DePaul University EE 324 edTPA Preparation Lesson Plan Template

(Components required on the edTPA are noted below with an *.)

Teacher Candidate Name: Mary Banks and Gisselle Delgado

Grade Level: Kindergarten

Lesson Title: Guided Reading Lesson

GOALS/DESIRED RESULTS [40 pts.]

In the spaces below, articulate the specific learning goals for your lesson. Through each section, you should be
addressing the question: What do you want students to KNOW and BE ABLE TO DO as a result of this lesson?

1. Philosophy/Theoretical Basis*

Link your broader philosophy/ theoretical basis for teaching this particular set of related reading concepts and
skills to the learning plan described below. (Be sure to name specific theoretical model and its theorists/
researchers who have shaped your thinking. Use your two course textbooks to guide you in writing this
section.)

[EXPLAIN HERE]

Word Recognition is an important part of Guided Reading. Children need repetition exposure to words
to develop a deeper understanding of word meaning. Guided Reading is a great approach to
encourage students with analytical thinking, promote comprehension and reading fluency. Guided
Reading is an approach that teaches children how to construct meaning on their own so that they
become a fluent reader. Guided Reading is an evidence-based approach. The Theorists Irene C.
Fountas and Gay Su Pinnell develop a Guided Reading Program that focus on guiding children to think
within the text, beyond the text and about the text.

2. Standards*

List the relevant Common Core State Standard(s) that is (are) the target(s) of student learning in this lesson. (List
the number AND include the text of each standard that is being addressed. If only a portion of a standard is being
addressed, then only list or bold the part or parts that are relevant.)
CCSS K-5 ELA Anchor Standard(s) (see https://bit.ly/2h4vzr1): [WRITE OUT STANDARD(S) WITH NUMBER(S)]

RL.K.1 With prompting and support, ask and answer questions about key details in a text.

RI.K.5 Identify the front cover, back cover, and title page of a book.

RL.K.6 With prompting and support, name the author and illustrator of a story and define the role of each in
telling the story.

RL.K.7 With prompting and support, describe the relationship between illustrations and the story in which
they appear (e.g., what moment in a story an illustration depicts).

3. Specific Learning Objectives for This Lesson*

List the learning objectives associated with the standards. These should be specific, attainable, and measurable.

CCSS K-5 ELA Standard(s) (see https://bit.ly/2h4vzr1) What are the specific learning goals for your students? Which
concepts/skills/problem-solving/thinking strategies do they learn? [WRITE OUT STANDARD(S) WITH NUMBER(S)]

RL.K.7 Students will be able to describe the relationship between illustration and the words in the story

RL.K.6 Students will be able to name the author and illustrator of the story and define the role of each.

RL.K.10 Students will demonstrate understanding by being actively engaged in the reading.

RI.K.5 Student will be able to identify the front cover, back cover and title page of a book

4. Essential/Central Question*

What provocative, central question will foster the inquiry and understanding you guide the children in doing
through this lesson? What ‘big ideas’ about the reading process, and/or about the content of the text that your
students read in this lesson, do you want them to learn through engaging in this lesson?

Essential Questions: How do you use words and illustrations to understand stories? [EXPLAIN HERE]

Teacher would tell the student that we are going to learn how a story’s words and pictures can help us
understand the story. Point out that the author, Jan Burkins, wrote the words for the story and the
illustrator, Kim Yaris, drew the picture.
Teacher would look at the title and illustrations with the class and guide the students to use
information from the title and illustration to respond to who is the author and what does the author
do in the book and what does the illustrator do in the book.

ASSESSMENT [50 pts.]

In this section, explain what evidence you’ll look and listen for, as well as collect throughout the lesson, that will
demonstrate to you and anyone else what ALL students have learned through engaging in this lesson. Think:
How will you know your students “got” what you said you wanted them to “get” in Section 3 on the preceding
page?

5. Assessments*

How will ALL your students demonstrate to you that they are growing in their mastery of the skill/strategy/concepts you
taught in this lesson? What, exactly, will you look/listen for in their work products? Describe the tools/procedures that will
be used throughout this lesson to monitor students’ learning of the lesson objective(s). Attach to the end of this lesson plan
a copy of any assessment(s) and the evaluation criteria or rubric used.

