Lesson 1 Word Knowledge

Comprehensive Lesson Plan
Lesson 1 Word Knowledge

Child: - Tutor: Lindsey Date: 2/16/21 Content Area: Social Studies/History Lesson #: 1 of 6 in sequence
Moody
Unit EQ: Is it appropriate for something united to fail? When? Why?
Provide a statement of what students will be able to do AS A RESULT of (rather than AS PART OF) this lesson.
Objective: As a result of this lesson, the student should recognize dipthongs oi, ow,au in different words.
As a result of this lesson, the student should be able to spell words using dipthongs oi, ow, and au.
Describe how you will collect evidence that individual students have indeed met the lesson objective:
Lesson Assmt: I will collect evidence that the student has met the objective by taking mental and anecdotal notes on their progress throughout the lesson.
● What modifications to this plan have been made to accommodate the diverse needs of the student (see http://education.msu.edu/te/elementary/pdf/Designing-Lessons-for-Diverse-
Learners.pdf for additional ideas)?

● List any additional anecdotal student notes for consideration prior to professor review of this lesson.

You will provide a justification statement explaining WHY you are doing WHAT is written in the instructional plan. As we read your justifications, we are looking for a clear statement that synthesizes how
your “instructional WHATs” connect in a cohesive way to your “WHY.” In particular, we want a justification statement that is informed by on-going student outcomes and reflects your role in RTI by way
of the progress-monitoring-to-responsive-teaching cycle. Considerations may include:
Student Outcomes: Teacher Reflection:

✓Initial assessment ✓ Self-reflection
☐ Progress monitoring (specify) ☐ Peer reflection
☐ Anecdotal notes ☐ Feedback from supervisor
☐ Observations ☐ Video Reflection
Be sure to include a copy of the passage, sort, and any other instructional materials you intend to use as part of this lesson plan submission.
READ 670: Instructional Reader Lesson Plan
✓ Engagement
☐ Cluster of Errors
Word Knowledge (15 minutes)

REFLECT RESPOND PROGRESS MONITOR
to Inform Planning with Targeted Instruction for Student Outcomes
(show your thinking: T responsive planning) (show your thinking: implementation of high quality instruction) (show your thinking: S response to instruction)

Justify why you selected this sort: Word Study Stage: Within Word (☐Early ☐Mid ✓Late) ● This sort was too easy.
I selected this sort because my tutee missed FEATURES SORTED: oi vs. ow vs. au
● Do errors tend to cluster around a particular
“oi” in the WTW ESI. She also missed r- weakness? Spelling
controlled vowel “er” but I truly believe that ● If WWP:
was due to lag of the Zoom meet as she used moist shower because ✓ Sound ☐Pattern ☐Position
er at the end of the word “serving”. I plan on ● If SA:
looking at other dipthongs like “ow” and voice powder applause o Previously learned patterns in ☐LN
☐WWP
“au”. She seemed to be comfortable with
point towel exhaust ▪ Which features?
“ow” on the ESI. I threw “au” in there to see o ☐Doubling
where she would be using one that she wasn’t avoid brown pause o ☐Syllable Juncture
familiar with. o ☐Other
spoil allow haul
● How did your student do on the last sort? ● Student completed the sort independently with
Blind Sort Results: N/A ease .
Features % correct
a. Introduce and Model ● Comments:
Lesson 1
a. Intro words, exclude words children cannot read.
Lesson 2
*We will go over all the words and if the student doesn’t know the
Lesson 3
Lesson 4
meaning, I will give examples. Blind Sort Results:
b. Model how to sort: % correct
Lesson 5
i. First by sound (long vs. short; accented vs unaccented, etc.) Today 100%
Lesson 6
*I will model this by sorting by Accent in 1st and Accent in 2nd. i will
model this by having moist and powder in one column and because in Comments:
● What will you emphasize next based on the My student didn’t really have any issues with the
previous lesson (error clusters)? another.*
Then the student will sort them independently, helping if needed. sort. I feel as though this was too easy for her so I
o N/A will move on to the next session. Her problem was
● Would FastReads be beneficial? ii. Then by pattern (CVCe vs. CVVC)
with the extension activity with spelling.
o N/A * I will model this by having the student sort them by dipthongs. I will
model this by having moist, shower, and because in different columns.
Then the student will sort them independently with my guidance.
b. Sort and Check
a. Students identify pictures and/or read each word aloud.
a. The student will read the words aloud as she picks them up.
b. Place feature headers in top of column.
a. She will place the feature headers at the top of the column.
c. Student sorts independently.
a. She will sort independently, reading the words aloud as she sorts them.
d. Student compares word card back to header.
a. She will compare her word card to the header she is placing it under.
e. Student checks work and explains choices.
a. She will check her own work and explain the choices she made.
c. Reflect
a. Student provides summary statement regarding features
i. The student will explain the similarities between the words and the
features within the words.
d. Follow Up Extend Activity
a. As a quick writing activity, we will flip all of the cards over. The student will
pick one of the cards and then they will get approximately 5 seconds to look at
the card. After glancing at the card, they will quickly write down their word on
a piece of paper. This will see if they are taking what they learned and putting
it with their writing skills as well. This will continue until there are no cards
left.
Lesson 2: Word Knowledge + Fluency

Child: - Tutor: Lindsey Moody Date: 3/4/21 Content Area: Social Studies/History Lesson #: 2 of 6 in sequence
Objective: The student will be able to recognize the inflectional endings -ing, -ed, and -ies.
The student will be able to read at least 90 WPM with fluency.
Lesson Assmt: I will collect evidence by having the student perform sorts and chart their progress.


You will provide a justification statement explaining WHY you are doing WHAT is written in the instructional plan. As we read your justifications, we are looking for a clear statement that
synthesizes how your “instructional WHATs” connect in a cohesive way to your “WHY.” In particular, we want a justification statement that is informed by on-going student outcomes and
reflects your role in RTI by way of the progress-monitoring-to-responsive-teaching cycle. Considerations may include:

☐ Initial assessment ☐ Self-reflection
☐ Engagement
Fluency (10 minutes beginning; 5 minutes end)

Cold Reads ONLY: PASSAGE name: The Hoppers Start School PASSAGE Level (independent level): M (2nd This Week’s Rates:
Rate # Errors Grade) Rate # Errors
(wpm) (Review TRR chart from last session. Discuss rate/fluency goals.) (wpm) (acc)
Lesson 1 ● Timed Repeated Reading (TRR) 1st Read (cold) 102 4
Lesson 2 1. Teacher Model 2nd Read (hot) 87 2
Lesson 3 a. Read aloud the passage to the student. 3rd Read (hot) 109 2
Lesson 4 i. I will read aloud the passage to the student, focusing on fluency and expression.
Lesson 5 b. Model good inflection and speed (not too fast, not too slow). ● Did the student graph the results?
Lesson 6 2. Silent Read o Yes
a. The child reads the passage silently for practice, underlining difficult words. Discuss. ● Did the student reach the goal for today?
i. After the student underlines different hard words, we will talk about what they mean
● Justification for today’s fluency o Yes she did. The 2nd read was
and why she finds them hard.
plan: 3. COLD Read Aloud for Timing lower than expected but she slowed
a. Time his/her reading rate. down since we talked about how
b. Student completes the TRR chart. she misses words when she reads
c. Emphasize rate growth and error decrease. fast.
● What is the new goal, or student ● What will you do next as a result of
outcome, you hope to achieve by ● Return here AT THE END OF THE LESSON today’s student outcomes?
the end of today’s fluency work? 4. HOT Read Aloud for Timing (same as steps a. – c. in #3) o I will find a little bit of a harder text
5. 3rd HOT Read Aloud for Timing (same as steps a. – c. in #3) and alter the WPM to better fit my
student.


