 10 more or 10 less without counting. This is a goal for both students, as each of them have a
tendency to count one by one. In this lesson, the goal is for the students to understand that a ten can be added without counting one by one.
This skill will help the students throughout their schooling, while being a valuable skill to have for everyday life.

Content Standards(s):
Use place value understanding and properties of operations to add and subtract.
 1.NBT.4 Add within 100, including adding a two-digit number and a one-digit number and adding a two-digit number and a multiple of 10, using
concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and
subtraction; record the strategy with a written numerical method (drawings and, when appropriate, equations) and explain the reasoning used.
Understand that when adding two-digit numbers, tens are added to tens; ones are added to ones; and sometimes it is necessary to compose a ten.
 1.NBT.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.

Data Used to Inform Instruction:

 Last week, the students learned how to add tens and ones. This skill was mastered according to the data. A checklist was used to determine
student progress throughout the lessons. On Wednesday, the goal measured was being able to identify the sum or difference of the problem,
while understanding how to add and subtract the tens and ones. Marchell scored 4 out of 5 on both skills, while Sophia scored 5 out of 5 on
both skills. On Thursday, the goal for the students was to mentally add or subtract tens and ones and to find which player has the greater
answer. Both Marchell and Sophia scored 5 out of 5 for mentally adding and subtracting the tens and ones and finding which player has the
greater answer. On Friday, the students were given a Unifix cube card to find the amount, then rolled the die to see how many tens to add.
Marchell achieved 4 out of 5 correct for adding tens and ones to find the answer, while Sophia achieved 5 out of 5 for this goal. Both students
are still working on counting on by tens, especially when the ones place value contains the numbers 1-9. Sophia was able to identify how to
count on by tens to find the new sum with 3 out of 5 trials, while Marchell was able to do this for 1 out of 5 trials. This indicates that the
students are ready to move on to mentally adding and subtracting tens.

Learning Goal and Lesson Objective:

Learning Goal: Lesson Objective: Assessment Tool:

The students will be able to add and subtract
tens, mentally, without counting one by one.
The students will realize that one’s do not have
to be counted again if only the tens place is
changing in value.
Given the hundred twenty grid mat, TSW Race by Tens & Ones Game
demonstrate how to add or subtract tens and
ones by moving the bingo chip to the correct
number with 80% accuracy.

Expressive and/or Receptive Communication

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a.) Communication Skill (function) for the Learning Goal

Expressive: By using hundred grid mat and bingo chip, TSW explain their reasoning of how they added or subtracted tens and ones from their
current place on the mat.

Receptive: By using the hundred grid mat, TSW locate the correct number that is added or subtracted by 10s or 1s by using the bingo chip.

b.) Planned Supports

Supports that Marchell receives: Extensive repetition, extended time to process and verbally respond, redirect to attend task, manipulatives. TTW
model by providing an example before guiding the student through practice questions.

Supports that Sophia receives: Additional guided practice, modeling use of manipulatives, small group repetition of skill, use of content relevant
visuals. Sophia benefits from small group instruction and/or one-on-one instruction. She benefits from having concepts repeated and reexplained
in order to demonstrate continued success.

Assessment of Student Learning:

Scoring Guide /Evaluative

Assessment Tool Data Collection Procedures Feedback
Criteria
Race by Tens & Ones Game Teacher Observation/Checklist 80%, 8 out of 10 attempts Verbal

Resources, Materials and Technology:

 Resources:
o Math Learning Center. (n.d.) Bridges in mathematics grade 2: Teachers guide.
o Bridges Math - Teacher Tips and Resources. (2015). Retrieved from https://sites.google.com/a/leanderisd.org/teacher-tips-and-resources/bridges.
 Materials:
o Numeral Cards
o One Hundred Twenty Grid Mats (1 per student)
o Add or subtract spinners (1)
o Tens & Ones spinner (1)
o 3 dime cards
o 8 penny cards
o Game markers (1 per student)
o Adding More Tens practice page
2/21/18
o iPad for virtual unifix cubes
 Technology:
o TSW use the iPad to work with the virtual Unifix cubes. This will help students see a visual representation of the number on the hundreds mat.
(Bridges App)

Lesson Introduction/Motivational Statement:

Yesterday, we played Race by Tens with the hundreds grid mat. Now today, we are going to begin working on adding and subtracting ten and ones.
We are going to play a similar game, but now you are subtracting both tens and ones! We are playing this game to practice adding and subtracting
with both tens and ones.

Lesson:
Process/Instructional Strategies/Learning
Content Information: Tasks/Planned Supports Targeted Differentiation: Product:
(including academic language supports):
Warm Up Activity 1: Counting Dimes & Pennies Process: TSW use manipulatives and
visuals to aid them in this activity.
TTW show 1 dime cards. TTW ask “how many
pennies?”
1 dime = 10 pennies
TTW lay out 8 penny cards. TTW ask “how many
1 dime, 8 pennies = 18 pennies pennies in all?”

TSW report the total.

TTW turn over the dime card to the penny side for
the students to confirm the amount.

Repeat with:

- 1 dime card, 4 penny cards = 14 - 1 dime card, 4 penny cards

- 3 dime cards, 7 penny cards = 37 - 3 dime cards, 7 penny cards
- 2 dime cards, 6 penny cards = 26 - 2 dime cards, 6 penny cards

Warm Up Activity 2: Multiples of Ten in Process: TSW be given extended time

a Line to process and verbally respond,
redirect to attend task
TTW deal out cards (multiples of 10)
0, 10, 20, 30, 40, 50, 60, 70, 80, 90,
100 TSW line up the cards in order, then count
forward by 10s to check the sequence.

