Lesson Plans

Comprehensive Lesson Plan
Lesson 1: Fluency and Word Knowledge

Child: STUDENT Tutors: tutor & tutor Date: 03/03/22 Content Area: Social Studies Lesson #: 1of 6 in sequence
Unit EQ: N/A Yet
Objective: N/A Yet
Lesson Assmt: To assess fluency, we will collect the student’s reading rate and number of errors across three readings of the passage. For word knowledge, we will
formatively assess as the student sorts and gain a broader picture of his understanding as he gives a summary statement and participates in a word hunt.
Fluency (10 minutes beginning; 5 minutes end)

REFLECT RESPOND PROGRESS MONITOR
to Inform Planning with Targeted Instruction for Student Outcomes
(show your thinking: T responsive planning) (show your thinking: implementation of high quality instruction) (show your thinking: S response to instruction)
Cold Reads ONLY: PASSAGE name: Basketball PASSAGE Level (2nd grade, Level J): This Week’s Rates: (student chart)
Rate # Errors ● Timed Repeated Reading (TRR) Rate # Errors
(wpm) 1. Teacher Model (wpm) (acc)
st
Lesson 1 144 2 a. Read aloud “Basketball” to the student. 1 Read (cold) 144 2
Lesson 2 b. Model good inflection and speed (not too fast, not too slow). 2nd Read (hot) 118 0
rd
Lesson 3 3 Read (hot) 130 1
Lesson 4 2. COLD Read Aloud for Timing

a. Ask the student to read “Basketball” aloud. ● Did the student graph the results?
Lesson 5
b. Time his/her reading rate.
Lesson 6 Yes
c. Student completes the TRR chart.
d. Provide quick coaching on any errors.
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.
xREAD 670: Instructional Reader Lesson Plan
e. Discuss rate growth and error decrease. ● Did the student reach the goal for
● Justification for today’s fluency today? Yes- he was able to take
plan or goal: Today’s fluency 3. HOT Read Aloud for Timing (same as steps a. – d. in #2) feedback and apply it to his
work is based upon STUDENT’s 4. 3rd HOT Read Aloud for Timing (same as steps a. – d. in #3) fluency work
scores on the WRI, which ● What will you do next as a result of
indicate that he is reading today’s student outcomes? As a
independently at a second result of these outcomes, I would
grade level. We selected a like to have more work on his
passage related to basketball prosody, specifically in regards to
because STUDENT indicated that appropriately pausing with
this sport was one of his main punctuation and using some vocal
interests. As we do not have inflection to sound more
much fluency data yet, I first conversational as he reads.
want to determine his ability to
take and apply fluency-related
coaching.
● What is the new goal, or student

outcome, you hope to achieve
by the end of today’s fluency
work? For today’s fluency work,
the goal is that STUDENT will be
able to consider and effectively
apply coaching
recommendations to his reading,
specifically in regards to prosody.
Word Knowledge (15 minutes)

(show your thinking: T responsive (show your thinking: implementation of high quality instruction) (show your thinking: S response to
planning) instruction)
Justify why you selected this sort: ● This sort was useful in helping
We selected this sort because the Word Study Stage: Early Syllables & Affixes STUDENT attend to -ed at the end
student demonstrated a difficulty FEATURES SORTED: Sort by sound of -ed suffix /t/ vs. /d/ vs. /ed/ of words, as he often left out these
including the -ed inflectional ending Yellow = feature word // Sort link sounds when identifying words in
in words during the WRI and we are /t/ /d/ /ed/ the WRI. However, it may have
confident that this sort will refine his been too easy, as he was able to
knowledge of the -ed inflectional walked raised shouted sort each word rather quickly and
ending. We also deduced that mixed played dotted without trouble.
STUDENT is at the beginning of the
stopped mailed ended
Syllables and Affixes stage in ● Do errors tend to cluster around a
spelling, and this sort is one of the trapped tried handed particular weakness? No error
first that a speller would complete in clusters were observed in this sort,
cracked seemed traded
that stage, making it an appropriate as he only misplaced one word
fit for this student. and was able to fix it with some
● Introduce and Model guidance. He demonstrated the
○ Intro words, exclude words children cannot read. most trouble distinguishing
Sort Results: ○ Model how to sort using feature words: between /d/ and /ed/ sounds at
Features % correct ■ First by pattern the end of words.
Lesson 1 sounds of ○ What do all of these words have in common?
92%
- ed (/t/ vs
■ draw attention to ed at the end of words ● If SA:
/d/ vs ■ Then by sound (/t/, /d/, /ed/)- I model sorting one word under o Previously learned patterns in
/ed/) each header using the feature words ☐LN ☐WWP
Lesson 2
○ /ed/ sound occurs following t and d endings in ▪ n/a- first lesson
Lesson 3
base word o ☐Doubling
Lesson 4
Lesson 5 ○ /d/ sound occurs after voiced consonant or vowel o ☐Syllable Juncture
Lesson 6 sound o ☐Other: -ed suffix
■ feel vibrations in vocal cord
● What will you emphasize next ○ /t/ sound occurs after an unvoiced consonant
based on the previous lesson ■ no vibrations in throat ● Comments:
(error clusters)? Based on this ● Now invite student to: Sort and Check STUDENT was able to effectively sort
lesson, we will take a look at a. Student reads each word aloud. the words given to him according
patterns rather than sounds. b. Place feature headers on top of column with associated feature to their sounds. He was observed
STUDENT proved to be rather words. saying the words aloud and
comfortable working with the c. Student sorts remaining words independently. emphasizing the last sounds he
sounds he heard in words. There d. Prompt student to compare word cards back to headers. heard to determine where they
were no major clusters of errors, e. Student checks work and explains choices when prompted. should be sorted. When asked to
as he only misplaced one word ● Reflect determine the sounds -ed can
in the sort. ○ Prompt student to provide a summary statement regarding features. represent, the student needed
much prompting. It may have
■ What sounds and patterns did you observe after completing this been that he did not understand

sort? the question or was not used to
drawing conclusions such as the
● Follow-Up Activity
one he was prompted to do. Once
given one sound and some
prompting, he was able to catch
on.
○ Tell the student that we will participate in a word hunt to find words
that end in -ed! We will then sort the words we find according to the Sort Results:
sound we hear. % correct
Today 92%
○ Introduce the word hunt text: Sir Thomas and the Dragon (pdf)
Comments:
○ Model reading 2 paragraphs and identifying the words that end in
During the word hunt, STUDENT was
-ed. Model sorting them.
effective in finding words that ended
○ Guide the student to continue reading the text. Scaffold him to find in -ed. However, he still struggled with
and sort new words as needed. the pronunciation. I could have further
scaffolded him by explaining the rules
○ Review all collected words and revise sort as needed.
of when we use /t/, /d/, or /ed/.
However, he was able to effectively
sort the words he found.
Lesson 2: Fluency and Word Knowledge (link to resources)

Child: STUDENT Tutor: tutor & Date: 3/8/2022 Content Area: Social Studies Lesson #: 2 of 6 in sequence
tutor
Unit EQ: n/a yet
Objective: n/a yet
formatively assess as the student sorts and gain a broader picture of his understanding as he gives a summary statement and determines whether he
should double consonants or drop the e when presented with a word that is paired with -ing.

Cold Reads ONLY: PASSAGE name: Baseball PASSAGE Level: 2nd grade, level K This Week’s Rates: (student chart)
Rate # Errors (Review TRR chart from last session. Discuss rate/fluency goals.) Rate # Errors
(wpm) (wpm (acc)
Lesson 1 144, 118, 130 2, 0, 1
● Timed Repeated Reading (TRR) )
st
Lesson 2 111, 98, 101 0, 1, 0
5. Teacher Model 1 Read (cold) 111 0
nd
Lesson 3 a. Read aloud the passage to the student. 2 Read (hot) 98 1
Lesson 4 b. Model good inflection and speed (not too fast, not too slow). 3rd Read (hot) 101 0
Lesson 5
Lesson 6 6. COLD Read Aloud for Timing ● Did the student graph the results?
a. Time his/her reading rate. ● Did the student reach the goal for
● Justification for today’s fluency b. Student completes the TRR chart. today?
plan: STUDENT proved to be c. Discuss rate growth and error decrease.
The student did reach his goals for
rather successful with the level J today, his goals were to have better
passage, not demonstrating any 7. HOT Read Aloud for Timing (same as steps a. – c. in #2)
phrasing and dividing of his sentences,
difficulties decoding the words. 8. 3rd HOT Read Aloud for Timing (same as steps a. – c. in #3)
which, by the end of the readings, he
His main difficulties were with had improved markedly with. He also
prosody (grouping words, had fewer errors than last week. All of
pausing appropriately). Today’s his goals relate to prosody and giving

fluency work intends to raise the life to his voice while he reads, which I
reading level while still remaining see slow, but certain strides toward as
in the second grade range. It he reads.
also shows information formatted
in paragraphs, which differs from ● What will you do next as a result of
the previous reading. This will today’s student outcomes?
allow STUDENT to practice
appropriate phrasing and pace His readings today were very
within the contextual clues successful, he did much better with
provided by paragraphs. phrasing and prosody, I can hear
improvements with each reading.
● What is the new goal, or student Next week we should raise the
outcome, you hope to achieve difficulty level of the reading a slight
by the end of today’s fluency bit. but probably lower the number of
work? By the end of today’s words that he has to read this time. I
fluency work, STUDENT will be would like to see how he reads words
appropriately pausing after that are a little higher level seeing his
reading periods. He will also be improvements with J level texts.
able to more effectively group
words together while speaking,
working on his prodosy.