Justify why you selected this sort: Word Study Stage: Within Word (☐Early ☐Mid ✓Late) ● This sort was too easy.
I selected this sort because the student got FEATURES SORTED: -ing vs. -ies vs. -ed
100% on her last sort, which definitely weakness?
signifies that it is time to move on. I moved o The student doesn’t have a problem
onto this because this was the next section serving carries chewed identifying them. Spelling is her
that she had trouble with - inflected endings. biggest weakness.
running worries marched ● If WWP:
● How did your student do on the last sort? o ☐Sound ✓Pattern ☐Position
Blind Sort Results: grinning cities napped ● If SA:
Features % correct o Previously learned patterns in ☐LN
Lesson 1 oi,au,ow 100 smiling flies jumped ☐WWP
Lesson 2 ▪ Which features?
o ☐Doubling
Lesson 3 e. Introduce and Model o ☐Syllable Juncture
Lesson 4 a. Intro words, exclude words children cannot read. o ☐Other
Lesson 5 i. Go over words before sorting, excluding words that the student cannot read.
Lesson 6 b. Model how to sort: ● Student completed the sort.
i. First by sound (long vs. short; accented vs unaccented, etc.)
● What will you emphasize next based on the a. Instead of sorting by sound, I will model sorting double ● Comments:
previous lesson (error clusters)? consonants vs not. I will discuss what a double consonant is ● I think I will move on to something harder next
and how we use it. I will place running as one header and week since this was very easy for her. I will use
● Would FastReads be beneficial? longer words.
chewed as another header.
b. The student will finish sorting the words with my help.
ii. Then by pattern (CVCe vs. CVVC)
Blind Sort Results:
a. I will model sorting the words by their inflected endings. I
% correct
will model this by sorting serving, carries, and chewed into
Today 0
three separate columns.
b. The student will finish sorting the words with my help. Comments:
f. Sort and Check The student struggled finding a way to sort these. I
f. Students identify pictures and/or read each word aloud. feel that I didn’t explain what I wanted her to do
a. The student will read the words aloud. well enough, so the next lesson I will be sure to do a
g. Place feature headers in top of column. better job of explaining and modelling what she
a. The student will identify headers and put correct words in column. needs to do.

h. Student sorts independently.
a. The student will sort words independently.
i. Student compares word card back to header.
a. The student will compare word cards to header as she sorts.
j. Student checks work and explains choices.
a. The student will explain choices at the end of sort.
g. Reflect
a. Student provides summary statement regarding features.
i. The student will provide a summary statement of what they learned while
they did their sort.
h. Blind Sort (use 6-10 words)
I will choose the following words: serving, carries, napped, flies, smiling, jumped.
I will allow the student to sort their words blindly. I will encourage the student to sort
them a different way from the two that we have already done.
After the sort is over with, have the student explain what they did. Take note of their
thinking and tell them they did a great job.
Lesson 3: Word Knowledge + Fluency + Comprehension
Child: - Tutor: Lindsey Date: 3/7/21 Content Area: Social Studies Lesson #: 3 of 6 in sequence
Moody
Objective: The student will be able to read at a fluency rate of at least 105 WPM. ‘
The student will be able to understand the difference between long and short vowels.
The student will be able to recognize different inflected endings on words.
The student will be able to pick out important information in a text and write a summary.
Lesson Assmt:
- I will collect evidence by using a charting WPM on an independent level text.
- I will collect evidence by taking pictures of the sorts that the student completes independently.
- I will collect evidence by taking the summary written at the end and analyzing the students information.




☐ Engagement

Cold Reads ONLY: PASSAGE name: Vacation Time! PASSAGE Level (independent level): M This Week’s Rates:
Rate # Errors (Review TRR chart from last session. Discuss rate/fluency goals.) Rate # Errors
(wpm) (wpm) (acc)
Lesson 1 - - ● Timed Repeated Reading (TRR) 1st Read (cold) 113 0
Lesson 2 102 4 6. Teacher Model 2nd Read (hot) 115 1
Lesson 3 a. Read aloud the passage to the student. 3rd Read (hot)
Lesson 4 i. I will model reading aloud the passage to the student. I will read with fluency and
Lesson 5 tone. ● Did the student graph the results?
b. Model good inflection and speed (not too fast, not too slow).
Lesson 6 The student graphed her results using the color
7. Silent Read she liked.
a. The child reads the passage silently for practice, underlining difficult words. Discuss.
● Justification for today’s fluency ● Did the student reach the goal for today?
i. I will have the student read silently and underline the different words that seem to be
plan: I decided to move - up since difficult for them. We will go over the underlined words and discuss what they mean She reached the goal. She read a little faster
she did well on the last TRR. She is and I will use a familiar example. than I wanted her to, but we talked about
on the higher end of Level M. 8. COLD Read Aloud for Timing inflection when we read. She thinks it’s
a. Time his/her reading rate. “weird” to give the story emotion.
● What is the new goal, or student i. I will time the reading rate for the student. ● What will you do next as a result of
outcome, you hope to achieve by b. Student completes the TRR chart. today’s student outcomes?
the end of today’s fluency work? I i. I will have the student complete the chart that I have for our sessions. I will move onto a harder text to read and we
hope to achieve the same rate of c. Emphasize rate growth and error decrease. will see how she does with fluency. We will
around 100 with 4 or less errors. i. We will emphasize where she needs to go and how we want to decrease errors. also work on her expression.

● Return here AT THE END OF THE LESSON
9. HOT Read Aloud for Timing (same as steps a. – c. in #3)
10. 3rd HOT Read Aloud for Timing (same as steps a. – c. in #3)

Justify why you selected this sort: Word Study Stage: Within Word (☐Early ☐Mid ✓Late) ● This sort was instructional for the student.
I selected this sort because I feel that my last FEATURES SORTED: -ing vs. -ies vs. -ed
lesson I did the blind sort correctly. Instead of ● Do errors tend to cluster around a particular
weakness?
having her sort by the pattern blindly, I had The student still struggled to listen for short vs long
her try and make a new way to sort them. sledding (short) babies (long) stayed (long) vowels. We will move on to a different pattern
This was not the correct thing to do so I feature but focus on short and long vowels for the
wanted to redo this part for my student to get skating (long) carries (long) seemed (long) sound as well.
the accurate lesson she needed. Plus, I was ● If WWP:
mopping (short) copies (short) chewed (short) o ☐Sound ✓Pattern ☐Position
having video issues again last week.
● If SA:
● How did your student do on the last sort?
tracing (long) armies (short) planned (short) o Previously learned patterns in ☐LN
Blind Sort Results:
☐WWP
Features % correct
closing (long) tardies (short) nodded (short) ▪ Which features?
Lesson 1 oi,au,ow 100% o ☐Doubling
Lesson 2 0%
-ing, -ies, -ed dreaming (long) buddies (short) scored (short) o ☐Syllable Juncture
(error)
o ☐Other
Lesson 3
Lesson 4 ● Student completed the sort with some trouble.
Lesson 5
Lesson 6 i. Introduce and Model ● Comments: I want to focus on a different
a. Intro words, exclude words children cannot read. pattern but stick with discussing long vs short
● What will you emphasize next based on the i. Show words to student, seeing if they know the words. If not, exclude them vowels.
previous lesson (error clusters)? from the sort.
o I will emphasize the blind sort more b. Model how to sort:
since I made a mistake on how that Blind Sort Results:
should be carried out during the last % correct
a. Sort by long and short vowels. Today 75%
lesson.
● Would FastReads be beneficial?
o I don’t think FastReads would be
a. Sort the words by pattern. Use the headers -ing, -ies, and -ed Comments:
beneficial for my student. for reference and sort words together.
j. Sort and Check
k. Students identify pictures and/or read each word aloud.
l. Place feature headers in top of column.
m. Student sorts independently.
n. Student compares word card back to header.
o. Student checks work and explains choices.
k. Reflect
l. Blind Sort (use 6-10 words)

Pick words at random out of the stack and have the student sort them without a header.
Comprehension (30 minutes)

REFLECT RESPOND PROGRESS
to Inform Planning with Targeted Instruction MONITOR
Justify why you selected this for Student Outcomes
strategy?
I selected this strategy because in

the assessments, this student
would tell me one or two major
details and include insignificant
details when retelling a story.
Determining areas of importance
would work well for this student
so they can create better
summaries for stories they just
read.
Comp Determining Areas of Importance (Select the comprehension strategy focus area) Was the student independent in using
(Below, look for techniques you can use to support the independent use of this strategy.) the strategy?
Strat: The student needed a little support when
doing this strategy.