2/21/18

0, 10, 13, 20, 24, 30, 40, 45, 50, 60,
67, 70, 80, 90, 100
Example:
Spin 30 and add:
- You will move 30 ahead from
your current place by taking 3
jumps of 10.
Spin 2 and subtract:
- Subtract by counting back 2
from current place on grid.
Example of a winning play:
Getting your marker off the grid
- Marker on 2
- Imagine that I spun a 3 and
subtract. I would need to move
my marker back 3 places. I
would have an amount less than
0, meaning that I would be off
the grid.
TTW hand out the cards 13, 24, 45, and 67.
(One at a time)
TSW place it between the correct decade
numbers by moving the other cards aside to
make room for it.
Activity: Race by Tens & Ones Process: TSW be given extended time to
process and verbally respond, redirect to
TTW explain that we will play a game called Race attend task
by Tens and Ones. This game is similar to Race by
Tens. Content: TSW be given manipulatives and
- Instead of racing to the bottom of the grid, visual aids to help him succeed.
players race to move their marker off the grid
by adding a quantity greater than 120 or Process: TSW have the choice to use the
subtracting a quantity that results in a virtual Unifix cubes to help them
difference less than 1. understand the value of the number they
they are adding/subtracting ten to.
TTW demonstrate using the spinners.
- Tens and Ones Spinner = how many spaces
to move
- Add or subtract spinner tells to add or
subtract how many spaces
TTW demonstrate a winning game.
TTW provide students with the One Hundred
Twenty Grid Mat and game markers.
TSW pick a number between 40 and 60, then place
marker on that number.
TTW place marker on a different number.
First player that moves off the grid wins that game.
Practice Page: Adding More Tens Process: TSW use the unifix cubes to help Adding More Tens
them find the number that is 10 more. Practice Page:
TSW and teacher will both work on the practice
page. This sample will be
completed with minimal
TTW urge students to only count by 1s and 10s, teacher assistance to
2/21/18
 instead of counting one by one. show what the student
has grasped from the
lesson.

Closure Activity: TTW provide the students with a closure problem. They will be asked to start at the number 32, by using their unifix cubes. The students will be
asked to predict how many they will have if they add 3 tens. TTW review the correct answer and ask students to count only in tens and ones.

Research & Theory:

Loewenberg Ball, D. (1993). With an Eye on the Mathematical Horizon: Dilemmas of Teaching Elementary School Mathematics. The Elementary
School Journal, 93(4), 373–397. doi: 10.1086/461730
 In this lesson, the students work together to determine the mathematical concepts. Discourse in mathematics is essential to the
students’ ability to explain their solutions. By providing opportunities to allow discourse for the content and problem solving, the
students get a better sense of how to problem solve and build a community of learners trying to grasp the same concepts. By using
different kinds of examples, the lesson will make sense to the students as visuals and real-world examples are used to connect to the
students’ prior knowledge. (Loewenberg Ball, 1993)

Sperry Smith, S. (2001). Early Childhood Mathematics (2nd ed.). Needham Heights, MA: Allyn & Bacon.
 Using technology in lesson plans is an important aspect of 21st century learning. This source explains that technology is best
implemented when combined with classroom activities, games, and everyday objects. It is explained that technology does not replace
active learning, but it is a great addition to active learning. There is a vital understanding that virtual manipulatives must represent
real-life objects. (Sperry Smith, 2001).

References:

Bridges Math - Teacher Tips and Resources. (2015). Retrieved from https://sites.google.com/a/leanderisd.org/teacher-tips-and-resources/bridges.
Loewenberg Ball, D. (1993). With an Eye on the Mathematical Horizon: Dilemmas of Teaching Elementary School Mathematics. The Elementary
School Journal, 93(4), 373–397. doi: 10.1086/461730
Math Learning Center. (n.d.) Bridges in mathematics grade 2: Teachers guide.
Sperry Smith, S. (2001). Early Childhood Mathematics (2nd ed.). Needham Heights, MA: Allyn & Bacon.

2/21/18
 Math Che c klis t - 1/30/2020

Name : I can count by I can add and Comments:

10s mentally subtract tens

Trial 1
Trial 2
Trial 3
Trial 4
Trial 5
Trial 6
Trial 7
Trial 8
Trial 9
Trial 10

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2/21/18
2/21/18
 Didn’t get to teach last week due to CT absence and request
to work with kindergarten group in their classroom during
this time.

Name: Lisa Reagan Week of: January 27th, 2020 (Moved to Week of Feb. 2nd)
Date of Lesson: Friday, 1/31/2020 (Moved to Tuesday, 2/4/2020)
Subject: Math – 1:00pm-2:00pm Content: Adding Multiples of Ten (Session 14)
----------------------------------------------------------------------------------------------------------------------------------------------------------------------------

Lesson Focus or Major Goal:

 The students will be able to mentally add 10 more or 10 less without counting. This is a goal for both students, as each of them have a
tendency to count one by one. In this lesson, the goal is for the students to understand that a ten can be added without counting one by one.
This skill will help the students throughout their schooling, while being a valuable skill to have for everyday life.