Assessment Assessment Description & Planned Modifications Evaluation Criteria

Type When Used to Assessments
(What evidence of student
(Informal or learning related to the learning
Formal) objectives plus the
essential/central question

does the assessment provide?)

Teacher will assess
students' understanding
informal through a series of
questions and prompts
during the entire book
Teacher would use Teacher will have students
flash card sink, turn to page 2 and identify
door, cup, lamp, what part of that page did
shelf to modify the the author do and what part
assessment. of the page did the
illustrator.

Turn to page 3. What does

dad have in his hand?

The children should say

“cup” next the teacher
 would ask them to find the
word “cup” in the sentence.

LEARNING PLAN [80 pts.]

In these sections, describe the materials/resources necessary to implement the lesson, as well as the step-by-step
sequence of the lesson.

6. Instructional Resources and Materials*

Instructional resources and materials (including technology) that will be used to engage students in learning. If
technology is used, be sure to indicate how it enhances the lesson .

● The Book: Fixing Things by Jan Burkins

● Posted notes
● Flash Cards of ( sink, door, cup, lamp)

7. Instructional Strategies/ Learning Tasks*

Instructional strategies and learning tasks (including what you and the students will be doing) that support
diverse student needs. This step-by-step process should indicate how much time you intend each segment to
take and should be detailed enough that a substitute teacher could teach your lesson as you intended.

Preamble: Summary of This Lesson’s Anticipated Issues

What do you expect some students not to readily understand or perform as you teach this lesson?[EXPLAIN HERE]

I anticipate the children will have difficulty identifying what is the job of the author and illustrator in the story. They
might also find it difficult to read the book from left to right.
What will you be ready to say/do should any of your students struggle? (List here your strategies for responding to common
errors and misunderstandings, developmental approximations, misconceptions, or partial understandings): [EXPLAIN
HERE]

To help the children develop the concept, I will repeatedly have the children to identify on each page what the author and
illustrator does. On each page, I would ask each child what is the author saying and what is the picture reinforcing what
the author is saying.

Where you’ll evaluate/

What the teacher and students will be doing monitor learning

Introduction: How will you introduce the lesson and engage students [EXPLAIN HERE—for each section,
(i.e., how will you get them interested, help them see the relevance and Intro/Core/Closure—what you’re
purpose of the lesson)? How will you ‘move’ students to the Instructional assessing, e.g., ‘listen for responses
Core? How will you know they’re ready to begin the Core? that indicate understanding of the
story’s theme’]
[EXPLAIN HERE]

We will discuss the vocabulary words that they will be encountering

during the text. We will introduce them to a video to get them started
with having a better understanding of the name of the tools and how
they work.

First we will go over the front cover of the book. We will look at the (Students will say “fixing things”
title and have the students repeat it. We then look at the illustration and “I see toolbox, cup or a girl”
and ask them what they see.
(The page has a title, illustration
Then we will turn the page and allow students to tell us what the page and an author).
includes.

We will continue on to page #2 and start with reading the first text.
The students will then look over the illustration and tell us what they (he's holding the pliers/tool on the
see the dad doing and where. sink).

On the third page, we will read the text and ask the students what the (He is using another
father is doing with the door and ask them further why he is fixing the tool/screwdriver to fix the door)
door.
(“page number 4, Dad fixed the
I will turn the page and this time I will ask students to say the page table. He has a napkin to clean the
number and read the text. I will ask students what they see on the paint on the table”)
table and what the dad is holding with his hand.
(he is holding a glue to fix the cup
On page 5, students will tell us what the dad is holding in his hand and because it broke)
ask them if that could be considered a tool.
( he is fixing the shelf with a
On page 6, students will read the text. I will ask students what tool they screwdriver and I also see a lamp,
think the father used to fix the shelf using the tool we went over. and books and toys).
what other things they see using the illustration.
(“Page number 7, He is holding the
On page 7, students will read the page number and the text and tell us lamp, the shelf has books and a
what the dad is holding on too using his hands truck)

On the last page, we will ask students what the dad is doing and how (He is sleeping on the couch and he
they think the dad feels after fixing things. feels tired).