Justify why you selected this sort: Choose Word Study or Road to Reading Lesson Cycle
● Do errors tend to cluster around a
We chose this sort because STUDENT Word Study Stage: Early Syllables and Affixes particular weakness?
is an early SA speller, and on his last FEATURES SORTED: Adding -ing: doubling vs. e-drop ● His errors did not seem to be
sort only sorted one word Yellow = feature word // Sort link clustered around any particular
incorrectly. We felt it was misunderstanding. He mis-sorted
appropriate to move him forward in only 2 words, one for each
this stage with more focus on the double e-drop category. After talking it out, he
patterns rather than the sounds like was able to sort them in the right
we did last week. His last sort was batting baking categories.
one of the very first that a SA speller
would complete and he only missed shopping skating
one word. We felt that this week he hopping moving
could fulfill a bit more of a ● Comments:
challenge. skipping sliding
STUDENT was successful in sorting the
swimming waving
words based on their patterns. I
How did your student do on the last believe that, unfortunately, he was
sort? ● Introduce and Model sorting them more based on what he
○ Intro words, exclude words children cannot read was seeing in the middle of the word
On the last sort I was pleasantly ○ Model how to sort using feature words: (if there were double letters in the
surprised by how well our tutee did ■ First by pattern: middle, it was a doubling word) not
with a sort that was mostly based in ○ call attention to the -ing endings (all the same based on what he knew the baseword
the sounds rather than the patterns. ○ Point out the differences (doubling and e-drop) was supposed to look like. However,
Over zoom it can be difficult to hear ■ Then explain the e-drop and when to double (e-drop for long he was able to sort most of the extend
one another well, and STUDENT did vowels, double for short) words into the right category. We had
a great job of taking his time and to discuss two of them, and I made
really listening to what sound was at ● Invite the student to: Sort and Check sure to explain several times the
the end of each word. f. Students identify pictures and/or read each word aloud. reason why we would double or drop
g. Place feature headers in top of column. the e, but I am not confident that he
Sort Results: h. Student sorts independently. understood the reason why we did
Features % i. Student compares word card back to header. each by the end of the lesson. I do
correct j. Student checks work and explains choices. wish that we had taken a little more
Lesson 1 sound of
time to discuss that, and that I had
-ed (/t/ vs 92%
/d/ vs /ed/) ● Reflect gotten him involved in that
Lesson 2 adding -ing: ○ Student provides summary statement regarding features. conversation more rather than just
doubling
■ When do you double the last letter when adding -ing? When do explaining it. He still sorted most of the
80%
and words correctly, but I am not
e-drop you drop the e?
confident that he could consistently
Lesson 3 ● Extend
add -ing to the ends of words and
Lesson 4
○ Have student add -ing to the end of 3-5 words. They will either be spell them correctly.
Lesson 5
Lesson 6 doubled or require an e-drop, which he must figure out and sort on
his own.
What will you emphasize next based ■ Words: slip (slipping), chase (chasing), hum (humming), hope
on the previous lesson (error (hoping), care (caring)
clusters)?
Based on his performance here, we
will continue working with his
patterns knowledge, working in the
doubling and e-drop conversation a
little more. This time, we may circle

back to the -ed ending, but looking
at it within the context of the
pattern rather than the sound. This
way, he is familiar with many
different elements of the spelling in
the sort, and can work on solidifying
those skills.
Lesson 3: Fluency + Word Knowledge + Comprehension
Child: STUDENT Tutor: tutor & tutor Date: 03/17/22 Content Area: Social Studies Lesson #: 3 of 6 in sequence
Unit EQ: How do we use the land we live on?
Objective: The student will be able to identify natural resources and how they can be used.

should double consonants or drop the e when presented with a word that is paired with -ed. To assess comprehension, we will ask the student to provide
examples of who uses specific natural resources and how.

Cold Reads ONLY: PASSAGE name: Sam and Catcher PASSAGE Level (2nd grade, Level K): This Week’s Rates: (student chart)
Rate # Errors Rate # Errors
(wpm) ● Timed Repeated Reading (TRR) (wpm) (acc)
st
Lesson 1 144, 118, 130 2, 0, 1
9. Teacher Model 1 Read
102 2
Lesson 2 111, 98, 101 0, 1, 0 a. Read aloud “Sam and Catcher” to the student. (cold)
Lesson 3 102, 68, 100 2, 2, 0 b. Model good inflection and speed (not too fast, not too slow). 2nd Read
68 2
Lesson 4 (hot)
Lesson 5 10. COLD Read Aloud for Timing 3rd Read
100 0
a. Ask the student to read “Sam and Catcher” aloud. (hot)
Lesson 6
b. Time his/her reading rate.
c. Student completes the TRR chart.
● Justification for today’s fluency ● Did the student graph the results?
d. Provide quick coaching on any errors.
plan: STUDENT has been Yes
e. Discuss rate growth and error decrease.
performing very well on his ● Did the student reach the goal
fluency reads so we thought it for today? Yes
11. HOT Read Aloud for Timing (same as steps a. – d. in #2)
was appropriate to move him up ● What will you do next as a result
12. 3rd HOT Read Aloud for Timing (same as steps a. – d. in #3)
a level in difficulty. This fluency of today’s student outcomes?
passage also includes several Looking at these outcomes, I
uses of the -ed ending which we believe it would be wise to
have been working on with him continue working within K-level
in his sorts. Practicing these words passages. This level is still
in his fluency readings will help to independent for him, but allows
solidify those words more in his for some coaching to be offered.

orthographic map system. We need to continue coaching
his ability to appropriately pause
with punctuation and
appropriate phrasing as needed.

work? At the end of this session
we hope for Jalil to stop
appropriately between
sentences and group his words
together in a way that makes the
most sense.

Justify why you selected this sort: Word Study Stage: Early Syllables and Affixes ● This sort was more challenging
We selected this sort as a means of FEATURES SORTED: Adding -ed: doubling vs. e-drop vs. no change for STUDENT than previous sorts
systematic planning, as it builds on Yellow = feature word // Sort link had been.
the previous two sorts which
focused on the sounds represented ● Do errors tend to cluster around a
by -ed and the rules for doubling or double e-drop no change particular weakness? It seemed
dropping when adding -ing. Now, hopped skated shouted that STUDENT had the most
these rules will be applied and trouble identifying when words
modified within the context of -ed. dropped liked walked involved an e-drop. These were
This will allow for a review of last the main words he struggled to
week’s sort, which STUDENT stepped hoped joined identify and sort. He was
completed with 80% accuracy. This planned named waited strongest with recognizing
review should hopefully strengthen doubling.
his understanding of these rules nodded framed helped
when adding suffixes to words and ● Comments: I believe that, prior to
allow him to pay closer attention to ● Introduce and Model starting the sort, STUDENT could
how a base word changes with the ○ Intro words, exclude words children cannot read have benefitted from a review of
addition of a suffix. It will also ○ Model how to sort using feature words: base words and suffixes. I felt as
reinforce his attention to -ed at the ■ First by pattern: though he was confused at first
end of words, something he still ○ call attention to the -ed endings (all the same when I asked for base words.
occasionally needs his attention ○ Point out the differences (doubling and e-drop) Additionally, I should have
focused on. ■ Then explain the e-drop and when to double (e-drop if the word explained the rules more
already ends in e, double if the base word ends in ONE vowel explicitly and much earlier in the
and ONE consonant (must be the last two letters)) sort (at the beginning, so he
● How did your student do on the could apply them to the words
last sort? During our last sort, ● Invite the student to: Sort and Check he sees). With the way I led the
STUDENT seemed to have an k. Students identify pictures and/or read each word aloud. sort, he seemed to be looking to
overall understanding of l. Place feature headers in top of column. the middle of words to see what
doubling consonants and m. Student sorts independently. letters were present (ex: were
e-drops when adding -ing. He n. Student compares word card back to header. they doubled? was there an e?)
made a few more errors than he o. Student checks work and explains choices. rather than thinking about
did in the previous sort, changes to the base words
indicating that this is more of an ● Reflect based upon the rules. He may
instructional focus for him. In the ○ Student provides summary statement regarding features. have understood better with an
few errors he did make, it ■ When do you double the last letter when adding -ed? When do explanation of rules- and
seemed as though he did not perhaps a written reference
you drop the e?
quite understand what change under headings, as well! When
● Extend
was being made to the base asking him to spell some words
word. However, he was able to ○ Have student add -ed to the end of 3-5 words. They will either be with -ed, he also struggled. I am
recognize this through some doubled or require an e-drop, which he must figure out and sort on his not confident that he could
direct prompting. own. correctly sort or spell words with
○ Write the base word on the powerpoint. Ask him to take out a piece of -ed. As a result, I believe that
Sort Results: paper and write down the word with -ed added. Copy his spelling more practice with this focus
Features % correct could be beneficial for him.
Lesson 1 sound of onto the board and correct as needed.

-ed (/t/ vs ■ Words: close (closed), clap (clapped), call (called), live (lived),
92%
/d/ vs
grin (grinned) Sort Results: out of 9 words sorted
/ed/)
Lesson 2 adding independently
-ing: % correct
doubling 80% Original 67%
and After 78%
e-drop independent
Lesson 3 adding revisions
-ed:
doubling 67%
and

e-drop
Lesson 4
Lesson 5
Lesson 6
● What will you emphasize next

based on the previous lesson
(error clusters)?