Content Standards(s):
Use place value understanding and properties of operations to add and subtract.
 1.NBT.4 Add within 100, including adding a two-digit number and a one-digit number and adding a two-digit number and a multiple of 10, using
concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and
subtraction; record the strategy with a written numerical method (drawings and, when appropriate, equations) and explain the reasoning used.
Understand that when adding two-digit numbers, tens are added to tens; ones are added to ones; and sometimes it is necessary to compose a ten.
 1.NBT.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.

Data Used to Inform Instruction:

 Last week, the students learned how to add tens and ones. This skill was mastered according to the data. A checklist was used to determine
student progress throughout the lessons. On Wednesday, the goal measured was being able to identify the sum or difference of the problem,
while understanding how to add and subtract the tens and ones. Marchell scored 4 out of 5 on both skills, while Sophia scored 5 out of 5 on
both skills. On Thursday, the goal for the students was to mentally add or subtract tens and ones and to find which player has the greater
answer. Both Marchell and Sophia scored 5 out of 5 for mentally adding and subtracting the tens and ones and finding which player has the
greater answer. On Friday, the students were given a Unifix cube card to find the amount, then rolled the die to see how many tens to add.
Marchell achieved 4 out of 5 correct for adding tens and ones to find the answer, while Sophia achieved 5 out of 5 for this goal. Both students
are still working on counting on by tens, especially when the ones place value contains the numbers 1-9. Sophia was able to identify how to
count on by tens to find the new sum with 3 out of 5 trials, while Marchell was able to do this for 1 out of 5 trials. This indicates that the
students are ready to move on to mentally adding and subtracting tens.

Learning Goal and Lesson Objective:

Learning Goal: Lesson Objective: Assessment Tool:

The students will be able to add and subtract Given the hundred twenty grid mat, TSW Race by Tens & Ones Game
tens, mentally, without counting one by one. demonstrate how to add or subtract tens and
2/21/18
 The students will realize that one’s do not have ones by moving the bingo chip to the correct
to be counted again if only the tens place is number with 80% accuracy.
changing in value.

Expressive and/or Receptive Communication

c.) Communication Skill (function) for the Learning Goal

Expressive: By using hundred grid mat and bingo chip, TSW explain their reasoning of how they added or subtracted tens and ones from their
current place on the mat.

Receptive: By using the hundred grid mat, TSW locate the correct number that is added or subtracted by 10s or 1s by using the bingo chip.

d.) Planned Supports

Supports that Marchell receives: Extensive repetition, extended time to process and verbally respond, redirect to attend task, manipulatives. TTW
model by providing an example before guiding the student through practice questions.

Supports that Sophia receives: Additional guided practice, modeling use of manipulatives, small group repetition of skill, use of content relevant
visuals. Sophia benefits from small group instruction and/or one-on-one instruction. She benefits from having concepts repeated and reexplained
in order to demonstrate continued success.

Assessment of Student Learning:

Scoring Guide /Evaluative

Assessment Tool Data Collection Procedures Feedback
Criteria
Race by Tens & Ones Game Teacher Observation/Checklist 90%, 9 out of 10 attempts Verbal

Resources, Materials and Technology:

 Resources:
o Math Learning Center. (n.d.) Bridges in mathematics grade 2: Teachers guide.
o Bridges Math - Teacher Tips and Resources. (2015). Retrieved from https://sites.google.com/a/leanderisd.org/teacher-tips-and-resources/bridges.
 Materials:
o Numeral Cards
o One Hundred Twenty Grid Mats (1 per student)
2/21/18
o Add or subtract spinners (1)
o Tens & Ones spinner (1)
o 5 dime cards
o 6 penny cards
o Shoebox (Piggybank)
o Game markers (1 per student)
o Adding Multiples of Tens practice page
 Technology:
o TSW use the iPad to work with the virtual Unifix cubes. This will help students see a visual representation of the number on the hundreds mat.
(Bridges App)

Lesson Introduction/Motivational Statement:

Yesterday, we played Race by Tens with the hundreds grid mat. Now today, we are going to begin working on adding and subtracting ten and ones.
We are going to play a similar game, but now you are subtracting both tens and ones! We are playing this game to practice adding and subtracting
with both tens and ones.

Lesson:
Process/Instructional Strategies/Learning
Content Information: Tasks/Planned Supports Targeted Differentiation: Product:
(including academic language supports):
Warm Up Activity: The Piggybank Process: TSW use manipulatives and
visuals to aid them in this activity.
TTW show the shoebox bank. TTW explain that we
are going to use it to work with dimes and pennies.

1 dime card and 3 penny cards = 13
1 dime card and 3 penny cards, add 1
dime card = 23
TTW display 1 dime card and 3 pennies. TTW ask
“How many pennies?”
TSW give their answers and put the cards in the
bank.

TTW show another dime card and put it into the

bank. TTW ask “Now, how many pennies in all?”