What is your intended outcome as a RESULT Discussion Organizing Writing Vocabulary
of this reading (tied to obj/assmt)? Think-Pair-Share Power Thinking Summarizing Word Map How independent was your student
● The student will be able to point out areas Authentic Questions Pattern Puzzles Sum It Up Concept of Definition Map today with these tools?
of importance within a text. Seed Discussions Graphic Organizers Framed Paragraph Graphic Organizers
Group Pattern Puzzles Venn Diagram/Comparison Writing Template Sentence/Word Expansion We need to still work on summarizing.
Which of the tools to the right will you use in Group Graphic Organizers Selective Underlining/Highlighting Journal/Learning Log Word Combining She pointed out big ideas but didn’t
the Carousel Column Notes RAFT Capsule Vocabulary write complete sentences. I was going
B-D-A reading to scaffold meaning-making so Gallery Walk History Frame/Story Map Spool Paper Semantic Feature Analysis to have her do a journal log as well but
that the student successfully attains the outcome Concentric Circles Sticky Notes Sentence Synthesis Journal/Learning Log we didn’t have time.
(obj/assmt)? Clock Buddies Opinion-Proof/Conclusion-Support Word Combining
● Before - Authentic Questions Group QARs Problem-Solution
● During - Underlining/Highlighting Capsule Vocabulary Semantic Feature Analysis
● After - Summarizing/Journal
How independent was your student last time

with these tools?
● N/A
BEFORE READING, VIEWING, OR TEACHER STUDENTS
LISTENING ● focusing attention, laying groundwork, creating interest, ● strategies to get STUDENTS thinking about what
(~5 MINUTES) sparking curiosity…think of it as setting the stage/setting they already know
them up for success ● cause STUDENTS to bring to mind similar ways of
● make sure students “get” the purpose (not just agenda) thinking, an analogous idea, or previously-learned
of today; what it will result in or lead to; the “why” of whatcontent or concepts
they’ll be doing ● STUDENTS are caused to think about that element
of today’s learning that is most close to or familiar to
them
What prior knowledge does your student have on How will you activate the learner’s prior knowledge related to this topic? ● This topic was .instructional for
this topic? 1. Setting the Hook the student. She had prior
The student should know something about this as a. Briefly describe what you will do to “hook” the reader’s prior knowledge to the new information to come in knowledge of the topic but didn’t
they have probably talked about it in their social know everything.
the DURING reading portion of the lesson.
studies class.

i. I will tell the student that we are reading about the Civil War. To hook the reader, I will tell
her I found a note today and I’m going to read it to her. The note will say something like “I What about the “hook” was engaging
How will you create a common experience or
hope you are happy, you are a mean and horrible person, I am going to have them read on the for the student?
“knowledge base” from which to build upon
announcements that you hurt people!” The hook was engaging because it
before reading? What holes need filling?
related to drama. My student loves to
I will give the student a recap of the Civil War to ii. The student will be intrigued, wanting to know who wrote the story. I will tell her this actually
talk and hearing about something that
fill in the holes that may be missing. connects to the Civil War and the passage that we are reading today. she could tell her friends about was
b. Have the student ask questions about the Civil War that we will come back to answer later. intriguing to her! It was so funny when I
had to tell her that it was made up.
2. Vocabulary Review
a. Before reading, go over some words that may be troublesome. Talk about how they are pronounced, How did the “hook” connect the new
connect to word study if possible, look for ways to break word apart, and talk about meaning if unknown. knowledge to come in the DURING
List the words below. with the child’s prior knowledge?
Words and page #s: The hook connected to the idea of
Propaganda - information that is misleading propaganda, which is something that my
Telegraph - a machine that people use to send signals student has never heard of before!

Union - The North
Vocabulary Difficulty level?:
Confederacy - The South
I think that the vocabulary was
instructional for this student! She
was able to read and the only
troublesome words were the
vocabulary that I picked out
beforehand.

DURING READING, VIEWING, OR ● strategy(ies) for student active engagement with the new content that’s coming from the text
LISTENING ● what are students doing WHILE reading, viewing, or listening (i.e., techniques)?
(~15 MINUTES)
Text Title: Dueling Reading Level:600L Text Format: Diversity & Accommodations
messages: Propaganda Newsela Article
Differentiated by reading ability: Change reading levels
in the Civil War

Genre: Nonfiction
Justify why you selected this specific Comp Technique: Which comp technique will best help the reader “place hold” new information while reading? The ● Success with comp techniques?
technique/tool for the DURING reading? specific information gathered with this technique is what you will use in the AFTER reading (so it should line up with your There was some success but I
Underlining/Highlighting objective). believe it could have gone better. I

think we should have done one
The reader must be DOING something while Technique (list above): Underlining/Highlighting
reading. How will you make this clear BEFORE
together first instead of letting her go
What will the student do to placehold new information while reading?: straight into using the strategy.
letting him read independently?
I will model this technique for them before ● How will this specific tool help the student gather the information (s)he needs from the text? In other ● Level of independence?
allowing them to read independently. words, explain how this tool used in the DURING will be used as a means for constructing meaning in the My student did well with this
AFTER section (i.e., if (s)he wrote on sticky notes, what will you do with the sticky notes in the AFTER portion, but I feel like I should have
with this new bits of information? Move them into a graphic organizer?)? given her more support
o The student will highlight parts of the article that seem to be more important than other parts.
o After this, the student will use their highlighted ideas to form a summary of the article. ● Does the student know when to
use this type of technique on his
own (in which circumstances it
works best)?
The student has used highlighting
during reading as a strategy before.
Justify why you planned your stopping points Remember: Instructional readers need to be working on SILENT reading. You should have 2 copies of what is to be read ● Text difficulty level: 600L
based on your student’s needs. —your copy and your student copy. You will do a DR-TA for this portion…making predictions, reading silently to a
I decided to stop after every new section. I did this predetermined stopping point, and then discussing for clarification. REPEAT as necessary to get through the assigned ● Does the student self-monitor
because my student tends to get carried away
easily and loses meaning for what she reads chapter/reading. while reading?
because she substitutes words. The student doesn’t self monitor,
DR-TA Reading: this is something we could probably
What level of success did your student experience List the stopping points for discussion below; list the questions you will ask at each stopping point. How does your work on next session.
last week in the DURING reading with the questioning build towards the outcome goal for the AFTER reading?
accommodations and scaffolds you put in place to
address identified diverse needs?
● TOTAL PAGES READ: 2
After paragraph two: Why do you think they wanted to make each other look bad? ● Independence with comp
N/A
After paragraph five: How does the media use propaganda? strategy?

After paragraph eight: What ways did the Union and Confederacy use propaganda? I think the student was pretty
independent with this strategy. I had
What are the big ideas/themes discussed as a result of this reading? to guide them when going through
- Propaganda is used to make other people look better the questions.
- The Union and the Confederacy were on opposing sides ● Areas of difficulty?
- It was hard to know what to believe due to both sides using propaganda against one another. Remembering what happened
without looking back at the text. I
allowed her to look back but
eventually I took the article away
from her.
● Comments:

AFTER READING, VIEWING, ● how will students apply new knowledge in a new way?
OR LISTENING ● how will students check to see if their understanding is correct?
(~10 MINUTES) ● how will students be prompted to reflect on what they learned?
● how will students be prompted to reflect on how they learned it?
What level of success did your student experience Remember: Students should be providing you with evidence that they have LEARNED SOMETHING NEW from this lesson. This should tie in to your assessment ● How engaged and motivated was
above.
AFTER reading with the accommodations you put the student?
in place to address identified diverse needs? The student was engaged but she was
What will students DO with the “place holders” collected in the DURING reading phase?
tired of doing work, she was honestly
They will use the things that they highlighted to make a summary about the reading. ready to read her fluency book again.
Please Note: The Assessment occurs in the After
Phase! The point is to see what has been learned How will you make his/her thinking visible? ● How successful was the student on
as a result of the reading, so it must come after I will make their thinking visible by having them take what they did during reading and turning it into writing of their the assessment?
one reads. own. The student did okay, they pointed out
● Confirm that your assessment happens here important things in the article for the
or in the Writing section: ✓ YES Describe any other parts of the activity/process below. summary but it still needed work, as
● Confirm that your obj listed above matches The student will read their summary of the article aloud and explain how they got their thinking. there weren’t many full thoughts listed.
your assessment listed here (i.e., what you
said you were going to teach, you actually If time allows, I will also have the student think about how the reading goes along with our major EQ and write a short
assess for here or in the Writing section): ✓ journal entry about it. ● Other Comments: I want to work on
YES this again in my next lesson with

her.