Comprehension (30 minutes)

REFLECT RESPOND PROGRESS
to Inform Planning with Targeted Instruction MONITOR
Justify why you selected this for Student Outcomes
strategy?
We believe that this strategy Comp Visualization Was the student independent in
will lend itself well to helping using the strategy? The student
STUDENT understand the ways Strat: was independent in using this
in which natural resources are strategy after modeling and
used by different people. This is guided pactice.
also a strategy to incorporate
writing, which he seems to
greatly enjoy.
What is your intended outcome as a Discussion Organizing Writing Vocabulary
RESULT of this reading (tied to obj/assmt)? Think-Pair-Share Power Thinking Summarizing Word Map How independent was your
● The student will be able to identify Authentic Questions Pattern Puzzles Sum It Up Concept of Definition student today with these
different natural resources and their Seed Discussions Graphic Organizers Framed Paragraph Map tools? After modeling and
uses through drawing and writing Group Pattern Puzzles Venn Diagram/Comparison Writing Template Graphic Organizers guided practice, the student
about his visualizations related to Group Graphic Selective Journal/Learning Log Sentence/Word was able to use each of these
certain resources. Organizers Underlining/Highlighting RAFT Expansion tools independently. He
Carousel Column Notes Spool Paper Word Combining seemed confident visualizing,
Which of the tools to the right will you use Gallery Walk History Frame/Story Map Sentence Synthesis Capsule Vocabulary drawing, writing a sentence,
in the B-D-A reading to scaffold Concentric Circles Sticky Notes Word Combining Semantic Feature and utilizing the who/ how
meaning-making so that the student Clock Buddies Opinion-Proof/Conclusion-Sup Analysis graphic organizer. He did not
successfully attains the outcome Group QARs port Journal/Learning Log have questions and my
(obj/assmt)? Capsule Vocabulary Problem-Solution formative assessments
● B: Group graphic Semantic Feature Analysis allowed me to determine he
● D: Sticky Notes/ Index Card, Sum It Up was confident with these
● A: Word/ Picture Map tools.

How independent was your student last
time with these tools?
● N/A
BEFORE READING, VIEWING, OR LISTENING TEACHER STUDENTS

(~5 MINUTES) ● focusing attention, laying groundwork, creating interest, ● strategies to get STUDENTS thinking about what
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) of thinking, an analogous idea, or previously-learned
today; what it will result in or lead to; the “why” of what content 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 How will you activate the learner’s prior knowledge related to this topic? ● This topic was
have on this topic? 1. Setting the Hook appropriately targeted for
We are not yet aware of any prior STUDENT, as he did not
a. Display a slide with a few pictures of different natural resources on it
knowledge the student has on the topic of
b. Advise the student to take 30 seconds to silently look at the slide, then respond to the seem familiar with natural
resources, which is exactly why we are
following questions: resources prior to the
taking the time to explicitly define natural
i. What do you observe? What do you notice? lesson. This effectively built
resources in this lesson. This will serve him well
as he considers how different groups of ii. What do you think all of these things have in common? his background
people (such as Native Americans and c. Guide the student to determine that all of these things come from nature and can be used knowledge and allowed
colonists) utilize natural resources in the in different ways him to practice the
future. comprehension strategy.
2. Vocabulary Review
How will you create a common experience a. Before reading, go over some words that may be troublesome. Talk about how they are What about the “hook” was
or “knowledge base” from which to build engaging for the student? The
pronounced, connect to word study if possible, look for ways to break word apart, and talk
upon before reading? What holes need hook was engaging for the
about meaning if unknown. List the words below.
filling? student because it involved
Words and page #s:
We are creating a common experience by images of things that he
providing a base level of understanding for ● pg. #4 natural resources: things in the natural world (outside) that a person can use
recognized and identified
him about what a natural resource is and ● pg. #4 electricity: energy carried through wires that is used to operate lights and machines aloud. He was able to identify
how it can be used which will be use in the ● pg. #8 essential: very important each thing, share his
future as we continue with tutoring. We are observations, and could make
not yet aware of the academic holes that connections between the
3. Text preview
need filling. objects with some scaffolding.
a. Preview and discuss some text features found in the nonfiction text- table of contents,
How did the “hook” connect
captions, pictures, headings
the new knowledge to come in
the DURING with the child’s
prior knowledge? The hook
allowed STUDENT to orient his
thinking around objects he was
familiar with and had seen
multiple times before. However,

this activity allowed him to
contextualize these objects in a
new way, considering how they
are connected to one another
and the fact that they are all
natural resources.

Vocabulary Difficulty level?:
STUDENT was not too familiar
with any of these words but
could understand them, so I
would say that they were
appropriately leveled for his
work. I should have asked
him to repeat vocabulary
words and perhaps discuss
them in more depth.

DURING READING, VIEWING, OR ● strategy(ies) for student active engagement with the new content that’s coming from the text
● what are students doing WHILE reading, viewing, or listening (i.e., techniques)?
LISTENING
(~15 MINUTES)
Text Title: Reading Level: Text Format: Diversity & Accommodations
Our Natural Resources (p. 2nd grade Picture book Differentiated by reading ability
4-13) Modeling
Think aloud
Genre: Nonfiction
Justify why you selected this specific Comp Technique: Sticky notes/index card & sum it up ● Success with comp
technique/tool for the DURING reading? techniques? The student
This technique fits in well with the overall ● The student will stop at predetermined points in the book to draw a picture of what he was successful with the
strategy he is learning which is visualizing. This
is reading about and then write one sentence explaining what he drew. He will use comprehension
technique lets him practice visualization by
index cards to draw the pictures. technique, as
drawing pictures, and then he has to write a
○ Explain that drawings should be completed in a minute (not artist level) and only demonstrated through
sentence about the picture, which is
something he enjoys. This will also give him one sentence needs to be written. his drawings and
ample time to take in the information in sentences that
each section as we stop for him to draw represented things he
before moving on to a new section. learned from the
reading.

The reader must be DOING something while ● Level of independence?
reading. How will you make this clear
The student was able to
BEFORE letting him read independently?
use this strategy
We plan to model the use of the technique
independently after
to him on the first page, showing him that he
must stop after reading the section to think modeling and guided
about it and draw a picture before moving practice.
on. We will complete the thinking process
aloud in order to engage him in the thought
process that happens as you stop and draw ● Does the student know
each picture. when to use this type of
technique on his own (in
which circumstances it
works best)? I do not
believe he would apply
this strategy
independently of our
work yet. It would be
beneficial to discuss the
texts that visualization
would be useful for in the
next lesson or two.
Justify why you planned your stopping points Remember: Instructional readers need to be working on SILENT reading. You should have 2 copies of ● Text difficulty level: 2nd
based on your student’s needs. what is to be read—your copy and your student copy. You will do a DR-TA for this portion…making grade, appeared to be
As this is our first lesson involving predictions, reading silently to a predetermined stopping point, and then discussing for clarification. around his instructional
comprehension, we decided to set a REPEAT as necessary to get through the assigned chapter/reading. level with appropriate
stopping point that allows our student to
instructional support.
become involved with a text, but not
● Model drawing and writing a sentence about one of the natural resources after page 4.
including so much reading that it becomes
● Encourage and support the student as they visualize and write a sentence. ● Does the student
overwhelming or prevents the strategy from
○ Page 4: Draw the natural resource that stuck out the most to you. Write a sentence self-monitor while
being used. To keep STUDENT engaged and
explaining your drawing. reading? I did not
frequently practicing this comprehension
○ Page 9: Draw what you’re thinking about after reading the page on water. Write a
strategy, we will stop to practice visualizing observe any evidence of
after each section in the text. This allows him
sentence explaining your drawing.
self-monitoring outside of
to reflect on each of the main ideas ○ Page 11: Draw what you’re thinking about after reading the page on land. Write a
when he was prompted
discussed while remaining invested in his sentence explaining your drawing.
to use the
reading. ○ Page 13: Draw what you’re thinking about after reading the page on trees. Write a
comprehension strategy.
sentence explaining your drawing.
What level of success did your student What are the big ideas/themes discussed as a result of this reading? ● TOTAL PAGES READ: 9
experience last week in the DURING reading As a result of this reading, STUDENT will become more familiar with the idea of natural resources ● Independence with
with the accommodations and scaffolds you and comp strategy? The
put in place to address identified diverse
the fact that humans use these resources in a variety of ways. student could visualize,
needs?
then draw a picture and
N/A
write a sentence related

to the story when
prompted. He could use
this strategy pretty
independently after
modeling.
● Areas of difficulty?
Sometimes the student
seemed to need more
practice connecting his
drawing to his picture
and including more
specific details. I am
certain that this will come
with some redirection
and more practice.
● Comments: In future
lessons, we may want to
model paying attention
to more specific details
to craft our drawings and
sentences.