TSW respond, then we will empty the bank to

1 dime card, 5 penny cards = 15
1 dime card and 5 penny cards, add 2
dime card = 35
2 dime cards, 1 penny card = 21
Add 1 dime cards = 31
check their answer.
TTW repeat this with:
- 1 dime card and 5 penny cards, then add 2
dime card.
- 2 dime cards and 1 penny card, then add 1
2/21/18

2 dime cards, 6 penny cards = 26
Add 3 dime cards = 56
0, 10, 20, 30, 40, 50, 60, 70, 80, 90, 100
0, 10, 20, 22, 30, 40, 48, 50, 60, 65, 70,
80, 84, 90, 100
Example:
Spin 30 and add:
- You will move 30 ahead from
your current place by taking 3
jumps of 10.
Spin 2 and subtract:
- Subtract by counting back 2
from current place on grid.
Example of a winning play:
Getting your marker off the grid
- Marker on 2
Imagine that I spun a 3 and subtract.
I would need to move my marker
dime cards
- 2 dime cards, 6 penny card, then add 3 dime
cards
Warm Up Activity 2: Multiples of Ten in Process: TSW be given extended time to
a Line process and verbally respond, redirect to
attend task
TTW deal out cards (multiples of 10)
TSW line up the cards in order, then count
forward by 10s to check the sequence.
TTW hand out the cards 22, 48, 65, and
84(One at a time)
TSW place it between the correct decade
numbers by moving the other cards aside to
make room for it.
Activity: Race by Tens & Ones Process: TSW be given extended time to
process and verbally respond, redirect to
TTW explain that we will play a game called Race attend task
by Tens and Ones. This game is similar to Race by
Tens. Content: TSW be given manipulatives and
- Instead of racing to the bottom of the grid, visual aids to help him succeed.
players race to move their marker off the grid
by adding a quantity greater than 120 or Process: TSW have the choice to use the
subtracting a quantity that results in a virtual Unifix cubes to help them
difference less than 1. understand the value of the number they
they are adding/subtracting ten to.
TTW demonstrate using the spinners.
- Tens and Ones Spinner = how many spaces
to move
- Add or subtract spinner tells to add or
subtract how many spaces
TTW demonstrate a winning game.
TTW provide students with the One Hundred
2/21/18
 back 3 places. I would have an Twenty Grid Mat and game markers.
amount less than 0, meaning that I
would be off the grid. Each student will pick a number from 40-60.

First player that moves off the grid wins that game.

Practice Page: Adding Multiple of Ten (Exit Slip) Process: TSW use the grid mat to find ten Adding Multiples of Ten
more. Practice Page:
TSW and teacher will both work on the practice
page. This sample will be
completed with minimal
TTW urge students to only count by 1s and 10s, teacher assistance to
instead of counting one by one. TTW use the grid show what the student
mat to aid them in the process of finding ten more. has grasped from the
lesson.

Closure Activity: TTW provide the student with a question to end the lesson. The students will be asked to predict what 23 is when adding 50. The students will
take a moment to think about this, counting by tens to get the number 73. TTW use unifix cubes to show the students the answer.

Research & Theory:

Edyburn, D. L. (2010). Would You Recognize Universal Design for Learning if You Saw it? Ten Propositions for New Directions for the Second
Decade of UDL. Learning Disability Quarterly, 33(1), 33–41. doi: 10.1177/073194871003300103
 Using Universal Design for Learning is a great way to make the process of learning available to all students. By implementing
strategies, the students will be more able to understand the information that they are learning. By fostering active learning through the
use of technology and engagement, students will be more successful in their learning. An essential part of UDL is making sure that
every student is receiving what they need to succeed in their learning. (Edyburn, 2010).

Sterrett, W., Fiddner, P., & Gilman, C. (2010). A Reflective Look at Formative Assessment: Using Math Exit Slips to Check for Understanding.
Retrieved from https://files.eric.ed.gov/fulltext/ED512809.pdf
 In this lesson, the students will be given an exit slip to assess if they have grasped the concept of adding tens. This exit slip is
constructed by the teacher candidate to assess exactly what the students had learned today. It is student focused because it challenges
the students to use their ability to use the splitting strategy for adding. This will inform the teacher candidate of the students’
progression towards successfully learning a new strategy to add. (Sterrett, Fiddner, & Gilman, 2010).

References:

Bridges Math - Teacher Tips and Resources. (2015). Retrieved from https://sites.google.com/a/leanderisd.org/teacher-tips-and-resources/bridges.
Edyburn, D. L. (2010). Would You Recognize Universal Design for Learning if You Saw it? Ten Propositions for New Directions for the Second
Decade of UDL. Learning Disability Quarterly, 33(1), 33–41. doi: 10.1177/073194871003300103
Math Learning Center. (n.d.) Bridges in mathematics grade 2: Teachers guide.

2/21/18
Sterrett, W., Fiddner, P., & Gilman, C. (2010). A Reflective Look at Formative Assessment: Using Math Exit Slips to Check for Understanding.
Retrieved from https://files.eric.ed.gov/fulltext/ED512809.pdf

Math Che c klis t - 1/31/2020

Name : I can count by I can add and Comments:

10s mentally subtract tens &
ones
Trial 1
Trial 2
Trial 3
Trial 4
Trial 5
Trial 6
Trial 7
Trial 8
Trial 9
Trial 10

2/21/18
2/21/18
 LESSON PLAN – WEDNESDAY 2nd/3rd MATH (Session 15 Progress Monitoring)

Name: Lisa Reagan Cooperating Teacher: Molly Martin

Date: February 5th, 2020       Time: 1:00-2:00pm      Grade Level: 2nd & 3rd Grade Room #: 111

LESSON FOCUS or MAJOR GOAL: LEARNING OBJECTIVES:

The students will be able to mentally add 10 more or 10 less without counting. This
is a goal for both students. In this lesson, the goal is for the students to understand Given dime and penny cards, TSW determine the number of pennies in all
that a ten can be added without counting one by one. This skill will help the students on 3 out of 4 trials.
throughout their schooling, while being a valuable skill to have for everyday life.
Given a number, TSW demonstrate their knowledge of counting on by 10
CONTENT STANDARDS: on 5 out of 6 trials.
 1.NBT.4 Add within 100, including adding a two-digit number and a one-digit
number and adding a two-digit number and a multiple of 10, using concrete Given pictured Unifix cubes, TSW demonstrate how to add tens and ones
models or drawings and strategies based on place value, properties of operations, on 2 out of 2 trials.
and/or the relationship between addition and subtraction; record the strategy with
a written numerical method (drawings and, when appropriate, equations) and - Expressive: Given the dime and penny cards, TSW verbally express
explain the reasoning used. Understand that when adding two-digit numbers, tens the amount of pennies in all.
are added to tens; ones are added to ones; and sometimes it is necessary to - Expressive: Given a number, TSW write the number that is 10 more.
compose a ten.
 1.NBT.5 Given a two-digit number, mentally find 10 more or 10 less than the
number, without having to count; explain the reasoning used.

DATA USED TO INFORM INSTRUCTION: MATERIALS and RESOURCES:

Last week, the students worked on counting by tens, by adding and subtracting tens. Materials:
Marchell still relies on counting aloud. He is close to mastery of understanding that  3 dime cards, 8 penny cards
we do not have to recount the ones again when we add or subtract 10. This is a skill  Shoebox
that Sophia has already mastered prior to the lessons. Marchell can write addition and  Progress monitoring record sheet
subtraction questions with 100% accuracy, with minimal assistance. Sophia can write  Scoring guide from Bridges
equations on 2 out of 3 trials, making minor errors. Sophia can count by 10s mentally  Chromebook/iPad
with 70% accuracy, while Marchell can do so with 50% accuracy. Sophia can add Resources:
and subtract tens with 80% accuracy and Marchell can do so with 60% accuracy.  Math Learning Center. (n.d.) Bridges in mathematics grade 2:
Marchell requires manipulatives and modeling to be more successful. Teachers guide.
 TSW work on a virtual game for adding 10s
https://www.mathgames.com/skill/1.36-add-tens
 Math Review:
https://docs.google.com/presentation/d/1WDTWBcwYJNDk20QK
4gdrxWBVia6P2NS8QxPjUsHNBCQ/edit?usp=sharing

ASSESSMENT TOOL DATA COLLECTION PROCEDURES SCORING GUIDE/EVALUATION FEEDBACK

2/21/18
 CRITERIA
Individual interview Teacher observation/checklist 3 out of 4 trials Verbal

Written Progress Checklist 5 out of 6 questions Verbal

Written Progress Checklist 2 out of 2 problems Verbal

INSTRUCTIONAL STRATEGIES/LEARNING
CONTENT INFORMATION: TASKS/PLANNED SUPPORTS (including expressive
and/or receptive communication supports):
Hook: Yesterday, we played the race to ten game. You
have both been learning about how to count by tens, by
knowing the tens and one’s place in two-digit numbers.
Today, we are going to test your knowledge! While I work
with one of you, the other will go on Math Games on their
Chromebook to work on counting by 10 games.
TARGETED DIFFERENTIATION:
Supports that Marchell receives: Extensive repetition,
extended time to process and verbally respond, redirect to
attend task, manipulatives. TTW model by providing an
example before guiding the student through practice questions.
Supports that Sophia receives: Additional guided practice,
modeling use of manipulatives, small group repetition of skill,
use of content relevant visuals. Sophia benefits from small
group instruction and/or one-on-one instruction. She benefits
from having concepts repeated and reexplained in order to
demonstrate continued success.

Dime = 10
Penny = 1
1 dime + 4 pennies = 14
2 dime + 4 pennies = 24 (add 1 dime)
3 dimes + 7 pennies = 37
5 dimes + 7 pennies = 57 (add 2 dimes)
Math review: Process: TTW provide assistance and modeling to help
students.
 TTW use Google Slides for interactive review.
 https://docs.google.com/presentation/d/1WDTWBc Process: Extended time will be given, redirection to task
wYJNDk20QK4gdrxWBVia6P2NS8QxPjUsHNB
CQ/edit?usp=sharing

20 +10 = 30
50+10=60
45+10=55
62+10=72
37+10=47

22+11= 33
14+32= 46
 1 dime + 8 pennies = 18 Individual Interview: Process: TTW provide extra time for the student to
2/21/18
  2 dimes + 4 pennies = 24
 3 dimes + 5 pennies = 52
 2 dimes + 6 pennies = 26
 TTW display 1 dime card. TTW ask “How many respond.
pennies?”
 TSW respond and place card in the bank.
 TTW show 8 pennies. TTW say, “If we added
these pennies to those in the bank, how many
would there be in all?
 TSW respond and teacher records answer.

Repeat with 2 dime + 4 pennies, 3 dimes + 5 pennies, 2

dimes + 6 pennies.

Question 1: Written Progress Monitoring: o TSW use the iPad to work with the virtual Unifix
A) 10 + 10 = 20 cubes. This will help students see a visual
B) 40 + 10 = 50 Question 1. representation of the number on the hundreds mat.
C) 90 + 10 = 100  TTW read directions. “Write the number that is 10 (Bridges App)
D) 78 + 10 = 88 more.” Then provide time for task.
E) 61 + 10 = 71  TTW make note of how student finds answer. Is it
F) 53 + 10 = 63 found easily? Is the student having difficulty?