What will you use to assess learning of the objectives? How will you know your student has mastered (i.e., made visible)
the objective?
I will know that the student has mastered the objective by looking at their summary. If they included areas that were not
important to the article, then I will know that they need more support with this topic.
Lesson 4: WK + Fluency + Comp + Writing

Moody
Objective: The student will be able to read at a rate of 100 WPM with 2 or less mistakes.
The student will be able to recognize syllable junctures with 90% accuracy.
The student will be able to read and write an accurate summary with 90% accuracy.
The student will be able to discuss questions that lead up to the EQ.
Lesson Assmt: I will assess the student by using the chart to document their progress.
I will assess the student by having them blindly sort syllable junctures.
I will assess the student by having them write a summary after reading their article.
Learners.pdf for additional ideas
o I didn’t adapt any of the plan for this student, as I tailored this to my student as I wrote it.
o I had to perform this lesson over Zoom last minute due to school being cancelled, so some changes were made from the original. I noted this in the reflection areas.

☐ Initial assessment ✓ Self-reflection

✓ Observations ☐ Video Reflection
☐ Engagement

Cold Reads ONLY: PASSAGE name: Morty and the Oatmeal Babysitter PASSAGE Level (independent level): This Week’s Rates:
Rate # Errors 650L Rate # Errors
Lesson 3 113 0 a. Read aloud the passage to the student. 3rd Read (hot)
Lesson 4 i. I will read aloud a portion of the story, Morty and the Oatmeal Babysitter.
Lesson 5 b. Model good inflection and speed (not too fast, not too slow). ● Did the student graph the results?
i. I will model and encourage inflection and a nice speed. o I had to graph the results for the
Lesson 6
12. Silent Read student since we did it over Zoom,
● Justification for today’s fluency but the student had to choice of
i. The student will read the passage silently, underlining words they might have trouble
plan: with. picking what color I used in the
ii. I will discuss what the words they think they might have trouble with mean. graph.
I have moved - up another level due to 13. COLD Read Aloud for Timing ● Did the student reach the goal for today?
the fact she made no errors and was a. Time his/her reading rate. o The student didn’t reach the goal
reading at a good rate in the last lesson. b. Student completes the TRR chart. but I think this text gives her better
i. Allow the student to pick a color to complete the chart. practice, it isn’t too easy but it isn’t
c. Emphasize rate growth and error decrease. too hard either.
i. My student in particular struggles with speed reading and replacing words with other ● What will you do next as a result of
● What is the new goal, or student words that look similar. Stress that slowing down some doesn’t hurt! today’s student outcomes?
outcome, you hope to achieve by o I’m going to keep this text and read
the end of today’s fluency work? ● Return here AT THE END OF THE LESSON another section of it. The student
14. HOT Read Aloud for Timing (same as steps a. – c. in #3) liked this text so I feel that it will
Since I moved up a level, I am going to 15. 3rd HOT Read Aloud for Timing (same as steps a. – c. in #3) be beneficial to read. Also, this was
want the goal to be around 100 wpm over Zoom so it could have had
with only 1-2 errors, which will go some effect on her results.

down from last week but it is expected
since it is a higher level read.

Justify why you selected this sort: Word Study Stage: SA (✓Early ☐Mid ☐Late) Syllable Junctures ● This sort was too easy.
FEATURES SORTED: VCV vs.VCCV vs. oddball
● Do errors tend to cluster around a
VCV VCCV oddball particular weakness?
● How did your student do on the last sort? o In this particular sort, there wasn’t a
Blind Sort Results: super supper busy particular weakness.
Features % correct ● If WWP:
Lesson 1 oi,au,ow 100% diner dinner o ☐Sound ☐Pattern
Lesson 2 0% ☐Position
-ing, -ies, -ed
(error) tiger happy ● If SA:
Lesson 3 -ing, -ies, -ed o Previously learned patterns in
(long & short 75% later pretty ☐LN ✓WWP
vowels)
▪ Which features?
Lesson 4 paper penny
Lesson 5
o ✓Doubling
Lesson 6
even puppy o ☐Syllable Juncture
o ☐Other
● What will you emphasize next based on the over rabbit
previous lesson (error clusters)?
● Student completed the sort.
● When storting by sound, I will have the student ruler kitten
still work on long vs short vowels. As far as
● Comments:
pattern, I will move on to a different pattern to go crazy hello o I think this sort was better for the
over. When my student did a blind sort, she chose
student. We still discussed short and
to work on sorting by sound, not pattern. but when
long vowels and she got more practice
sorting by pattern together she did not need much sorting those as well.
instruction at all. open letter
Blind Sort Results:
● Would FastReads be beneficial? tiny lesson %
● No, I do not think FastReads would be beneficial. correc
summer t
Today 100%
m. Introduce and Model
a. Intro words, exclude words children cannot read. Comments: This sort was too easy for her,
which makes me think I should move on.
b. Model how to sort:
However, I think I am going to start
i. First by sound (long vs. short; accented vs unaccented, etc.) reviewing with her next week and
a. Model sorting long vs. short vowel sounds. Use the word incorporating spelling into the sorts. This
‘super’ for long vowel and kitten for short vowel. Allow the will give her more practice with sorts that
student to sort independently after modelling. she is familiar with.
a. Model sorting VCV vs. VCCV. Use the word super for
VCV and supper for VCCV. Allow the student to find the
oddball. Allow the student to sort independently after
modelling.
n. Sort and Check
p. Students identify pictures and/or read each word aloud.
a. Each word is identified and read aloud.
q. Place feature headers in top of column.
a. The student will sort with the header features at the top.
r. Student sorts independently.
s. Student compares word card back to header.
t. Student checks work and explains choices.
a. Allow the student to make mistakes and have them think about why they put
it there before correcting them.
o. Reflect
i. Have the student reflect on what they learned.
p. Blind Sort (use 6-10 words)
a. Pull 6-10 cards at random from the stack. Allow the student to blindly sort them without headers.

strategy?
I selected this strategy because
my student was still struggling
with this strategy when we did it
last week.
Comp Picking Out Important Details Was the student independent in using
the strategy?
Strat: The student was more independent this
week since she had practice last week
with this strategy.

● The student will be able to pick out Authentic Questions Pattern Puzzles Sum It Up Concept of Definition Map today with these tools?
important information from the text and Seed Discussions Graphic Organizers Framed Paragraph Graphic Organizers I had to have the student write on a
create a summary. Group Pattern Puzzles Venn Diagram/Comparison Writing Template Sentence/Word Expansion piece of paper instead since we had to
Group Graphic Organizers Selective Underlining/Highlighting Journal/Learning Log Word Combining do this over Zoom since school was
Which of the tools to the right will you use in Carousel Column Notes RAFT Capsule Vocabulary made virtual due to the storms. I want
the Gallery Walk History Frame/Story Map Spool Paper Semantic Feature Analysis to use these strategies next week
B-D-A reading to scaffold meaning-making so Concentric Circles Sticky Notes Sentence Synthesis Journal/Learning Log though so she can have better practice
that the student successfully attains the outcome Clock Buddies Opinion-Proof/Conclusion-Support Word Combining and visual understanding.
(obj/assmt)? Group QARs Problem-Solution

● B - Sentence/Word : Use hard Capsule Vocabulary Semantic Feature Analysis
vocabulary words in sentences that
help students gain meaning.
● D - Sticky Notes: Write important
ideas on the sticky notes as we read.
Think/Pair/Share: Think about what we

wrote/pair up/ share about what we
wrote and why.
● A - Graphic Organizer/Summarizing
with these tools?
● My student was somewhat independent
with these tools. She needs more guidance
on the summarizing portion, which I plan
to give to her.e
LISTENING ● focusing attention, laying groundwork, creating interest, strategies to get STUDENTS thinking about what
●
of today; what it will result in or lead to; the “why” of whatcontent or concepts
them
What prior knowledge does your student have on How will you activate the learner’s prior knowledge related to this topic? ● This topic was interesting for the
this topic? 2. Setting the Hook student.
This student has some prior knowledge as they a. Briefly describe what you will do to “hook” the reader’s prior knowledge to the new information to come in
have discussed this in their social studies class What about the “hook” was engaging
the DURING reading portion of the lesson.
before. She also has some additional background for the student?
from last week.
i. I will hook the student’s prior knowledge by having them brainstorm what slavery means in
the civil war. I will scaffold her by acting as her partner in the discussion. I will set up the story I had the student think about what the
story might be about. I also set up the
that leads into us reading about Hannah.
introduction to reading about Hannah.
How will you create a common experience or
“knowledge base” from which to build upon How did the “hook” connect the new
before reading? What holes need filling? 2. Vocabulary Review knowledge to come in the DURING
We need to make sure that she understands the a. Before reading, go over some words that may be troublesome. Talk about how they are pronounced, with the child’s prior knowledge?
connection between slavery and the Civil War. connect to word study if possible, look for ways to break word apart, and talk about meaning if unknown. The hook connected because I had the
List the words below. student get excited when thinking about
Words and page #s: reading the imaginary slave Hannah.
- plantation: a large area of land where crops are planted on
- enslaved: to make someone a slave/making someone lose their freedom Vocabulary Difficulty level?:
There was some vocabulary that was

a little hard for her but overall she
understood. I think this text was
really on her instructional level. Not
too easy but not too hard!