AFTER READING, VIEWING, OR ● how will students apply new knowledge in a new way?
● how will students check to see if their understanding is correct?
LISTENING
● how will students be prompted to reflect on what they learned?
(~10 MINUTES)
● how will students be prompted to reflect on how they learned it?
What level of success did your student Remember: Students should be providing you with evidence that they have LEARNED SOMETHING NEW from this lesson. This should tie in to ● How engaged and
your assessment above.
experience AFTER reading with the motivated was the student?
accommodations you put in place to The student seemed
What will students DO with the “place holders” collected in the DURING reading phase?
address identified diverse needs? engaged throughout this
● Ask the student to gather all of their index cards with a picture and sentence.
After reading, the student seemed better entire portion of the lesson.
able to comprehend the text, which was ● Ask the student to flip each paper over and fold it in half, starting with the page 4 card He really seemed to enjoy
found to be at his frustrational level for ● Label one side of the card “WHO” and the other side “HOW” drawing and did not seem
comprehension on the WRC. This ● Guide the student to write down their ideas from the story or their brain, answering the fatigued by the use of this
demonstrates that appropriate instructional questions: strategy. I believe this is one
supports, specifically building background ○ Who uses this resource? we should continue to use,
knowledge and teaching a comprehension ○ How is the resource used? as it keeps him engaged.
strategy, can help a student navigate more ● Provide modeling or guided practice for the first card as needed. Repeat the process with
difficult texts. ● How successful was the
each card
student on the assessment?
Please Note: The Assessment occurs in the The student was able to
How will you make his/her thinking visible?
After Phase! The point is to see what has independently follow
been learned as a result of the reading, so it ● The student will show the front and back of each card to the camera directions after appropriate
must come after one reads. ● The teacher will take a picture of his work modeling. His who/how
● Confirm that your assessment happens cards revealed that he did
here or in the Writing section: ☐ YES Describe any other parts of the activity/process below. comprehend some key
● Confirm that your obj listed above ● The student could draw or write their who & how details from the story. I
matches your assessment listed here (i.e., believe future lessons could
what you said you were going to teach, What will you use to assess learning of the objectives? How will you know your student has mastered be crafted to foster greater
you actually assess for here or in the specificity, as his comments
(i.e., made visible) the objective?
Writing section): ☐ YES were rather general.
● We will take pictures of the students’ visualizations, sentences, and who/ how
● We will know the student understands the content if he can list one example of who uses it and
how for each resource ● Other Comments: n/a

Lesson 4: Fluency + Word Knowledge + Comprehension
Child: STUDENT Tutor: tutor & Date: 3/24/22 Content Area: Social Studies Lesson #: 4 of 6 in sequence
tutor
Objective: The student will be able to identify the ways that natural resources were used by the Native Americans
understands the difference between VCCV when the consonants are the same and when they are different. To assess comprehension, we will ask the
student to provide examples of how the native americans use specific resources.

Cold Reads ONLY: PASSAGE name: A Trip to the Zoo PASSAGE Level (2nd grade, Level K): This Week’s Rates:
(wpm) (Review TRR chart from last session. Discuss rate/fluency goals.) (wpm) (acc)
Lesson 1 144, 118,
2, 0, 1 ● Timed Repeated Reading (TRR) 1st Read
130 108 0
Teacher Model (cold)
Lesson 2 111, 98, 101 0, 1, 0
nd
● Read aloud the passage to the student. 2 Read
Lesson 3 102, 68,
2, 2, 0 116 0
100 ● Model good inflection and speed (not too fast, not too slow). (hot)
Lesson 4 108, 116,
0, 0, 0 rd
3 Read
108
Lesson 5

COLD Read Aloud for Timing (hot)
108 0
● Time his/her reading rate.

Lesson 6
● Student completes the TRR chart.
● Did the student graph the results?
● Discuss rate growth and error decrease.
● Justification for today’s fluency Yes!
plan: STUDENT was overall ● Did the student reach the goal
HOT Read Aloud for Timing (same as steps a. – c. in #2)
successful with his work on the for today?
3rd HOT Read Aloud for Timing (same as steps a. – c. in #3)
previous level K passage, but his The goal for today was to add
varied reading rate and having more expression in his voice,
errors on two readings indicates which he is slowly achieving as
that this may be the level to he comes out of his shell with us
continue working at, as he seems and is able to read harder texts
confident and independent but at a faster rate.
still benefits from coaching.
Today’s plan will continue to ● What will you do next as a result
develop skills that have been a of today’s student outcomes?
focus for prior lessons, as he still Next week we will continue our
needs more practice with work on prosody and rate,
appropriate phrasing. He has
become more aware of pausing adding in a specific goal to

with punctuation, but sitill does reach a higher rate of reading.
not read with much expression or
phrasing within sentences.

work? By the end of today’s
work, STUDENT will have a
stronger understanding of how to
appropriately use phrasing and
expression as he reads to make it
sound more natural. He will also
work to pay close attention to
the words he reads, hopefully
reducing errors.

Justify why you selected this sort: Word Study Stage: Early Syllable Juncture ● This sort was very easy for him to
FEATURES SORTED: VCCV at syllable juncture (same/different) complete, but the extension
Sort link activity was difficult
As STUDENT is in the early stages of Same VCCV Different VCCV

the syllables and affixes stage, he ● Do errors tend to cluster around
will begin really getting into sunny garden a particular weakness?
discussions of syllables and the
different ways those syllables are yellow basket He made no errors in the sort, but
structured. This sort is a good way to happy market he seems to struggle with the
ease him into a conversation about concept of vowels and we will
syllables and vowel-consonant matter plastic need to go over those again
patterns that are not very complex next week if we are to continue
happen center
yet. working on vowel/consonant
patterns with him.

● How did your student do on the ● Introduce and Model
last sort? In the last sort, STUDENT ○ Intro words, exclude words children cannot read. Sort Results:
demonstrated more struggles ○ Model how to sort using feature words: % correct
than anticipated. This indicated ■ Discuss the ways that they are similar: some have double letters in Today 100
that he may benefit from closer the middle, all two syllables, all VCCV
attention to patterns in words. ■ Explain that we will sort by VCCV pattern. The ones with the same
Sort Results: consonants go in one column, different consonants go in the
Features % correct other column
Lesson 1 sound of ● Sort and Check
-ed (/t/ vs
92% p. Student reads each word aloud.
/d/ vs
/ed/)
q. Place feature headers in top of column.
Lesson 2 adding r. Student sorts independently.
-ing: 80% s. Student compares word card back to header.
doubling t. Student checks work and explains choices.
and ● Reflect
e-drop ○ Student provides summary statement regarding features:
Lesson 3 adding
-ed:
■ What do all of these words have in common?
doubling 67%
and ● Extend:
e-drop ○ The student will come up with 2 words for each column
Lesson 4
Lesson 5
Lesson 6

(error clusters)? Based on the
previous lesson, we will
emphasize paying close
attention to patterns in words. He
will be able to determine when
consonants are doubled and
when they are not.


REFLECT RESPOND PROGRESS
to Inform Planning with Targeted Instruction MONITOR
Justify why you selected this for Student Outcomes

strategy?
We believe that this strategy Comp Visualization Was the student independent in
will lend itself well to helping using the strategy?
STUDENT understand the ways Strat:
in which natural resources are By the end of the session he
used by different people, was, but I had to do some
specifically by Native modeling to start him off and
Americans in this week’s guide one of his drawings and
lesson. This is also a strategy to sentences to make sure they
incorporate writing, which he were related to the passage. By
seems to greatly enjoy. his last practice using the
strategy he had figured out
how to use it successfully on his
own.
RESULT of this reading (tied to obj/assmt)? Think-Pair-Share Power Thinking Summarizing Word Map
● The student will be able to identify Authentic Questions Pattern Puzzles Sum It Up Concept of Definition
ways that Native Americans used Seed Discussions Graphic Organizers Framed Paragraph Map
natural resources in their daily Group Pattern Puzzles Venn Diagram/Comparison Writing Template Graphic Organizers
lives Group Graphic Selective Journal/Learning Log Sentence/Word
Organizers Underlining/Highlighting RAFT Expansion
Which of the tools to the right will you use Carousel Column Notes Spool Paper Word Combining
in the Gallery Walk History Frame/Story Map Sentence Synthesis Capsule Vocabulary
B-D-A reading to scaffold Concentric Circles Sticky Notes Word Combining Semantic Feature
meaning-making so that the student Clock Buddies Opinion-Proof/Conclusion-Sup Analysis
successfully attains the outcome Group QARs port Journal/Learning Log
(obj/assmt)? Capsule Vocabulary Problem-Solution
Semantic Feature Analysis
● Group graphic
● Sticky notes
● Sum it up
● Word map

● After modeling, he was almost
completely independent. He did not
ask for help and Sarah did not feel like
she needed to step in to correct his
usage of the technique at any point.


them
What prior knowledge does your student How will you activate the learner’s prior knowledge related to this topic?
have on this topic? 2. Setting the Hook
a. Show a slide with pictures of modern and older Native American tools, religious statues,
Based on our lesson last week, our student
and homes
now has the background knowledge of
b. Advise the student to take 30 seconds to silently look at the slide, then respond to the
what natural resources are and some of the
ways that they can be used in people’s lives. following questions:
We will provide him with more background i. what resources do you think it took to make some of these things?
knowledge this week as we talk about ii. How do you think they are or were used?
specific ways these resources are used by
different people groups. 2. Vocabulary Review
A. Before reading, go over some words that may be troublesome. Talk about how they are
How will you create a common experience pronounced, connect to word study if possible, look for ways to break words apart, and talk
or “knowledge base” from which to build about meaning if unknown. List the words below.
upon before reading? What holes need
Words and page #s:
filling?
● Native Americans: the first groups of people to live in North & South America
● Inuit people: group of people from the Arctic areas like Greenland, Canada, and Alaska
We are creating a common experience by
providing a base level of understanding for ● beliefs: idea you think is true
him about what a natural resource is and ● teepee: cone-shaped home build by Great Plains Native Americans
how it is used by Native Americans
specifically, which will be used in the future
as we continue with tutoring. We are not
aware of any academic holes that need
filling.

LISTENING
(~15 MINUTES)
Text Title: Native American Reading Level: 2nd Text Format: Diversity & Accommodations
Life Long Ago grade article Differentiated by reading ability: ☐

Genre: nonfiction
technique/tool for the DURING reading? techniques?
● The student will stop at predetermined points in the book to draw a picture of what he The student was
This technique fits in well with the overall
is reading about and then write one sentence explaining what he drew. He will use successful with the
index cards to draw the pictures. technique after some
redirection and still
sentence about the picture, which is ○ Explain that drawings should be completed in a minute (not artist level) and only one demonstrated
something he enjoys. This will also give him comprehension at the
sentence needs to be written.
ample time to take in the information in end of the activity.
each section as we stop for him to draw

before moving on to a new section.
● Level of independence?