Question 2: Question 2.
a) 46 + 20 = 66  TTW ask the student to solve the two addition
b) 18 + 30 = 48 equations.
 The equations are 46 + 20 = ___, 18 + 30 = ____
 TTW watch to see if the student is using the
jumping strategy or the splitting strategy.
If time allows:

TSW play the game from the previous day called Race by
Tens and Ones.
CLOSURE ACTIVITY:      

TTW provide each student with a number to add 10 to. One student will be given the number 42 and the other 23. TTW ask students to add 20 to the same number.
TTW ask the students to explain how they found the answers.

References:

Math Learning Center. (n.d.) Bridges in mathematics grade 2: Teachers guide.

Math Games. (n.d.) Add tens. Retrieved from https://www.mathgames.com/skill/1.36-add-tens

2/21/18
2/21/18
 Math Che c klis t - 2/5/2020

Name : I can tell the I write the I can add Comments:

amount of number that 2-digit
pennies and is 10 more. numbers.
dimes.
Trial 1
Trial 2
Trial 3
Trial 4
Trial 5
Trial 6

2/21/18
2/21/18
 LESSON PLAN – THURSDAY 2nd/3rd MATH (Session 16 Bridges)
Name: Lisa Reagan Cooperating Teacher: Molly Martin
Date: February 6th, 2020       Time: 1:00-2:00pm      Grade Level: 2nd & 3rd Grade Room #: 111

LESSON FOCUS or MAJOR GOAL: LEARNING OBJECTIVES:

The goal for the students is to add tens and ones. Specifically, to add two 2-digit
numbers, the students will combine the tens, then combine the ones. TSW also add or Given two Make One Hundred Cards, TSW utilize the splitting strategy to
subtract a 1-digit number to or from a 2-digit number. Another goal is for students to add two 2-digit numbers by adding the tens then adding the ones, on 4 out
place a 2-digit number between the two nearest multiples of 10 and determine how far of 5 trials.
it is to a 10 on either side.
CONTENT STANDARDS: Given a number between two decades, TSW determine how far the number
 1.NBT.4 Add within 100, including adding a two-digit number and a one-digit is to a multiple of 10 on either side by using sticks and bundles, on 1 out of
number and adding a two-digit number and a multiple of 10, using concrete models or 1 attempt.
drawings and strategies based on place value, properties of operations, and/or the
relationship between addition and subtraction; record the strategy with a written Expressive: Given the two Make One Hundred Cards, TSW verbally count
numerical method (drawings and, when appropriate, equations) and explain the by tens and ones to determine the new number.
reasoning used. Understand that when adding two-digit numbers, tens are added to
tens; ones are added to ones; and sometimes it is necessary to compose a ten.
 1.NBT.6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range
10-90 (positive or zero differences), using concrete models or drawings and strategies
based on place value, properties of operations, and/or the relationship between
addition and subtraction; relate the strategy to a written method and explain the
reasoning used.

DATA USED TO INFORM INSTRUCTION: MATERIALS and RESOURCES:

Materials:
Last week, the students worked on counting by tens, by adding and subtracting tens.  Numeral Cards
Marchell still relies on counting aloud. He is close to mastery of understanding that we  Make one hundred cards
do not have to recount the ones again when we add or subtract 10. This is a skill that  10 dime cards, 10 penny cards,
Sophia has already mastered prior to the lessons. Marchell can write addition and  shoebox bank
subtraction questions with 100% accuracy, with minimal assistance. Sophia can write  10 bundles of 10 craft sticks
equations on 2 out of 3 trials, making minor errors. Sophia can count by 10s mentally  20 single craft sticks
with 70% accuracy, while Marchell can do so with 50% accuracy. Sophia can add and
 Rubber bands
subtract tens with 80% accuracy and Marchell can do so with 60% accuracy. Marchell
 iPad
requires manipulatives and modeling to be more successful.
Resources:
 Math Learning Center. (n.d.) Bridges in mathematics grade 2:
Teachers guide.

ASSESSMENT TOOL DATA COLLECTION PROCEDURES SCORING GUIDE/EVALUATION FEEDBACK

CRITERIA

2/21/18
Adding 2 Make One Hundred Teacher observation/checklist 4 out of 5 trials Verbal
Cards

Numeral cards Teacher observation/checklist 1 out of 1 attempt Verbal

INSTRUCTIONAL STRATEGIES/LEARNING TASKS/PLANNED

CONTENT INFORMATION: SUPPORTS (including expressive and/or receptive communication
supports):
Hook: Yesterday, we finished module 3 for adding tens. Now, we are still
going to work with adding tens and ones. We are going to play a different
game today to add bigger numbers! We are playing this game to
practice adding and subtracting with both tens and ones.
TARGETED DIFFERENTIATION:
Supports that Marchell receives: Extensive
repetition, extended time to process and
verbally respond, redirect to attend task,
manipulatives. TTW model by providing an
example before guiding the student through
practice questions.

Supports that Sophia receives: Additional

guided practice, modeling use of
manipulatives, small group repetition of skill,
use of content relevant visuals. Sophia benefits
from small group instruction and/or one-on-one
instruction. She benefits from having concepts
repeated and reexplained in order to
demonstrate continued success.