(~15 MINUTES)
Text Title: Liberty and Reading Level: 760 L Text Format: Diversity & Accommodations:
Justice for All? Article larger font size

Genre: Fiction
Differentiated by reading ability: ☐
technique/tool for the DURING reading? specific information gathered with this technique is what you will use in the AFTER reading (so it should line up with your o I didn’t get to really
- I selected this strategy because the objective). show off my success
highlighting strategy did not really work
for her. since she didn’t get
Technique (list above): Sticky Notes to use the sticky

What will the student do to placehold new information while reading?: notes. I want to use
The reader must be DOING something while
reading. How will you make this clear BEFORE ● The student will write important information on sticky notes. After reading, we will place them all out and this again for
letting him read independently? organize them in order of importance, and even throw some of them out. Lesson 5.
- I will model what the student should do ● Level of independence?
while they are reading. If needed, I will o I feel like this
set up stopping points for the students to student has gotten
stop and right.

more independent
when creating
summaries and
thinking of their
own ideas.
● Does the student know when to

works best)?
o The student knows
that these strategies
work best when
thinking about
summing the story
up.
Justify why you planned your stopping points Remember: Instructional readers need to be working on SILENT reading. You should have 2 copies of what is to be read ● Text difficulty level:
based on your student’s needs. —your copy and your student copy. You will do a DR-TA for this portion…making predictions, reading silently to a Moderate/Instructional
predetermined stopping point, and then discussing for clarification. REPEAT as necessary to get through the assigned
I am stopping less this time because this seemed chapter/reading. ● Does the student self-monitor
to make the student want to read less since they
while reading?
take so long. DR-TA Reading:
List the stopping points for discussion below; list the questions you will ask at each stopping point. How does your ● TOTAL PAGES READ: 2
questioning build towards the outcome goal for the AFTER reading? ● Independence with comp
What level of success did your student experience
last week in the DURING reading with the It sets up my goal to have the student summarize what the story was about, but also think about the overarching question. strategy?
accommodations and scaffolds you put in place to o There was some
address identified diverse needs? After paragraph 2: Why is Hannah enslaved? Is that wrong? independence but I still
After paragraph 5: Is life fair for enslaved people? had to guide the student
I am stopping less than I did last week because it At the end of the article: How did Hannah make you feel? How does this relate to the Civil War? through it.
seemed like it was taking long last week and the ● Areas of difficulty?
student was quickly losing interest.
o The student had some
What are the big ideas/themes discussed as a result of this reading? difficulty connecting
why the Civil War and
slavery were connected.
When asking them their
opinion on the topic
they wanted to just
agree with whatever I

said.
● Comments:
o I need to find another
text that connects
directly to the EQ for
the next lesson. I have
used all the ones that I
had planned prior.

above.
in place to address identified diverse needs? o The student was engaged
in this text more than the
They will sort them for important notes that they feel should go in a summary.
text last week. She liked
Please Note: The Assessment occurs in the After reading about a specific
Phase! The point is to see what has been learned How will you make his/her thinking visible? person.
as a result of the reading, so it must come after I will make it visible by having them sort/organize them using the table.
one reads. ● How successful was the student on
● Confirm that your assessment happens here the assessment?
or in the Writing section: ✓ YES Describe any other parts of the activity/process below. o The student definitely
● Confirm that your obj listed above matches I will explain how we will sort the notes that she took. The student will sort them, throwing out ones that wouldn’t belong improved on writing their
your assessment listed here (i.e., what you in a summary. summary. She was using
said you were going to teach, you actually full sentences and ideas.
assess for here or in the Writing section): ✓
YES What will you use to assess learning of the objectives? How will you know your student has mastered (i.e., made visible)
● Other Comments:
the objective?
I will assess the learning objective in the writing section when the student carries out their idea and makes a summary of
the article.

Writing (15 minutes)

for Student Outcomes
What level of success did your student experience Writing Focus: List the writing focus area(s): Ideas, Organization ● Writing was completed: After
with connecting the ideas from the readings to the reading.
writing last week? Summarizing I will have the student write a summary and I will be focusing on their
The student wasn’t that successful. She didn’t have ideas and the organization of a summary. I will model what I am looking ● Level of success connecting
full ideas written out, but I am going to remind the
for before allowing her to write her summary using the ideas that we have reading concepts to writing:
student of how we write a summary.
discussed earlier. o The student
Focus Areas: definitely improved
☐Voice ☐Conventions from last week. She
✓ Ideas ✓ Organization still heavily relied
☐Presentation ☐Word Choice on the text to glance
☐Sentence Fluency
back at details and
ideas. There is still
some improvement
to be made but I feel
like we are heading
for a step the the
right direction.
Comments:

Lesson 5: Comprehensive Lesson

Moody
Objective: The student will be able to read at a speed of 100 WPM with 2 or less errors.
The student will be able to create a summary using reading strategies.
Lesson Assmt: The chart will be collected as evidence for fluency.
Results of the word sort will be collected as evidence for word study.
The summary will be collected as evidence for comprehension.




☐ Engagement

Cold Reads ONLY: PASSAGE name: Morty and the Oatmeal Babysitter PASSAGE Level (independent level): This Week’s Rates:
Lesson 1 - - Discuss how slowing down and reading the words is important for the student. 1st Read (cold) 101 0
Lesson 2 102 4 ● Timed Repeated Reading (TRR) 2nd Read (hot) 105 1
Lesson 3 113 0 16. Teacher Model 3rd Read (hot)
Lesson 4 85 4 a. Read aloud the passage to the student.
Lesson 5 i. I will read aloud a portion of the story, Morty and the Oatmeal Babysitter. ● Did the student graph the results?
b. Model good inflection and speed (not too fast, not too slow). Yes, the student graphed the results .
Lesson 6 ●
i. I will model and encourage inflection and a nice speed.
● Did the student reach the goal for today?
17. Silent Read The student did reach the goal of meeting
● Justification for today’s fluency a. The child reads the passage silently for practice, underlining difficult words. Discuss.
●
plan: I am using the same text as I i. The student will read the passage silently, underlining words they might have trouble
100 WPM.
did before, just a different lesson. with. ● What will you do next as a result of
This text is a little more rigorous ii. I will discuss what the words they think they might have trouble with mean. today’s student outcomes?
than the last few, but I believe it is 18. COLD Read Aloud for Timing ● The next lesson is our last lesson. I am
just right to work on -’s fluency. a. Time his/her reading rate. going to use this same text with a different
The other texts were getting to be b. Student completes the TRR chart. passage for familiarity.
too easy. i. Allow the student to pick a color to complete the chart.
c. Emphasize rate growth and error decrease.
● What is the new goal, or student i. My student in particular struggles with speed reading and replacing words with other
outcome, you hope to achieve by words that look similar. Stress that slowing down some doesn’t hurt!
the end of today’s fluency work?
The outcome I want to have at the ● Return here AT THE END OF THE LESSON
end of this lesson is to reach 100 19. HOT Read Aloud for Timing (same as steps a. – c. in #3)
wpm with 2 or less mistakes. 20. 3rd HOT Read Aloud for Timing (same as steps a. – c. in #3)