The student was
The reader must be DOING something while
reading. How will you make this clear independent with the
BEFORE letting him read independently? drawing and writing
sentences, but needed
We will make sure to read the first two more support on the
sentences aloud and do a guided practice “What” and “How”
round using this strategy after the first two portion of the activity at
sentences, reminding him how the strategy the end. Next week we
works and that he must stop, draw a picture,
may need to be more
and then write his sentence before moving
explicit in our description
to the next section.
of the “what” and “how”
if we do a similar activity.
● Does the student know

when to use this type of
technique on his own (in
works best)?
The student is developing
a strong understanding
of what details in a
passage lend themselves
to visualization. He is also
drawing copies of some

of the pictures
surrounding the text
which is not exactly what
we are asking for, but still
shows his understanding
that visualization =
pictures.
Justify why you planned your stopping points Remember: Instructional readers need to be working on SILENT reading. You should have 2 copies of ● Text difficulty level: 2nd
based on your student’s needs. what is to be read—your copy and your student copy. You will do a DR-TA for this portion…making grade
This reading is shorter than the first one that predictions, reading silently to a predetermined stopping point, and then discussing for clarification.
we did with him, so there are fewer stopping REPEAT as necessary to get through the assigned chapter/reading. ● Does the student
points, but each of the stopping points is
self-monitor while
calculated so that he has time to take in
● Guided practice w strategy after sentence 2 reading?
new information without it being an
○ Read first two sentences aloud We believe he is
overwhelming amount of information each
○ Ask: ok what might you draw a picture of here? These sentences talked about things we developing the ability to
time.
discussed last week- natural resources. What resource might you draw? What would you like monitor his reading and
your sentence to say? (specific to his picture)
What level of success did your student catch mistakes and gaps
experience last week in the DURING reading
● Stopping after clothing
in his comprehension.
with the accommodations and scaffolds you ● Stopping after food

put in place to address identified diverse ● Stopping at the end
● Independence with
needs?
comp strategy?
Last week the student quickly picked up on What are the big ideas/themes discussed as a result of this reading?
The student was
how to use this strategy with the general As a result of this reading, STUDENT will have a stronger understanding of how natural resources
independently drawing
topic of natural resources. This week it was a are used, specifically looking at it through the perspective of Native Americans.
little more difficult for him because the topic pictures and writing

was more specific. Instructions had to be sentences to go along
very explicit and I had to guide him a with them by the end of
the passage.
couple of times before he correctly used the

strategy. ● Areas of difficulty?
He had difficulty
understanding what he
was supposed to be
writing about for the
“what” and “how”
section of the
assignment, but after
asking some clarifying
questions, I realized his
confusion stemmed from
a misunderstanding of
the activity, not of the
reading.

LISTENING
(~10 MINUTES)
What level of success did your student Remember: Students should be providing you with evidence that they have LEARNED SOMETHING NEW from this lesson. This should tie in to ● How engaged and
your assessment above.
experience AFTER reading with the motivated was the student?
accommodations you put in place to He seemed very engaged
What will students DO with the “place holders” collected in the DURING reading phase?
address identified diverse needs? at this point, but was losing
● Ask the student to gather all of their index cards with a picture and sentence.
After reading, STUDENT seemed to struggle interest a little towards the
with the actual formatting of the assessment. ● Ask the student to flip each paper over and fold it in half end because I believe he
He did not seem to distinguish what “what” ● Label one side of the card “WHAT” and the other side “HOW” had trouble understanding
and “how” meant. This time, the questions ● Guide the student to write down their ideas from the story or their brain, answering the the final assignment.
will be more clearly stated questions:
● How successful was the
○ What resource is used?
student on the assessment?
○ How is the resource used?
Please Note: The Assessment occurs in the He correctly filled out the
● Provide modeling or guided practice for the first card as needed. Repeat the process with
After Phase! The point is to see what has “what” and “how” on cards
been learned as a result of the reading, so it each card that I helped him with, but
must come after one reads. incorrectly did it on his own.
● Confirm that your assessment happens How will you make his/her thinking visible? He did remember the
here or in the Writing section: ☐ YES ● The student will show the front and back of each card to the camera information from the
● Confirm that your obj listed above ● The teacher will take a picture of his work passage when prompted
matches your assessment listed here (i.e., outside the context of the
what you said you were going to teach, Describe any other parts of the activity/process below. activity, so next time I may
you actually assess for here or in the need to be more explicit
● The student could draw or write their what & how
Writing section): ☐ YES with my instructions.

What will you use to assess learning of the objectives? How will you know your student has mastered
(i.e., made visible) the objective? ● Other Comments:
● We will take pictures of the students’ visualizations, sentences, and what/ how The student received no
● We will know the student understands the content if he can list one example of what resource help with his session today
is used and how from his guardian and all of
the work he did was his
own!

Lesson 5: Fluency + Word Knowledge + Comprehension + Writing
Objective: The student will be able to identify the ways that natural resources were used by the Native Americans

Lesson Assmt: To assess fluency, we will collect the student’s reading rate and number of errors across three readings of the passage. For word knowledge, we will formatively
assess as the student sorts and gain a broader picture of his understanding as he gives a summary statement and determines whether he understands the
difference between VCCV when the consonants are the same and when they are different. To assess comprehension, we will ask the student to provide
examples of how the Virginia colonists use specific resources.


Cold Reads ONLY: PASSAGE name: Snowflakes PASSAGE Level: 2nd grade, Level K This Week’s Rates:
(wpm) In our last fluency lesson, we worked a lot on phrasing and sounding like we were having a (wpm) (acc)
Lesson 1 144 2 conversation when we were reading! During your last sets of reading, you read over 100 words 1st Read (cold) 128 2
per minute! That tells us you are becoming a faster reader who also can read carefully to
Lesson 2 111 0 2nd Read (hot) 105 0
avoid making errors. We will continue to build on this today, seeing if we can read at 115
Lesson 3 102 2 3rd Read (hot) 118 1
words per minute.
Lesson 4 108 0
● Timed Repeated Reading (TRR)
Lesson 5 128 2 ● Did the student graph the results?
Teacher Model
Lesson 6 Yes!
● Read aloud the passage to the student. ● Did the student reach the goal for
● Justification for today’s fluency ● Model good inflection and speed (not too fast, not too slow). today? He met the rate goal and
plan: STUDENT was overall was more successful with prosody,
successful with his work on the COLD Read Aloud for Timing too! He seemed proud of his reading
previous level K passage, but his ● Time his/her reading rate. rate today.
varied reading rate and having ● Student completes the TRR chart.
● What will you do next as a result of
errors on two readings indicates ● Discuss rate growth and error decrease.
today’s student outcomes? Next
that this may be the level to week, we will continue to work on
HOT Read Aloud for Timing (same as steps a. – c. in #2)
continue working at, as he seems prosody and rate. He has improved
confident and independent but significantly due to practice and
still benefits from coaching. We feedback, so we intend to continue
have seen growth in his phrasing building on this.
abilities as well as his adherence
to punctuation. Today’s plan will
continue to reinforce his prosody
while also focusing on his rate.

work? By the end of today’s
work, STUDENT will have a
continuously stronger
understanding of how to
appropriately use phrasing and
expression as he reads to make it
sound more natural. He will also

work to increase his rate, making
the reading sound more natural.

Justify why you selected this sort: Word Study Stage: Early Syllable Juncture ● This sort was more difficult for
Currently in the early stages of FEATURES SORTED: VCV at syllable juncture: short & long vowel sounds STUDENT than expected.
syllables and affixes, he we have Sort link
started to enter the syllable juncture V/CV (long vowel) VC/V (short vowel)
● Do errors tend to cluster around a
stage of work. He was quite particular weakness? He primarily
successful on his work with VCCV pilot finish struggled with short vowels, often
words, but struggled to identify sorting these under the long vowel
vowels at times, To build on his humor visit category. Even with prompting, he
success and reinforce his lazy never struggled to identify the type of
knowledge of vowels, we will then sound.
use a sort that focuses on syllable bonus wagon
juncutures AND draws his attention
driver second
specifically to the vowels in words
and their sounds. This will strengthen ● Comments: STUDENT did an effective
his word knowledge and job of saying the words aloud,
understanding of vowels. ● Introduce and Model demonstrating that he was trying to
○ Review vowels- long and short pay attention to the sounds.
○ Intro words, exclude words children cannot read. However, it appears that vowels are
● How did your student do on the ○ Model how to sort using feature words: a much weaker point for STUDENT
last sort? In the last sort, STUDENT ■ Pattern: Pay attention to the middle of the words. They all follow a than we originally anticipated. While
proved quite successful and VCV pattern. However, the sounds we hear may be different he is becoming more familiar with
confident. This allows us to feel ■ Explain that we will sort by the sounds we hear within the VCV the vowels, he struggled to identify
comfortable moving onto the pattern. We will pay attention to the first vowel and determine if it is long versus short sounds. More work
next step of syllable juncture long or short. We will sort the sounds by if they are long or short. with these sounds should be
understanding. ● Sort and Check considered and targeted in the
u. Student reads each word aloud. future.
Sort Results: v. Place feature headers in top of column.
Features % correct w. Student sorts independently.
Lesson 1 sound of x. Student compares word card back to header. Sort Results:
-ed (/t/ vs
92% y. Student checks work and explains choices. % correct
/d/ vs
● Reflect Today 63%
/ed/)
Lesson 2 adding ○ Student provides summary statement regarding features:
-ing: ■ What do all of these words have in common?
doubling 80% Comments: the extension was
and ● Extend: skipped because the student was not
e-drop
○ The student will be presented with three words for V/CV and VC/V at two demonstrating proficiency, so this
Lesson 3 adding
would not have been an appropriate
-ed: different times. They must choose the word from the three that represents
doubling 67% activity for the time.
the pattern and explain why.
and
e-drop
Lesson 4 VCCV

at syllable
100%
juncture
Lesson 5 V/CV and

VC/V long
and short 63%
vowels

Lesson 6

(error clusters)? While STUDENT
did not really have error clusters
during the last sort, he did
struggle with identifying the
vowels. As a result, I will take the
time to emphasize what letters
are vowels and what they sound
like.