Instructional Core: What are the specific steps and sequence of the
lesson? How long do you anticipate each lesson segment taking?
[EXPLAIN HERE]

Page 2: T: Let's read the text. Keep in mind what you read and what
you see in illustration. Describe what dad is doing in the illustration?

T: What do you use to fix things? S: tools

T: identify what problem do you solve when you fix something?

Right here, I am listening to see if
T: What does dad have in his hand? That is a tool and that tool is called the children will respond with the
plier. A plier can be used for many things, but dad is using the plier for answer, “ Dad fixed something that
pulling. is broken.

What is dad fixing? He is taking the toy from where?

T: Do you see any other tools in the pictures? In the illustration, there is
a box filled with other tools.

T: Do you recognize any of the other tools in the tool box. Have you seen
any of the tools in the box at your home? At you home, who is the
person that fixes things.
I am looking and listening to see if
T: Turn to page 3; Let read all together what the text says. the children know specifically who
wrote the words and illustration in
T: We just read the words on the page. Who wrote the words on this the story.
page? Now, look at the picture on that page. Who drew the picture? The
author or illustrations?

T: Let's look at the illustrator.

T: What is dad fixing now?

S: Dad is fixing the door.

T: Yes, he is fixing the door, but do you know what part of the door dad
is fixing? That part of the door is called a doorknob.

T: What is that tool dad is using to fix the door. That is a screwdriver
and a screwdriver is used to twist screws into something. I have a piece
of wood and a screwdriver. I will show you how a screwdriver and screw
work.

Before we turn to the next page, so far dad has solved some problems?
Let's think about what dad is doing. So far dad has fixed the _______ and
_______.

T: Let's keep reading. Turn the page. 4. Let's read together.

Look at the words, now look at the illustration. What problem is dad
solving?
I am looking to see if the children
Is the table broken? notice that the table is not broken
and they can figure out what is the
How does dad fix the table? problem.

Is dad using a tool? What is he using to clean the mess?

T: Let's look at the next page, Page 5. Let read all together

T: What is dad fixing? What is dad using to fix the cup? Right here, I am trying to see if the
children notice that now dad is
T: Does dad look happy? using something else beside a tool
to fix something.
T: Turn the page. Let’s look at page 6. Let's read it all together.
I want the children to look at the
T: What is broken in this picture? What is dad fixing? illustration to see how the author
uses the picture to convey
T: The shelf is on two brackets. Do you see the two brackets on the wall? expression in the story

Put your fingers on the two brackets. The brackets are used to hold up
the shelf on the wall.

T: Now, let's look at the next picture. Let’s read it all together.

What is wrong with the lamp? Is the lamp broken? Let’s look back on
the illustration on the last page we read.

T: What is wrong with the lamp?

Now, let's look at the illustration on the page we just read.

What did dad do to fix the lamp?

Closure: How will you conclude the lesson? How will you bring the
lesson together for students to help them return to the bigger purpose
and “big ideas” of the lesson?[EXPLAIN HERE]

To conclude the lesson, the teacher would have the children look at the
picture on the last page. I would ask the children if there are any words
on this picture.

T: What is dad doing in the illustration? I am looking for the children to

infer what is going on in the
Why is dad sleeping in the chair? illustration without the words.
What does the author say on the
What is the daughter doing? page?

T: Turn the page to the back cover and explain to the children this is the
back cover of a book.

8. Academic Language*

Front cover title page lamp back cover washing

Title door knob Shelf text cleaning
Illustration Pliers Box tools screwdriver brackets
Tools Glue Paint Playing

Explicate the formal language of instruction that will be used, considering specific vocabulary/terms, syntax (=
what students do to communicate their understanding, e.g., Identify, Describe, Evaluate, Sequence), and
discourse (=how they will talk, draw/write about it all). How will you ensure that your students understand the
academic language you are using, as well as learn to use it for themselves?