I selected this
Justify why you selected this sort: Word Study Stage: SA (☐Early x Mid ☐Late) Syllable Junctures ● This sort was on instructional level.
sort as a review for the student because I FEATURES SORTED: V/CV vs. VC/V vs. VVCV
wanted to begin review and go back to weakness?
incorporate spelling since this is not the human wagon reason ● If WWP:
strong suit for the student. o ☐Sound ☐Pattern ☐Position
pilot never meeting ● If SA:
● How did your student do on the last sort? o Previously learned patterns in ☐LN
Blind Sort Results: frozen river peanut ☐✓WWP
Features % correct ▪ Which features?
Lesson 1 oi, au, student visit leader o ✓Doubling
100% o ✓Syllable Juncture
ow
Lesson 2 -ing, -ies, 0% humor planet sneaker o ☐Other
-ed (error)
Lesson 3 -ing, -ies, lazy lemon easy ● Student completed the sort with help.
75%
-ed
Lesson 4 Syllable finish ● Comments:
Junctures ● The student seemed to be very disinterested in
100% seven this lesson. This did not help when we were
VCV
VCCV sorting because the student was not engaged.
Lesson 5 present
Lesson 6
second Blind Sort Results:
% correct
● What will you emphasize next based on the Today 71%

minute
● I will emphasize more spelling since the student Comments:
seems to have a really good hold on this based on q. Introduce and Model The student blindly sorted the words with 71%
the last lesson. a. Intro words, exclude words children cannot read. accuracy, which leads me to believe this is right on
b. Model how to sort:
her instructional level and I need to stay here for
● Would FastReads be beneficial? next week for her to reach 90% accuracy.
● No, I do not believe FastReads would be
a. Show the student how the sort is already sorted by long vs
beneficial.
short.
a. Model sorting using the heading words for each column.
r. Sort and Check
u. Students identify pictures and/or read each word aloud.
v. Place feature headers in top of column.
w. Student sorts independently.
x. Student compares word card back to header.
y. Student checks work and explains choices.
s. Reflect
t. Blind Sort (use 6-10 words)

u. Pick out words at random and allow the student to sort them blindly. After this, allow the student to write some of those words
on a piece of paper for practice. m,

strategy? I chose to still focus on
picking out important information

because my student still needed
some improvement when writing
her summary. I guided her with it
last time and I want her to
become more independent.
Comp Finding Important Ideas Was the student independent in using
the strategy?
Strat: The student was independent in using
this strategy.

● The student will be able to independently Authentic Questions Pattern Puzzles Sum It Up Concept of Definition Map today with these tools?
point out important information in a text Seed Discussions Graphic Organizers Framed Paragraph Graphic Organizers She was independent, I just had to
and create a summary based on their own Group Pattern Puzzles Venn Diagram/Comparison Writing Template Sentence/Word Expansion remind her a few times about what she
information. Group Graphic Organizers Selective Underlining/Highlighting Journal/Learning Log Word Combining needed to do with her sticky note.
Carousel Column Notes RAFT Capsule Vocabulary
Which of the tools to the right will you use in Gallery Walk History Frame/Story Map Spool Paper Semantic Feature Analysis
the Concentric Circles Sticky Notes Sentence Synthesis Journal/Learning Log
B-D-A reading to scaffold meaning-making so Clock Buddies Opinion-Proof/Conclusion-Support Word Combining
that the student successfully attains the outcome Group QARs Problem-Solution
(obj/assmt)? Capsule Vocabulary Semantic Feature Analysis
● B- Sentence/Word Vocabulary
● D- Sticky Notes
● A- Group Organizer/Summarizing

with these tools?
● The last time the student was more
dependent, but I was forced to do this
lesson over zoom. I am hoping since this is
in person she will be able to show off more
independence.
them up for success cause STUDENTS to bring to mind similar ways of
●
of today; what it will result in or lead to; the “why” of what content or concepts
them
What prior knowledge does your student have on How will you activate the learner’s prior knowledge related to this topic? ● This topic was instructional and
this topic? 3. Setting the Hook relevant.
a. I am going to show the student a short snippet of this video. We will talk about why this is important to our
How will you create a common experience or What about the “hook” was engaging
topic. Ex: Why would we need to know what caused this Civil War? Do you think this could happen again?
“knowledge base” from which to build upon for the student?
before reading? What holes need filling?
b. https://www.youtube.com/watch?v=oOCx8bKtPAM
The hook was my fault, she wasn’t
really interested because it was a video
2. Vocabulary Review
and my laptop battery was dying so it
a. Before reading, go over some words that may be troublesome. Talk about how they are pronounced, was a really hard time to get her to focus
connect to word study if possible, look for ways to break word apart, and talk about meaning if unknown. in and hooked in on the topic.
As a part of the before strategy, write the words down and have the student do the same. Use the words
in a sentence orally to help the student make connections. How did the “hook” connect the new
List the words below. knowledge to come in the DURING
Words and page #s: with the child’s prior knowledge?
plantation, pg 1: The slaves worked on plantations. The hook gave the student an idea and
independent, pg.2: The grown man is independent. summary of what we read prior to this
abolitionism, pg.2: People who were against slavery supported abolitionism. lesson.
wounds, pg.3: The nurse treated the man’s deep wounds.
The vocabulary seemed to be on the
student’s instructional level.

(~15 MINUTES)
Text Title: The American Reading Level: 670 Text Format: Diversity & Accommodations
Civil War L Reading Passage
Differentiated by reading ability: ✓
Genre: Nonfiction
technique/tool for the DURING reading? specific information gathered with this technique is what you will use in the AFTER reading (so it should line up with your
I chose this specific tool because I wasn’t able to objective). ● It was a better success than the
use it like I had planned last week. I think that
being able to write down important ideas and
last lesson with the highlighter
Technique (list above): Sticky Notes but it works.
setting them to the side to come back with them
What will the student do to placehold new information while reading?: ● Level of independence?
will be very important for my student. It will also
encourage her to think more independently. ● The student will set the information to the side after using a sticky note. These will be kept to the side until ● The student was very
the end of the reading. At the end of the reading, the student will stick notes on the board that she believes independent on this strategy as
The reader must be DOING something while belongs in her summary. There will also be a section for sticky notes that she thought was important while she began trying to do it as I was
reading. How will you make this clear BEFORE reading, but now looking back they aren’t so important. explaining.
letting him read independently?
I will model how the student should be thinking
about importance while reading. I will show them
an example of me reading and then allow them to use this type of technique on his
move on and read silently, doing the strategy by own (in which circumstances it
themselves. works best)?
● I explained how the student
would use this but she wouldn’t
use it in class unless others did
so as well.
based on your student’s needs. —your copy and your student copy. You will do a DR-TA for this portion…making predictions, reading silently to a Instructional
predetermined stopping point, and then discussing for clarification. REPEAT as necessary to get through the assigned
chapter/reading. ● Does the student self-monitor
while reading?
last week in the DURING reading with the DR-TA Reading:
accommodations and scaffolds you put in place to
● The student self-monitored by
List the stopping points for discussion below; list the questions you will ask at each stopping point. How does your stopping and thinking while
address identified diverse needs? questioning build towards the outcome goal for the AFTER reading? reading.

After Paragraph 2: What was the big issue between the North and the South? ● TOTAL PAGES READ:3
After Paragraph 5: It says that slaves were treated as objects. What do they mean by that? ● Independence with comp
After Paragraph 10: Why does the North want slavery to end? How does the South feel? strategy?
After Paragraph 12: Why did some states leave the US? Is that okay? ● The student was independent
After the passage: Who won the war? How did they win? when thinking about her
comprehension strategy and
What are the big ideas/themes discussed as a result of this reading? applying it to the text. She wrote
- Is war okay? down her ideas on the sticky
- Is it okay to be separated from something? Why? note to save for later.
● Areas of difficulty?
● The student seemed overall
disinterested with this lesson. I
am going to work on making the
next one more fun and
memorable.
● Comments:

above.
in place to address identified diverse needs? ● There was little motivation. For
The student experienced a great level of success some reason, the student seemed
last week. Their summary was much better than - The place holders will be put to the side until the After phase. off. I want to improve with this next
the week prior but I scaffolded her and guided her time so I am going to try and focus
a lot. This week I want to focus on her How will you make his/her thinking visible? on things that the student would like
independence with this strategy. - I will make their thinking visible by using a chart to allow the student to put their sticky notes on. This will show to do.
Please Note: The Assessment occurs in the After their thinking at the during phase by having the student think about if what they wrote was important or if it was
Phase! The point is to see what has been learned a minor detail. The student will have the chance to think this over before placing their sticky notes on a section. ● How successful was the student on
as a result of the reading, so it must come after the assessment?
one reads. ● The student was successful on the
● Confirm that your assessment happens here Describe any other parts of the activity/process below. assessment but I still feel like she
or in the Writing section: ✓ YES The student will orally give me a summary using their sticky notes. could improve. I am going to think
● Confirm that your obj listed above matches about ways that she can improve
your assessment listed here (i.e., what you What will you use to assess learning of the objectives? How will you know your student has mastered (i.e., made visible) more with her summary and discuss
said you were going to teach, you actually this with her during the last lesson.
the objective?
assess for here or in the Writing section): ✓
YES
I will use the chart that we made to make sure that the student has mastered the objective of finding important ● Other Comments:
information in a text. I will also use the written summary that the student will make in the writing section as further
evidence.