Justify why you selected this
strategy?
We believe that this Comp Visualization Was the student independent in
strategy will lend itself well to using the strategy? The student
helping STUDENT understand Strat: SOL: was more independent in using
the ways in which natural VS.3 The student will demonstrate an understanding of the first permanent English settlement in America by this strategy. He more effectively
resources are used by different b) describing the economic and geographic influences on the decision to settle at Jamestown;
wrote sentences specific to his
c) describing the hardships faced by settlers at Jamestown and the changes that took place to ensure
people, specifically by reading and visualization than in
survival
colonists in this week’s lesson. previous lessons. He needed
This is also a strategy to some prompting on what
incorporate writing, which he sections to read, although I
seems to greatly enjoy. provided visual prompts. He tried
to reference pictures and
incorrect parts of the reading,
but could effectively visualize
with some prompting. It was not
as much of a struggle with the
strategy, but what parts of the
story he should visualize.

● The student will be able to identify Authentic Questions Pattern Puzzles Sum It Up Concept of Definition Map student today with these tools?
ways that colonists used natural Seed Discussions Graphic Organizers Framed Paragraph Graphic Organizers STUDENT was mostly
resources in their daily lives Group Pattern Puzzles Venn Diagram/Comparison Writing Template Sentence/Word Expansion independent with these tools,
Group Graphic Selective Journal/Learning Log Word Combining especially after appropriate
Which of the tools to the right will you use Organizers Underlining/Highlighting RAFT Capsule Vocabulary modeling and guided practice.
in the Carousel Column Notes Spool Paper Semantic Feature Analysis
B-D-A reading to scaffold Gallery Walk History Frame/Story Map Sentence Synthesis Journal/Learning Log
meaning-making so that the student Concentric Circles Sticky Notes Word Combining
successfully attains the outcome Clock Buddies Opinion-Proof/Conclusion-Sup
(obj/assmt)? Group QARs port
Capsule Vocabulary Problem-Solution
● Group graphic Semantic Feature Analysis

● Sticky notes
● Framed paragraph
● sentence/ word expansion

● After modeling, he was fairly
independent. He did not ask for help
and was able to correctly apply the
strategy after some guidance from
Hannah on ensuring his sentences
were specific to his drawing and what
he read.

(~5 MINUTES) ● focusing attention, laying groundwork, creating interest, ● strategies to get STUDENTS thinking about what they
sparking curiosity…think of it as setting the stage/setting already know
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 How will you activate the learner’s prior knowledge related to this topic? ● This topic was interesting for
have on this topic? 3. Setting the Hook the student, but more
Based on our previous lessons last week, our difficult than prior work.
a. Display a slide with a few natural resources on them. Identify each resource with the student.
student now has the background
b. Ask: Which of these resources do you think you might use to build a shelter? Which ones might
knowledge of what natural resources are
be good for food? What about the “hook” was
and how they were used by Native
i. Discuss and sort the objects accordingly engaging for the student? The
Americans. We will provide him with more
student was engaged through
background knowledge this week as we talk
trying to figure out what each
about specific ways these resources are 2. Vocabulary Review
picture represented and how it
used by different groups of people. B. Before reading, go over some words that may be troublesome. Talk about how they are
would best be used (for food or
pronounced, connect to word study if possible, look for ways to break words apart, and talk about shelter)
How will you create a common experience meaning if unknown. List the words below.
or “knowledge base” from which to build Words and page #s: How did the “hook” connect the
● colony (p. 13): a piece of land that is used as a new home for people from a different place new knowledge to come in the
filling?
(colonists) DURING with the child’s prior
In previous lessons, we created a common
● supply (p. 13): resources that can be used to help people survive knowledge? By considering
experience by providing a base level of
● permanent (p. 15): meant to last for a long time whether the presented natural
understanding for him about what a natural
resources were best used for
resource is and how it is used by Native ● cellar (p. 16): room dug below the ground
food or shelter, he was building
Americans specifically. We will build upon
and activating his background
this knowledge as we now consider how
knowledge that would later be
natural resources are used for food and
applied to considering how the
shelter as it relates to the colonists. We are
colonists used similar resources.
not aware of any academic holes that need

filling.
Vocabulary Difficulty level?:

He did not seem familiar with
most of the vocabulary words
and did not come up with
points of reference when
prompted. This vocabulary
was more difficult than before

so I tried to build background
knowledge.

LISTENING
(~15 MINUTES)
Text Title: Life in Colonial Reading Level: 4th Text Format: Diversity & Accommodations
America ch 2 grade Chapter book
Differentiated by reading ability: ☐
Genre: Nonfiction
technique/tool for the DURING reading? techniques? The student
This technique fits in well with the overall ● The student will stop at predetermined points in the book to draw a picture of what he is was successful with the
reading about and then write one sentence explaining what he drew. He will use index technique and
cards to draw the pictures. demonstrated
○ Explain that drawings should be completed in a minute (not artist level) and only one comprehension after
something he enjoys. This will also give him sentence needs to be written. reading.
ample time to take in the information in ● Level of independence?
The student was
each section as we stop for him to draw independent in drawing

before moving on to a new section. and writing related
sentences to represent a

visualization of the text.
However, he needed
significant prompting on
We will make sure to read the first paragraph where to read. There was
and model using this strategy, reminding him much background noise so
how the strategy works and that he must he was likely distracted.
stop, draw a picture, and then write his
sentence before moving to the next section. ● Does the student know
We will then do a guided practice with the when to use this type of
next section, and move into independent technique on his own (in
work after that.
works best)? He seems to
be developing a stronger
understanding of what
details lend themselves
well to visualization.
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 ● Text difficulty level: 4th
based on your student’s needs. to be read—your copy and your student copy. You will do a DR-TA for this portion…making predictions, grade (most difficult text
We decided to set a stopping point that reading silently to a predetermined stopping point, and then discussing for clarification. REPEAT as necessary to yet)
allows our student to become involved with get through the assigned chapter/reading.
a text, but not including so much reading
● Does the student
that it becomes overwhelming or prevents ● Model drawing and writing a sentence about one of the natural resources after finishing the first
self-monitor while reading?
the strategy from being used. To keep paragraph on page 14. (I do)
STUDENT engaged and frequently practicing He seems to be
● Encourage and support the student as they visualize and write a sentence.
this comprehension strategy, we will stop to developing self-monitoring
○ Page 15 (end of first paragraph): Draw the natural resources that stuck out the most to you. Write
practice visualizing after each topic/ abilities as he considers
a sentence explaining your drawing.
resource focus changes in the text. This ■ Offer guided practice for this drawing as needed (we do) what details lend
allows him to reflect on each of the main ○ Page 16 (end of first paragraph): Draw the natural resources that stuck out the most to you. Write themselves to visualization.
ideas discussed while remaining invested in a sentence explaining your drawing.
his reading. Page 16-17 (end of first paragraph on p 17): Draw the natural resources that stuck out the most to
○ ● TOTAL PAGES READ: 4
you. Write a sentence explaining your drawing. (13-17)
● Independence with comp
What level of success did your student
What are the big ideas/themes discussed as a result of this reading? strategy? The student was
experience last week in the DURING reading
As a result of this reading, STUDENT will become more familiar with the ways that the Virginia colonists independent in drawing
with the accommodations and scaffolds you
put in place to address identified diverse
used natural resources in their new colony. and writing related
needs? Last week, STUDENT seemed to use sentences to represent a
the strategy successfully, especially after visualization of the
some redirection on how to focus his text.
sentences to specific details in the reading. ● Areas of difficulty? He
We are confident that he will only improve
had difficulty determining
as he continues to use this strategy.
where to read, despite

visual and verbal cueing.
This was likely because he
was distracted by
background noise.
LISTENING
(~10 MINUTES)
What level of success did your student ** THIS AFTER READING SECTION ALSO IS THE WRITING PORTION** ● How engaged and motivated
experience AFTER reading with the What will students DO with the “place holders” collected in the DURING reading phase? was the student? The student
accommodations you put in place to ● Ask the student to gather all of their index cards with a picture and sentence. seemed very engaged and
address identified diverse needs? After ● Review each picture and sentence. willing to complete the writing
reading, STUDENT seemed to struggle with ● Ask the student to identify some of the resources that the colonists used. activity.
the actual formatting of the assessment. He ○ Write these resources on a slide
did not seem to distinguish what “what” and ● How successful was the
● Explain that we will now participate in a writing activity to consider more about these natural
“how” meant. This time, the questions will be student on the assessment?
resources and their uses.
more clearly stated and the overall The student successfully
WRITING LESSON:
assessment format has been altered. detailed resources from not
1. Reference the text we just read, looking at the first paragraph of page 16. only this reading, but previous
a. How does each sentence start? (capital letter) ones. He was also able to
Please Note: The Assessment occurs in the b. How does each sentence end? (period) consider how he would use
After Phase! The point is to see what has 2. Using a slide, present the writing prompt to the student: You are suddenly stranded on a deserted them! This showed a
been learned as a result of the reading, so it island! What are 2 natural resources from this reading that you would hope to find? How would you knowledge of natural
must come after one reads. use them? resources and how to use
● Confirm that your assessment happens 3. Model writing a sentence or two, pointing out my use of capital letters and punctuation at the end them.
here or in the Writing section: ☐ YES
of a sentence.
● Confirm that your obj listed above
4. Invite the student to write down their thoughts for about 7 minutes. Explain that this is a draft and
matches your assessment listed here (i.e.,
does not need to be perfect.
what you said you were going to teach,
you actually assess for here or in the 5. If there is time, workshop his writing!
Writing section): ☐ YES
● The student will show his writing to the camera.
● The teacher will take a picture of it.
What will you use to assess learning of the objectives? How will you know your student has mastered (i.e.,
made visible) the objective?
● We will take pictures of the students’ writing
● We will look that at least 2 resources from the reading are mentioned in his writing, along with
appropriate uses.
Writing (15 minutes)