1 dime + 5 pennies = 15 cents
15 + 2 dimes = 35 cents
Add 10 = 45
Subtract 10 = 35
2 dimes + 3 pennies = 23
23+ 2 dimes = 43
3 dimes + 1 penny card = 31
31+10=41
Warm Up 1: Process: TSW use manipulatives and visuals to
 TTW place shoebox on table. Display 1 dime card and 5 penny aid them in this activity.
cards. TTW ask “how much money?”
 TSW respond. When correct answer is given, money will go in
bank.
 TTW show 2 more dime cards and all them to the bank. TTW
ask, “how much money in all?”
 TSW respond, then take all cards out of the back to confirm the
total.
 Put cards back in bank. TTW ask “How much if we added 10 to
the collection in the bank?” then TTW ask “how much if we
subtracted 10 instead of adding?
Repeat with:
 2 dimes & 3 pennies, then add 2 more dimes
 3 dimes and 1 penny card, then add 1 dime card
Warm Up 2: Process: TSW be given extended time to process
2/21/18
  TTW deal out decade numbers 0 to 100. TSW put cards in order, and verbally respond, redirect to attend task
0, 10, 20, 30, 40, 50, 60, 70, 80, 90, 100 then count backwards from 100 by 10s.
 TSW put the number 37 between the correct decade numbers. Process: TSW use manipulatives and visuals to
0, 10, 20, 30, 37, 40, 50, 60, 70, 80, 90, aid them in this activity.
 TTW point to the card 37. TTW ask “how many to the next
100 decade?
Process: TTW model the procedure with a
 TSW work together with the sticks and bundles to find the
different number, if needed for student
answer.
37 = 3 bundles, 7 sticks. success.
 TSW imagine what 37 looks like with sticks & bundles.
To get to 40, you need to add 3 sticks.  Build 37 with 10s and 1s.
 Then add single sticks to get to 40.
There are now 10 singles, that need to  TSW ask students to add the two quantities of single sticks. After
be bundled to make a 10. they confirm that there are 10, TSW gather sticks and rubber
band them into a bundle.
Activity: Process: TSW be given extended time to process
Example:  TTW explain that they are going to work with new game cards to and verbally respond, redirect to attend task
build and add 2-digit numbers. TTW mix up the make one
21 + 25 = _____ hundred cards and stack face down. Process: TTW model how to use the splitting
 Turn card over and TSW build quantity shown on card with strategy.
Add bundles (10s) = 40 sticks and bundles.
Process: The students can use virtual unifix
 TTW turn over a second card, then another student will build that
Add sticks (1s) = 6 cubes.
quantity shown.
 TTW write an addition expression for the two cards.
21 +25 = 46  TSW help determine the total. TTW guide students to bundle the
single sticks if they add to 10.
 Repeat for 4 rounds.

Splitting strategy: Practice Page:

Count all bundles of 10 first, then add TTW ask students to count the number of small squares on each card by
the 1s. 10s and 1s. Then, TSW record the numbers to find the total.

TTW encourage the splitting strategy.

CLOSURE ACTIVITY:      
TTW provide each student with two Make One Hundred Cards. The students will work independently, using dry erase markers and board to determine how many in
all. TTW ask students how they were able to get their answer. TTW see if the students counted tens first, then ones to get the sum.

References:
Math Learning Center. (n.d.) Bridges in mathematics grade 2: Teachers guide.

2/21/18
 Math Che c klis t - 2/6/2020

Name : I can add two I can find the Comments:

digit numbers. amount to the
decade.

Trial 1

Trial 2

Trial 3

Trial 4

Trial 5

2/21/18
2/21/18
2/21/18
 LESSON PLAN – FRIDAY 2nd/3rd MATH (Session 17 Bridges)
Name: Lisa Reagan Cooperating Teacher: Molly Martin
Date: February 7th, 2020       Time: 1:00-2:00pm      Grade Level: 2nd & 3rd Grade Room #: 111

LESSON FOCUS or MAJOR GOAL: LEARNING OBJECTIVES:

The goal for the students is to add tens and ones. Specifically, to add two 2-digit
numbers, the students will combine the tens, then combine the ones. TSW also add or Given two Make One Hundred Cards, TSW utilize the splitting strategy to
subtract a 1-digit number to or from a 2-digit number. Another goal is for students to add two 2-digit numbers by adding the tens then adding the ones, on 3 out
place a 2-digit number between the two nearest multiples of 10 and determine how far it of 4 trials.
is to a 10 on either side.
CONTENT STANDARDS: Given a number between two decades, TSW determine how far the number
 1.NBT.4 Add within 100, including adding a two-digit number and a one-digit number is to a multiple of 10 on either side by using sticks and bundles, on 3 out of
and adding a two-digit number and a multiple of 10, using concrete models or drawings 4 attempts.
and strategies based on place value, properties of operations, and/or the relationship
between addition and subtraction; record the strategy with a written numerical method
Expressive: Given the two Make One Hundred Cards, TSW verbally count
(drawings and, when appropriate, equations) and explain the reasoning used. Understand
that when adding two-digit numbers, tens are added to tens; ones are added to ones; and by tens and ones to determine the new number.
sometimes it is necessary to compose a ten.
 1.NBT.6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-
90 (positive or zero differences), using concrete models or drawings and strategies based
on place value, properties of operations, and/or the relationship between addition and
subtraction; relate the strategy to a written method and explain the reasoning used.