What level of success did your student experience Writing Focus: List the writing focus area(s): Ideas, Organization, Sentence Fluency ● Writing was completed: After
with connecting the ideas from the readings to the lesson.
writing last week? Summarizing The student will use the information that they did in the previous activity
and write a summary. The summary will be based on the information that ● Level of success connecting
Focus Areas:
☐Voice ☐Conventions
they pulled out of the text and deemed important. I will be looking for reading concepts to writing:
✓Ideas ✓Organization thoughtful ideas, organization that matches that of a summary, and ● The student used whole
☐Presentation ☐Word Choice sentence fluency. sentences which is a big step for
✓ Sentence Fluency this learner.
Comments:

Lesson 6: Comprehensive Lesson

Moody
Objective: The student will be able to read at a speed of 110 WPM with 2 or less errors.
The student will be able to create a summary using reading strategies.
Lesson Assmt: The chart will be collected as evidence for fluency.
Results of the word sort will be collected as evidence for word study.
The summary will be collected as evidence for comprehension.

● List any additional anecdotal student notes for consideration prior to professor review of this lesson

☐ Initial assessment ✔ Self-reflection

✔ Observations ☐ Video Reflection
✔ Engagement

● Cold Reads ONLY: PASSAGE name: Morty and the Oatmeal Babysitter PASSAGE Level (independent level): This Week’s Rates:
Lesson 3 113 0 a. Read aloud the passage to the student. 3rd Read (hot)
Lesson 4 85 4 i. Using the excerpt, I will read aloud the passage to the student.
Lesson 5 101 0 b. Model good inflection and speed (not too fast, not too slow). ● Did the student graph the results?
i. I will model good inflection and speed for the student. I will read the text fluently as o Yes, the student graphed her results
Lesson 6
a model for the student to follow.
● Did the student reach the goal for today?
22. Silent Read
● Justification for today’s fluency o Yes, the student reached above the
plan: i. The student will point out words that may be hard for them. We will discuss the goal for the 2nd read. We still want
words and think about how we might use them in every day life. her to reach above 100 WPM on
● My student is doing very well with 23. COLD Read Aloud for Timing the first read though!
this text. I want to read another a. Time his/her reading rate. ● What will you do next as a result of
excerpt from this text and see if we b. Student completes the TRR chart. today’s student outcomes?
can read a little faster. c. Emphasize rate growth and error decrease. o This was our last lesson, but I
would choose another book around
● What is the new goal, or student ● Return here AT THE END OF THE LESSON this level to keep practicing her
outcome, you hope to achieve by 24. HOT Read Aloud for Timing (same as steps a. – c. in #3) fluency. She is getting much better!
the end of today’s fluency work? 25. 3rd HOT Read Aloud for Timing (same as steps a. – c. in #3)
● I hope to see the student reading

around 110 WPM with 1-2 errors.



Justify why you selected this sort: Word Study Stage: S/A (☐Early x Mid ☐Late) ● This sort was on target for my student’s lesson!
I selected this sort because the student didn’t FEATURES SORTED: VCV vs. VCCV vs. VVCV
do that well with the last one and I feel that weakness?
they need more practice with syllable hoping hopping cleaning ● If WWP:
junctures. I also feel like this is good o ☐Sound ☐Pattern ☐Position
practice/review of the doubling we went over taking plotting meeting ● If SA:
a few weeks ago. o Previously learned patterns in ☐LN
● How did your student do on the last sort? writing spelling quoted ✔WWP
● The student did okay, they seemed disinterested ▪ Which features?
skated standing waited
which did not help the sort. o ✔Doubling
Blind Sort Results: o ✔Syllable Juncture
Features % correct using getting shouting
o ☐Other
Lesson 1 oi, au,
ow
100% saving hunted floated
● Student completed the sort very independently.
Lesson 2 -ing, -ies, 0% She understood the content well and I think this
-ed (error) faded nodded leaking
was because all the review we did!
Lesson 3 -ing, -ies,
75% wanted needed
-ed ● Comments:
Lesson 4 Syllable
Junctures acted
100%
VCV Blind Sort Results:
VCCV v. Introduce and Model % correct
Lesson 5 Syllable 71% a. Intro words, exclude words children cannot read. Today 90%
Junctures b. Model how to sort:
V/CV i. First by sound (long vs. short; accented vs unaccented, etc.) Comments:
VC/V ii. Model the sort by looking at long vs short sounds. Show the difference using This is a much better improvement from the last
Lesson 6 the word “hoping” and “hopping” as an example. few weeks! The student is more comfortable doing
iii. Then by pattern (CVCe vs. CVVC) blind sorts now than ever. I am proud of her
● What will you emphasize next based on the progress!
iv. Model sorting by the three different patterns (VCV, VCCV, VVCV)
v. Use hoping, hopping, and cleaning as examples.
● I will continue emphasizing long vs. short vowel. w. Sort and Check
I’m not really sure how else to approach this with
z. Students identify pictures and/or read each word aloud.
her confusion.
aa. Place feature headers in top of column.
● Would FastReads be beneficial? bb. Student sorts independently.
● No, I don't think FastReads would be beneficial. cc. Student compares word card back to header.
dd. Student checks work and explains choices.
x. Reflect
y. Blind Sort (use 6-10 words)

strategy?
I selected this strategy because it
is the one we have been working
on the entire time. I have decided
that this will be a wrap up
session,
Comp Finding Important Information Was the student independent in using
the strategy?
Strat: It was hard to see how independent the
student was due to this lesson being in a

zoom session.

● The student will be able to demonstrate Authentic Questions Pattern Puzzles Sum It Up Concept of Definition Map today with these tools?
comprehension of the text with a journal Seed Discussions Graphic Organizers Framed Paragraph Graphic Organizers It was hard to see her independence
entry. Group Pattern Puzzles Venn Diagram/Comparison Writing Template Sentence/Word Expansion with her lesson being in a zoom
Group Graphic Organizers Selective Underlining/Highlighting Journal/Learning Log Word Combining session where I had to do most of it
Which of the tools to the right will you use in Carousel Column Notes RAFT Capsule Vocabulary for her. When we got to this point, I
the Gallery Walk History Frame/Story Map Spool Paper Semantic Feature Analysis could tell that the student began to
B-D-A reading to scaffold meaning-making so Concentric Circles Sticky Notes Sentence Synthesis Journal/Learning Log lose focus.
that the student successfully attains the outcome Clock Buddies Opinion-Proof/Conclusion-Support Word Combining
(obj/assmt)? Group QARs Problem-Solution

● B- Sentence-Word Capsule Vocabulary Semantic Feature Analysis
● D- Highlighting
● A- Think-Pair-Share/Journal

with these tools?
● I want to try and use highlighting again
since we used post-it notes the last two
times. I wanted to change up the other
tools since we have been working on
writing a summary the entire time. I
thought that writing a journal to end
our final lesson would be a good way
to wrap it up.
of today; what it will result in or lead to; the “why” of what content or concepts
them
What prior knowledge does your student have on How will you activate the learner’s prior knowledge related to this topic? ● This topic was at the student’s
this topic? 4. Setting the Hook independent level.
We have been working on this topic the last few a. To set the hook, I will have the student reflect on our readings thus far. I will have them think about if they
weeks. She has prior knowledge of this topic from What about the “hook” was engaging
were in that time period and if they would be okay with the separation that happened. Then,we will talk about
her social studies class and also from the time we for the student?
have spent together discussing the civil war.
the importance of the border states. Discuss how border states were created and how they chose different
sides. We talked about what we had been
talking about the entire semester. I could
How will you create a common experience or have made the hook more engaging but I
“knowledge base” from which to build upon 2. Vocabulary Review wasn’t sure how to make the text more
before reading? What holes need filling? Words and page #s: exciting. I also wanted the student to
I will create a common experience by discussing ● secede pg.1 - leave reflect on what she knew before reading.
what we talked about the last few weeks to give ● neutral pg.1 - doesn’t take either side, in the middle
the student a reminder. ● rival pg.1 - opposite sides How did the “hook” connect the new
knowledge to come in the DURING
with the child’s prior knowledge? The
hook connected with the new knowledge
because we reflected on all we already
knew about the Civil War and what we
had been discussing throughout our time
together. Then, the student could apply
what they learned in this text to what
they already knew.