REFLECT
to Inform Planning
RESPOND PROGRESS MONITOR
for Student Outcomes
with Targeted Instruction

What level of success did your student Writing Focus: List the writing focus area(s): Ideas, conventions ● Writing was completed: Yes.
experience with connecting the ideas from He also paid attention to
the readings to writing last week? n/a Ideas, conventions
6. Reference the text we just read, looking at the first capital letters and
paragraph of page 16. punctuation after viewing a
Focus Areas:
☐Voice ☐Conventions
Connecting back to our a. How does each sentence start? (capital letter) mentor text. The writing did
☐Ideas ☐Organization reading (natural b. How does each sentence end? (period) not take him more than 5
☐Presentation ☐Word Choice 7. Using a slide, present the writing prompt to the student: You minutes to complete.
☐Sentence Fluency resources) are suddenly stranded on a deserted island! What 2 natural
resources would you hope to find? How would you use ● Level of success connecting
them? reading concepts to writing:
8. Model writing a sentence or two, pointing out my use of He was very successful, as he
capital letters and punctuation at the end of a sentence. was able to identify multiple
9. Invite the student to write down their thoughts for about 7 resources from previous
minutes. Explain that this is a draft and does not need to be readings and consider how
perfect. he would use them in a
10. If there is time, workshop his writing! different situation.
Comments: He listed more than 2
resources, but that just
demonstrates further
understanding. He also used
some dialect-based writing, such
as “Ima”.

Lesson 6: Fluency + Word Knowledge + Comprehension + Writing
Objective: The student will know what natural resources were traded between the Native Americans and the European Colonists and why those
resources were important to those groups.

Lesson Assmt: Evidence will be collected by taking a picture of his writing sample


Cold Reads ONLY: PASSAGE name: Black Holes PASSAGE Level: 2nd grade, L (lexile of 370) This Week’s Rates:
Rate # Errors
(wpm)
Lesson 1 144 2 In fluency lessons, we worked a lot on phrasing and sounding like we were having a Rate # Errors
Lesson 2 111 0 conversation when we were reading! During your last sets of reading, you read over 100 (wpm (acc)
words per minute! That tells us you are becoming a faster reader who also can read )
Lesson 3 102 2
carefully to avoid making errors. We will continue to build on this today, seeing if we can
Lesson 4 108 0 1st Read (cold) 121 0
read at 120 words per minute.
Lesson 5 128 2 2nd Read (hot) 121 0
● Timed Repeated Reading (TRR) 3rd Read (hot)
Lesson 6 121 0 127 0
Teacher Model
● Read aloud the passage to the student.
Justification for today’s fluency plan: ● Did the student graph the results?
● Model good inflection and speed (not too fast, not too slow).
● Did the student reach the goal for
STUDENT needs more work on his today?
COLD Read Aloud for Timing
fluency, and is getting much better ● What will you do next as a result of
● Time his/her reading rate.
with expression and voice. We are today’s student outcomes?
● Student completes the TRR chart.
now working closely with him on
● Discuss rate growth and error decrease.
improving his actual rate and
getting his WPM up to a higher level. HOT Read Aloud for Timing (same as steps a. – c. in #2)
What is the new goal, or student
outcome, you hope to achieve by
the end of today’s fluency work?
I hope that by the end of today’s

lesson, STUDENT will be able to read
the passage at 120 WPM.

Justify why you selected this sort: Choose Word Study or Road to Reading Lesson Cycle ● This sort was
We selected this sort because Word Study Stage: Early Syllable Juncture ● Do errors tend to cluster around a
STUDENT had a lot of issues with the FEATURES SORTED: long a accented syllable, short a unaccented syllable particular weakness?
vowel based sort that we did last Sort link ● If WWP:
week. We were not sure if the o ☐Sound ☐Pattern
difficulty was due to a general long a/long o short a/short o
☐Position
misunderstanding of vowels or that it ● If SA:
was too many at once and he was mayor packet o Previously learned patterns
overwhelmed. Therefore I cut the in ☐LN ☐WWP
vowels down to 2 this week and bracelet valid ▪ Which features?
only focused on the long and short crayon habit o ☐Doubling
versions of o and a. o ☐Syllable Juncture
basic/open cabin/solid o ☐Other
payment/owner attic/polish
How did your student do on the last
sort? painter/soapy plastic/profit ● Comments:
The student was not successful on
the last sort and demonstrated a

struggle differentiating between Sort Results:
● Introduce and Model
short and long vowel sounds. It is % correct
○ Review vowels- long and short Today
clear that he needs more work on
○ Intro words, exclude words children cannot read.
this topic.
○ Model how to sort using feature words: Comments:
Sort Results:
Features % correct ■ Pattern: Pay attention to the middle of the words. The sounds we
Lesson 1 sound of hear may be different
-ed (/t/ vs
92% ■ Explain that we will sort by the sounds we hear within words. We
/d/ vs
/ed/) will pay attention to the first vowel and determine if it is long or
Lesson 2 adding short. We will sort the sounds by if they are long or short.
-ing: ● Sort and Check
doubling 80% ○ Student reads each word aloud.
and
○ Place feature headers in top of column.
e-drop
○ Student sorts independently.
Lesson 3 adding
-ed: ○ Student compares word card back to header.
doubling 67% ○ Student checks work and explains choices.
and
e-drop ● Reflect
Lesson 4 VCCV
○ Student provides summary statement regarding features.
at syllable
100%
juncture
● Extend
Lesson 5 V/CV and
VC/V long ○ The student will be presented with three words. The student must
and short 63% determine if the words have an a/o sound, and, if so, whether the a/o
vowels
sound is long or short.
Lesson 6

Justify why you selected this
strategy?
We believe that this Comp Visualization Was the student independent in
strategy will lend itself well to using the strategy?
helping STUDENT understand Strat: SOL:
the ways in which natural VS.3 The student will demonstrate an understanding of the first permanent English settlement in America by
resources are used by different b) describing the economic and geographic influences on the decision to settle at Jamestown;
c) describing the hardships faced by settlers at Jamestown and the changes that took place to ensure survival
people. This is also a strategy
g) describing the interactions between the English settlers and the native peoples, including the role of the Powhatan in the
to incorporate writing, which
survival of the settlers.
he seems to greatly enjoy.
● The student will be able to identify the Authentic Questions Pattern Puzzles Sum It Up Concept of Definition student today with these tools?
natural resources traded between the Seed Discussions Graphic Organizers Framed Paragraph Map
colonists and Native Americans. Group Pattern Puzzles Venn Diagram/Comparison Writing Template Graphic Organizers
Group Graphic Selective Journal/Learning Log Sentence/Word
Which of the tools to the right will you use Organizers Underlining/Highlighting RAFT Expansion
in the Carousel Column Notes Spool Paper Word Combining
B-D-A reading to scaffold Gallery Walk History Frame/Story Map Sentence Synthesis Capsule Vocabulary
meaning-making so that the student Concentric Circles Sticky Notes Word Combining Semantic Feature
successfully attains the outcome Clock Buddies Opinion-Proof/Conclusion-Sup Analysis
(obj/assmt)? Group QARs port Journal/Learning Log
● Group graphic Capsule Vocabulary Problem-Solution
Semantic Feature Analysis
● Sticky notes
● Framed Paragraph
● Journal

them
What prior knowledge does your student How will you activate the learner’s prior knowledge related to this topic? ● This topic was .
have on this topic? 4. Setting the Hook
Based on our previous lessons, our student What about the “hook” was
a. Display a slide with a few natural resources on them and a few non-natural resources (both
now has the background knowledge of engaging for the student?
from the story we read). Identify each resource with the student.
what natural resources are and how they
i. Ask: Which of these are natural resources that just happen in nature? Which of these
were used by Native Americans and How did the “hook” connect the
colonists. We will provide him with more are not?
new knowledge to come in the
background knowledge this week as we talk ii. Discuss and sort the objects accordingly
DURING with the child’s prior
about some resources that were traded knowledge?
between the two groups. 2. Vocabulary Review
a. Before reading, go over some words that may be troublesome. Talk about how they Vocabulary Difficulty level?:
How will you create a common experience are pronounced, connect to word study if possible, look for ways to break word apart,
or “knowledge base” from which to build and talk about meaning if unknown. List the words below.
Words and page #s:
filling?
1. complex (pg. 19): made of many parts or hard to understand
In previous lessons, we created a common
2. dependent (pg. 19): needing another person or thing for support
experience by providing a base level of
understanding for him about what a natural 3. crops (pg. 20): plants grown to be food
resource is and how it is used by Native 4. fertilize (pg. 22): treating the ground to help plants grow
Americans and colonists. We will build upon
this knowledge as we now consider items
from this time period and whether or not

they qualify as natural resources. This will
prepare him for the reading, where he will
encounter resources that are natural and
resources that are man-made (capital).