Children will use this academic language during guided reading, discussions and when they are performing a
given task. Language frames can also be provided to allow students to make connections with the story and as
welll as communicating more effectively.
Academic Language Used

Which terms will you use that you’ll first need to make sure your students understand/know? How will you do this? (Think
Tiers 2 and 3, especially!) [LIST HERE]

● Author- Discuss what is the role of the author in a story

● Illustrator- Discuss what is the role of illustrator in a story
● Tools- Identify and describe the tools used in the story

Meeting the Language Demands

Describe the particular terms students will use to demonstrate they are achieving the goals of this lesson. [LIST HERE]

● Author- who writes the text

● Illustrator- who creates pictures for the text to make meaning
● Tools- (pliers, screwdriver, glue) used to solve and fix things

9. Adaptations and Extensions

Describe planned accommodations for students with disabilities, adaptations for ELLs, extensions for gifted
learners, and other modifications to support learning for all students. **Refer to your class notes in preparing
this section, which is based on the particular learner profiles you are responsible for teaching this quarter.**

[EXPLAIN HERE]

Adaptations for ELLs: As the children are reading, stop and discuss what is going on in the picture and the
words, often to make sure they are understanding.

Students with disabilities: Provide children with flashcards that include a visual and its corresponding word.
They will match these with the text as we read along. This will help them remember vocabulary and learn
how these words are being used.

Extension for gifted learners: Ask children what other things they see in the story and/or what other things
can be fixed besides what we see in the book.

10. References*
List citations for any published materials used.

[LIST HERE]

https://www.youtube.com/watch?v=boj6A-_bUmI

11. Alignment

Reflect on how the lesson goals, assessments, and learning plan are aligned. Explain here how your learning
plan provides students with opportunities to meet the lesson’s goals (see Sections 2 and 3, above). Also explain
how your chosen assessments enable your students to demonstrate they have met these goals by the lesson’s
end.

[EXPLAIN HERE]

Children will be able to identify the role of the author and illustrator using the level A book. They are aligned
with the assessments and learning plan because we will be discussing the relationship between the text and
the author during guided reading and tasks that they will be doing after we finished the book. The assessment
will also help determine which child has successfully understood the role and concepts of the story and those
who are still struggling with the vocabulary and meaning of the story.

[30 PTS, DAY TWO

TOTAL]
LESSON PLAN OUTLINE

How will you [EXPLAIN HERE]

review the
previous day’s On the second day, I will ask children to point
work with this or say the title of the book instead of saying it
text? What skills
myself. When we turn over the page, I will ask
and strategies
will you have them what they know about the author and
students recall & an illustrator. Before we start reading, I will
explain? cover the text with sticky notes and mainly
focus on the illustrations to have children
 thinking about what happened on this page
once we read the book the first time. Once
they share their answer I will remove the
sticky notes to read over the text. We will do
this with every page until the end.

What will you [EXPLAIN HERE]

focus upon in
today’s For today's conversation we will focus on the
conversation girl and not on the dad since we discussed him
about this text?
the first day. Now I want children to think why
(Provide sample
prompts or the father had to fix things constantly as they
questions, tied to look at the illustrations. In the beginning of
your planned the book the father is fixing the doorknob, I
learning will ask the children why is the dad fixing it.
outcomes.) Once they say it was because the girl was
holding on to the door, I will ask them why did
father take out a toy out the sink to help them
critically think as they apply what they already
know to their answers.

What Word [EXPLAIN HERE]

Study will you do,
now that children We will be going over the new vocabulary by
have been sounding out the letters of the word and
introduced to
counting how many syllables there are. We
new vocabulary/
terms related to will clap our hands to make it easier for
this text? children to practice as we go by each word in
the story.

How will children [EXPLAIN HERE]

respond to what
they read/dig Children will draw and write one sentence
into more deeply describing what the dad or the girl did in the
today during GR
story. They will orally describe their work to
(e.g., writing,
drawing)? their peers. This will allow them to learn what
others recalled from the first time they read
the book and as well as what they
remembered today during guided reading.