The vocabulary was not difficult for
this student. I believe it was around
her independent level.

DURING READING, VIEWING, OR ● Highlighting

LISTENING
(~15 MINUTES)
Text Title: Border States in Reading Level: - Text Format: Diversity & Accommodations
the Civil War (I had trouble finding a passage Comprehension Passage
on her reading level. This Differentiated by reading ability: ☐
Genre: Nonfiction comprehension passage did not
have a reading level attached
but based on the vocabulary I
could tell it was around her
instructional level.)
technique/tool for the DURING reading? specific information gathered with this technique is what you will use in the AFTER reading (so it should line up with your o There was some
I selected this strategy because I feel like this objective). level of success with
would most benefit the student. The student was
more engaged when being able to highlight their the comp
Technique (list above): Highlighting techniques. The
ideas in the passage than using the sticky notes.
What will the student do to placehold new information while reading?: student began

The reader must be DOING something while ● The student will be highlighting the important parts of the text. After reading, the student will ONLY look goofing off during
reading. How will you make this clear BEFORE at the highlighted portions and write a reflection statement as a journal entry as an extension to this activity. the lesson because
letting him read independently? they were losing
I will model exactly what the student should be interest in the topic
doing as she is reading. and lesson. It’s hard
for the student to
focus over Zoom.

● Level of independence?
o There was some
level of
independence but it
was hard to tell due
to the fact that it
was over Zoom and
I had to do the
highlighting for her.

I believe it would
have been better in
person.

works best)?
o The student knows
that this technique
works better to use
when trying to find
important details in
texts.
based on your student’s needs. —your copy and your student copy. You will do a DR-TA for this portion…making predictions, reading silently to a o The text was on the
predetermined stopping point, and then discussing for clarification. REPEAT as necessary to get through the assigned student’s instructional
chapter/reading. level. It wasn’t too easy
but it wasn’t too hard,
last week in the DURING reading with the DR-TA Reading:
accommodations and scaffolds you put in place to either!
List the stopping points for discussion below; list the questions you will ask at each stopping point. How does your
address identified diverse needs?
questioning build towards the outcome goal for the AFTER reading? ● Does the student self-monitor

while reading?
Stopping Point 1: Why are some of these states leaving? o Self-monitoring was
Stopping Point 2: Why do you think these border states are important to the Civil War? built into our lesson, but
Stopping Point 3: Why do you think the author mentioned Brother vs. Brother? I stress to the student
often how it is important
What are the big ideas/themes discussed as a result of this reading? that she does this on her
- Fighting own after our lessons
- Importance are over.
- Separation
● TOTAL PAGES READ: 2
● Independence with comp
strategy?
o The student was

independent since we
have worked on this
strategy throughout our
other lessons.
● Areas of difficulty?
o It was difficult to keep
the student focused as
they began goofing off
due to their disinterest
since it was over Zoom.
If we are in person, I can
usually bring her back
but I had a hard time
since it was virtual.

● Comments:

above.
in place to address identified diverse needs? o The student began losing
The student had success by using their tools to engagement and
create a summary. In this lesson, they will be
The student will use the highlighted portion done in the DURING phase as a reference point to look back on for their
motivation during this
creating a journal entry as a way to wrap up their journal entry. After reading, we will also use the big question as a “Think-Pair-Share” activity where we will both reflect time. She still participated
time with me. on the overarching question and share our ideas. This will be a wrapping up portion of the lesson. but she was goofing off
and I had to remind her
Please Note: The Assessment occurs in the After multiple times to remain
Phase! The point is to see what has been learned How will you make his/her thinking visible? focused on the lesson.
as a result of the reading, so it must come after The thinking will be made visible in the writing portion when the student journals about their ideas and experience.
one reads. ● How successful was the student on
● Confirm that your assessment happens here Describe any other parts of the activity/process below. the assessment?
or in the Writing section: ✓ YES What will you use to assess learning of the objectives? How will you know your student has mastered (i.e., made visible) o The student was very
● Confirm that your obj listed above matches the objective? successful with her
your assessment listed here (i.e., what you I will use the journal entry as an assessment of the objectives. assessment. She thought
said you were going to teach, you actually about her connections that
assess for here or in the Writing section): ✓ she made and what she
YES learned from this text.

● Other Comments:


What level of success did your student experience Writing Focus: Ideas, List the writing focus area(s): Ideas, Organization ● Writing was completed:
with connecting the ideas from the readings to o After the reading.
writing last week? Organization (Journal Have the student create a journal entry describing the text. This type of writing
The student had much more success last week. Entry) was new for the
They were able to create full sentences and ideas
As a reflection activity, also have the student write a journal entry student so I had to
to support their summary.
describing what they have learned throughout the past six weeks. remind her that we
Focus Areas: weren’t writing a
☐Voice ☐Conventions summary this time.
✓Ideas ✓Organization
☐Presentation ☐Word Choice ● Level of success connecting
☐Sentence Fluency
reading concepts to writing:
o She was organized
in her writing and
had better ideas
from the first

lesson. I think this
section was a big
success!
Comments:


Lesson 1 Word Knowledge

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Lesson 1 Word Knowledge

Uploaded by

Copyright:

Available Formats

Comprehensive Lesson Plan

Lesson 1 Word Knowledge

Student Outcomes: Teacher Reflection:

Word Knowledge (15 minutes)

d. Follow Up Extend Activity

Lesson 2: Word Knowledge + Fluency

Student Outcomes: Teacher Reflection:

Fluency (10 minutes beginning; 5 minutes end)

Word Knowledge (15 minutes)

h. Blind Sort (use 6-10 words)

Lesson 3: Word Knowledge + Fluency + Comprehension

Student Outcomes: Teacher Reflection:

☐ Observations ☐ Video Reflection

Fluency (10 minutes beginning; 5 minutes end)

Word Knowledge (15 minutes)

l. Blind Sort (use 6-10 words)

Comprehension (30 minutes)

I selected this strategy because in

How independent was your student last time

Lesson 4: WK + Fluency + Comp + Writing

Student Outcomes: Teacher Reflection:

☐ Anecdotal notes ☐ Feedback from supervisor

Fluency (10 minutes beginning; 5 minutes end)

Word Knowledge (15 minutes)

i. Have the student reflect on what they learned.

p. Blind Sort (use 6-10 words)

Comprehension (30 minutes)

Think/Pair/Share: Think about what we

There was some vocabulary that was

● Does the student know when to

agree with whatever I

Writing (15 minutes)

Lesson 5: Comprehensive Lesson

Student Outcomes: Teacher Reflection:

☐ Anecdotal notes ☐ Feedback from supervisor

Fluency (10 minutes beginning; 5 minutes end)

Word Knowledge (15 minutes)

● What will you emphasize next based on the Today 71%

t. Blind Sort (use 6-10 words)

Comprehension (30 minutes)

picking out important information

How independent was your student last time

Writing (15 minutes)

Lesson 6: Comprehensive Lesson

Student Outcomes: Teacher Reflection:

☐ Progress monitoring (specify) ☐ Peer reflection

Fluency (10 minutes beginning; 5 minutes end)

● I hope to see the student reading

Word Knowledge (15 minutes)

y. Blind Sort (use 6-10 words)

Comprehension (30 minutes)

student was due to this lesson being in a

How independent was your student last time

DURING READING, VIEWING, OR ● Highlighting

highlighting for her.

● Does the student know when to

o The student was

Writing (15 minutes)

from the first

You might also like