DATA USED TO INFORM INSTRUCTION: MATERIALS and RESOURCES:

Materials:
Last week, the students worked on counting by tens, by adding and subtracting tens.  Numeral cards
Marchell still relies on counting aloud. He is close to mastery of understanding that  Make one hundred cards
we do not have to recount the ones again when we add or subtract 10. This is a skill  10 dime cards, 10 penny cards
that Sophia has already mastered prior to the lessons. Marchell can write addition and  Shoebox bank
subtraction questions with 100% accuracy, with minimal assistance. Sophia can write  10 bundles, 20 single sticks
equations on 2 out of 3 trials, making minor errors. Sophia can count by 10s mentally  Rubber bands
with 70% accuracy, while Marchell can do so with 50% accuracy. Sophia can add
 Red and blue crayons
and subtract tens with 80% accuracy and Marchell can do so with 60% accuracy.
 Hundreds Grid
Marchell requires manipulatives and modeling to be more successful.
 Adding Tens & Ones on The Hundred Grid Sheet
 iPad
Resources:
 Math Learning Center. (n.d.) Bridges in mathematics grade 2:
Teachers guide.

ASSESSMENT TOOL DATA COLLECTION PROCEDURES SCORING GUIDE/EVALUATION FEEDBACK

CRITERIA

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 Adding 2 Make One Hundred Teacher observation/checklist 3 out of 4 trials Verbal
Cards

Numeral cards Teacher observation/checklist 3 out of 4 attempts Verbal

INSTRUCTIONAL STRATEGIES/LEARNING
CONTENT INFORMATION: TASKS/PLANNED SUPPORTS (including expressive and/or
receptive communication supports):
Hook: Yesterday, started a new module. You both used the
splitting strategy yesterday to add larger two-digit numbers by
tens and ones. Today, we are going to play similar games, but we
are adding another step! We are playing this game to practice
adding and subtracting with both tens and ones.
TARGETED DIFFERENTIATION:
Supports that Marchell receives: Extensive
repetition, extended time to process and verbally
respond, redirect to attend task, manipulatives. TTW
model by providing an example before guiding the
student through practice questions.
Supports that Sophia receives: Additional guided
practice, modeling use of manipulatives, small group
repetition of skill, use of content relevant visuals.
Sophia benefits from small group instruction and/or
one-on-one instruction. She benefits from having
concepts repeated and reexplained in order to
demonstrate continued success.

3 dime + 2 pennies = 32 cents
32 + 2 dimes = 52 cents
Add 10 = 62
Subtract 10 = 42
2 dime + 2 pennies = 22
22 + 3 dimes = 52
4 dimes + 3 pennies = 43
43 + 1 dime = 53
0, 10, 20, 30, 40, 50, 60, 70, 80, 90, 100
Warm Up 1: Process: TSW use manipulatives and visuals to aid
 TTW place shoebox on table. Display 3 dime card and 2 them in this activity.
penny cards. TTW ask “how much money?”
 TSW respond. When correct answer is given, money will
go in bank.
 TTW show 2 more dime cards and all them to the bank.
TTW ask, “how much money in all?”
 TSW respond, then take all cards out of the back to
confirm the total.
 Put cards back in bank. TTW ask “How much if we added
10 to the collection in the bank?” then TTW ask “how
much if we subtracted 10 instead of adding?
Repeat with:
 2 dimes & 2 pennies, then add 3 more dimes
 4 dimes and 3 penny card, then add 1 dime card
Warm Up 2: Process: TSW be given extended time to process
 TTW deal out decade numbers 0 to 100. TSW put cards in and verbally respond, redirect to attend task
order, then count backwards from 100 by 10s.
 TSW put the number 68 between the correct decade Process: TSW may use manipulatives to aid
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0, 10, 20, 30, 40, 50, 60, 68, 70, 80, 90, 100 numbers. them in this activity if required. (sticks and
 TTW point to the card 68. TTW ask “how many to the bundles)
next decade?
 TTW draw attention to combination of 10, 8+2 = 10 Process: TTW model the procedure with a
 8 + 2 = 10 within the 68+2 equation. TTW write 8+2=10 and different number, if needed for student success.
 68 + 2 = 70 68+2=70
 TTW ask students how knowing combinations of 10 can
be useful in larger addition combinations.
 Repeat with cards 14, 33, 85.
Activity: Process: TSW be given extended time to process and
Example:  TTW explain that they are going to work with new game verbally respond, redirect to attend task
cards to build and add 2-digit numbers. TTW mix up the
25+32. make one hundred cards and stack face down. Process: TTW model how to use the splitting
 Turn card over and TSW build quantity shown on card strategy.
25 splits to 20 and 5. with sticks and bundles.
32 splits to 30 and 2. Process: The students can use virtual unifix
 TTW turn over a second card, then another student will
cubes.
build that quantity shown.
20+30=50  TTW write an addition expression for the two cards.
 TSW help determine the total. TTW guide students to
5+2=7 bundle the single sticks if they add to 10.
 TTW write an addition question.
50+7=57.
 TTW construct a number tree and ask students to help
determine the total.
Red= 50 boxes
 Next, the students will use red and blue crayons to
Blue= 7 boxes
represent the tens and ones on the hundred grid.
Repeat for 3 rounds.
Practice Page: Process: Redirection to task, extra time, and
 TSW use red and blue crayons for the hundred grids. teacher assistance will be provided.
 TTW prompt students to count the number of small
squares on each card by 10s and 1s.
 TTW assist as needed to fill the number trees and color in
the hundreds grid.

CLOSURE ACTIVITY:      

TTW provide each student with 2 make one hundred cards. TSW use the red and blue crayons to color in the sum on the hundred grid.

References:

Math Learning Center. (n.d.) Bridges in mathematics grade 2: Teachers guide.

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 Math Che c klis t - 2/7/2020

Name : I can add two I can find the Comments:

digit numbers. amount to the
decade.

Trial 1

Trial 2

Trial 3

Trial 4

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