LISTENING
(~15 MINUTES)
Text Title: Life in Colonial Reading Level: 4th Text Format: Diversity & Accommodations
America (Chapter 3) grade Chapter book
Differentiated by reading ability: ☐
Genre: Nonfiction
technique/tool for the DURING reading? techniques?
This technique fits in well with the overall ● The student will stop at predetermined points in the book to draw a picture of what he ● Level of independence?
is reading about and then write one sentence explaining what he drew. He will use
index cards to draw the pictures. ● Does the student know
● Explain that drawings should be completed in a minute (not artist level) and only one when to use this type of
something he enjoys. This will also give him sentence needs to be written. technique on his own (in
ample time to take in the information in which circumstances it
each section as we stop for him to draw works best)?
before moving on to a new section.

We will make sure to read the first paragraph

and model using this strategy, reminding him
how the strategy works and that he must
stop, draw a picture, and then write his
sentence before moving to the next section.
We will then do a guided practice with the
next section, and move into independent
work after that.
Justify why you planned your stopping points Remember: Instructional readers need to be working on SILENT reading. You should have 2 copies of ● Text difficulty level:
based on your student’s needs. what is to be read—your copy and your student copy. You will do a DR-TA for this portion…making
We decided to set a stopping point that predictions, reading silently to a predetermined stopping point, and then discussing for clarification. ● Does the student
allows our student to become involved with REPEAT as necessary to get through the assigned chapter/reading. self-monitor while reading?
a text, but not including so much reading
that it becomes overwhelming or prevents ● Model drawing and writing a sentence about one of the natural resources after finishing the first two
● TOTAL PAGES READ:
the strategy from being used. To keep sentences on pg 19. (I do)
STUDENT engaged and frequently practicing ● Independence with comp
● Encourage and support the student as they visualize and write a sentence.
this comprehension strategy, we will stop to strategy?
○ pg. 20 (stop after first paragraph @ crops): Draw the natural resources that stuck out the most
practice visualizing after each topic/ ● Areas of difficulty?
to you. Write a sentence explaining your drawing.
resource focus changes in the text. This ● Comments:
■ Offer guided practice for this drawing as needed (we do)
allows him to reflect on each of the main
○ pg. 20 (stop after second paragraph @ firepower): Draw the natural resources that stuck out
ideas discussed while remaining invested in
the most to you. Write a sentence explaining your drawing.
his reading.
○ pg. 22 (stop at the word England): Draw the natural resources that stuck out the most to you.

Write a sentence explaining your drawing.
What level of success did your student ○ pg. 23 (stop after second paragraph at the word months): Draw the natural resources that
experience last week in the DURING reading stuck out the most to you. Write a sentence explaining your drawing.
with the accommodations and scaffolds you
put in place to address identified diverse What are the big ideas/themes discussed as a result of this reading?
needs? As a result of this reading, STUDENT will become more familiar with the natural resources traded
between the Virginia colonists and Native Americans.
Last week, STUDENT was able to use this

strategy with success, being more specific in
his visualization representations (drawings
and sentences). He had some difficulty
focusing on parts of the text that he was
directed to, so more visual cues and/or
confirmation may be necessary for this
lesson.

LISTENING
(~10 MINUTES)
What level of success did your student ** THIS AFTER READING SECTION ALSO IS THE WRITING PORTION** ● How engaged and
experience AFTER reading with the What will students DO with the “place holders” collected in the DURING reading phase? motivated was the student?
accommodations you put in place to ● Ask the student to gather all of their index cards with a picture and sentence.
address identified diverse needs? ● How successful was the
● Review each picture and sentence.
Last week, STUDENT was very successful with student on the assessment?
● Ask the student to identify some of the resources that the colonists and native americans
his after reading work. He responded well to
traded.
the use of a mentor text and was able to
implement the discussed conventions in his ○ Write these resources on a slide ● Other Comments:
writing. Additionally, he was able to correctly ● Explain that we will now participate in a writing activity to consider more about these natural
recall multiple natural resources from the resources and their uses as different items.
previous few lessons. We put these into a list
for his reference, and he was able to WRITING LESSON
correctly identify and consider the uses of 1. Using a slide, present the writing prompt to the student: You find yourself in a new place and
those resources in his writing. don’t have any money. You do have some corn, an animal fur, and some apples. You meet a

person who has water, some sticks, and metal. The person wants to trade some of their
resources for your resources. What are you willing to trade and what items of his do you want?
Please Note: The Assessment occurs in the
After Phase! The point is to see what has
been learned as a result of the reading, so it 2. Tell him that before we write the answer to this question, we will be using a strategy to help
must come after one reads. figure out our ideas first which is called prewriting. For our prewrite, he will use a visual strategy
● Confirm that your assessment happens to determine what objects are traded. He is going to figure out what he will be trading and
here or in the Writing section: ☐ YES
what for BEFORE writing his answer to the question. Model use of this strategy.
● Confirm that your obj listed above
3. Model writing a sentence or two, pointing out my use of the prewriting that we used the index
matches your assessment listed here (i.e.,
card for.
what you said you were going to teach,
you actually assess for here or in the 4. Invite the student to write down their thoughts for about 7 minutes. Explain that this is a draft
Writing section): ☐ YES and does not need to be perfect.
5. If there is time, workshop his writing!


● The student will show his writing to the camera.
● The teacher will take a picture of it.

What will you use to assess learning of the objectives? How will you know your student has mastered
(i.e., made visible) the objective?
● We will take pictures of the students’ writing
● We will look that at least 2 resources from the reading are mentioned in his writing, along with
appropriate uses.
Writing (15 minutes)

REFLECT
to Inform Planning
RESPOND PROGRESS MONITOR
for Student Outcomes
with Targeted Instruction
What level of success did your student Writing Focus: List the writing focus area(s): ● Writing was completed:
experience with connecting the ideas from 1. Using a slide, present the writing prompt to the student:
the readings to writing last week? Prewriting
You find yourself in a new place and don’t have any ● Level of success
He was very successful, as he was able to
money. You do have some corn, an animal fur, and some connecting reading
identify multiple resources from previous
apples. You meet a person who has water, some sticks, concepts to writing:
readings and consider how he would use
and metal. The person wants to trade some of their Comments:
them in a different situation than what was
described in the reading. He correctly resources for your resources. What are you willing to trade
identified different resources and considered and what items of his do you want?
their uses. 2. Tell him that before we write the answer to this question,
we will be using a strategy to help figure out our ideas first
Focus Areas: which is called prewriting. For our prewrite, he will use a
☐Voice ☐Conventions visual strategy to determine what objects are traded. He is
☐Ideas ☐Organization
going to figure out what he will be trading and what for
☐Presentation ☐Word Choice
☐Sentence Fluency BEFORE writing his answer to the question. Model use of this
strategy.
3. Model writing a sentence or two, pointing out my use of
the prewriting that we used the index card for.
4. Invite the student to write down their thoughts for about 7
minutes. Explain that this is a draft and does not need to
be perfect.
5. If there is time, workshop his writing!

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Comprehensive Lesson Plan

Lesson 1: Fluency and Word Knowledge

Unit EQ: N/A Yet

Objective: N/A Yet

Fluency (10 minutes beginning; 5 minutes end)

Lesson 4 2. COLD Read Aloud for Timing

● What is the new goal, or student

Word Knowledge (15 minutes)

Lesson 2: Fluency and Word Knowledge (link to resources)

Objective: n/a yet

Fluency (10 minutes beginning; 5 minutes end)

Lesson 5

pausing appropriately). Today’s his goals relate to prosody and giving

Word Knowledge (15 minutes)

little more. This time, we may circle

Lesson 3: Fluency + Word Knowledge + Comprehension

Unit EQ: How do we use the land we live on?

Fluency (10 minutes beginning; 5 minutes end)

solidify those words more in his for some coaching to be offered.

Word Knowledge (15 minutes)

● What will you emphasize next

Comprehension (30 minutes)

BEFORE READING, VIEWING, OR LISTENING TEACHER STUDENTS

multiple times before. However,

Lesson 4: Fluency + Word Knowledge + Comprehension

Fluency (10 minutes beginning; 5 minutes end)

Lesson 5

● Time his/her reading rate.

become more aware of pausing adding in a specific goal to

● What is the new goal, or student

Word Knowledge (15 minutes)

As STUDENT is in the early stages of Same VCCV Different VCCV

● What will you emphasize next

Comprehension (30 minutes)

Justify why you selected this for Student Outcomes

How independent was your student last

BEFORE READING, VIEWING, OR LISTENING TEACHER STUDENTS

● Does the student know

drawing copies of some

couple of times before he correctly used the

Lesson 5: Fluency + Word Knowledge + Comprehension + Writing

Unit EQ: How do we use the land we live on?

Fluency (10 minutes beginning; 5 minutes end)

● What is the new goal, or student

sound more natural. He will also

Word Knowledge (15 minutes)

Lesson 5 V/CV and

● What will you emphasize next

Comprehension (30 minutes)

● Group graphic Semantic Feature Analysis

How independent was your student last

BEFORE READING, VIEWING, OR LISTENING TEACHER STUDENTS

was more difficult than before

each section as we stop for him to draw independent in drawing

Writing (15 minutes)

with Targeted Instruction

Lesson 6: Fluency + Word Knowledge + Comprehension + Writing

Fluency (10 minutes beginning; 5 minutes end)

I hope that by the end of today’s

Word Knowledge (15 minutes)

Comprehension (30 minutes)

BEFORE READING, VIEWING, OR LISTENING TEACHER STUDENTS

from this time period and whether or not