EDT 346E WEEKLY LITERACY LESSON PLAN KEY ASSESSMENT WITH TECHNOLOGY: Week 6

Teacher Candidate: Kassie Dobbs

Student: Douglas
Grade: 1st
Dates: 4/22/15-4/24/15

Lesson
Plan # 6

PLAN

1st Strategy

2nd Strategy

Clusters (50 Literacy Strategies to

Follow Informal Reading Inventory
Assessment pg. 21-24) Student will
draw a web-like diagram on a piece of
paper. In the center of the web a main
idea and written and key details written
off of the main idea. The students
final work will look like a sun with
several lines drawn from the center
idea.

Picture Sort. (Words Their Way p. 56)

Students identify whether a picture has a
certain sound. They then sort the pictures
into rows of the correctly identified
sound.

1st Assessment

Addl Literacy Assessments (optional)

Strategy Title &

Complete Source;
Description of Strategy:

Assessment Title &

Complete Source

Bader Graded Reading Passages None

(Bader Reading and Language
Inventory)

Description of Learner:
Include reading levels,
assessment data, any
differentiations; add new
information to each lesson
plan _____

No accommodations needed

Bader: Instructional Reading Level = 2nd grade

Bader Graded Reading Passage = 28 wpm

Developmental Spelling Stage = Early Within Word Pattern

Running Record = Ducks in a Row (gr. 1) (narrative) independent level with

97% accuracy at 47 words per minute

Timed Repeated Reading Assessment: WCPM=115

Concepts of Print score: 18/22

ILKleiman spring 2015 (Adapted from www.stmartin.edu & Dr. Michelle Cosmah, EDT)

Common Core ELA

Standard: Identify strand,
grade, number (e.g.,
RL4.3) & include entire
standard + any applicable
subcategory.

Cloze Procedure percentage: 72%

1st Strategy

RI.2.2

R.F. 2.3.A

Determine central ideas or themes of a

text and analyze their development;
summarize the key supporting details
and ideas.

Know and apply grade-level phonics and

word analysis skills in decoding words.
(A) Distinguish long and short vowels
when reading regularly spelled onesyllable words.

1st Strategy

2nd Strategy

Student Learning
Objective (central
focus): ABCD

Audience: Who (the

student)

Behavior: What
(standard)

Condition: How
(strategy & text titles)

Degree: Measureable
outcome _____

Instructional Materials,
Equipment &
Technology: List titles &
sources of all of the texts
(including reading levels),
materials & technology
you & your tutee will use
during the lesson & attach
materials or photos to
lesson plan. _____

2nd Strategy

The student will determine the central

ideas of the text Animal Faces (gr. 1) to
summarize the key supporting details
and ideas by creating a Cluster Map
that has three or more correct key
details.

1st Strategy

Insect
Detective
(gr. 3) by Steve
Voake

Animal Faces (gr.

1) by Darlyne A.
Murawski

iPad

Student will know and apply grade-level

phonics and word analysis skills in
decoding words by being able to
distinguish long and short vowels when
reading regularly spelled one-syllable
words by completing a picture sort with
long and short es. The student should
sort at least 16 of the 20 words correctly.

2nd Strategy

Assessment(s)

Words Their Way

printed picture sort
for long and short-e
(2 different ones)

Bader Graded
Passages score
sheet

Colored pencils

Bader Passage
Pat and the
Kitten (gr. 1)

Pink paper (2)

Glue

Bader Passage
The Song of
Little Frog (gr.

Functional Language:
List literacy terms &
academic language you
will use to help the
students understand the
literacy strategies &
content (terms from the
strategy & the standard,
e.g., discuss, analyze,
compare-contrast; predict,
question, decode, etc.).

Key Vocabulary: List

vocabulary from the text
&/or activity that is at the
students instructional &
frustration level (at least 4
words). _____

the app show me

Scissors

Example of a cut
and glued picture
sort

2)

1st Strategy

Bader Passage
New
People
(gr. 3)

Bader Passage
Drawing
Pictures (gr. 4)

Pen

2nd Strategy

Vocabulary

Phonics

Writing

Long vowels

Content areas

Short vowels

Picture sort

Syllable

1st Strategy

2nd Strategy

Detective

Bean

Scratching

Vest

Antennae

Wheel

Camouflage

Rest

Scuttle

Oddball

Precious

INSTRUCT & ENGAGE

Independent Reading:
Text must be at the
students independent

Text(s): Title & Author + Reading Level:

You read aloud

ILKleiman spring 2015 (Adapted from www.stmartin.edu & Dr. Michelle Cosmah, EDT)

reading level OR at his/her

instructional or frustration
level if you are reading it
aloud.

Ted (gr. 2.7) by Tony DiTerlizzi

Tutee read aloud

John Willy and Freddy McGee (gr. 2.1) by

Holly Meade

You both read silently

(What will you read? _____
______________________)

Literacy Assessment (NO

scaffolding):
Purpose: Why student is
completing assessment
Directions: Step-by-step,
complete instructions
Closing: Conclude the
assessment, transition to
next activity _____

Literacy Assessment

Additional Literacy Assessment(s)

Purpose: From the first time we

starting meeting we have been working
on so many different things! We have
worked on comprehension skills,
fluency skills, and vocabulary. This
assessment is going to let me know how
much progress we have made together.
You have seen some of these passages
before. So lets begin!

None

Directions: All you need to do is read

these passages that I will give you.
Read as best as you can! If you cannot
figure out a word just tap the table and
skip over it. (Begin with the first grade
passage and continue until the tutee is
frustrated)
Closing: Wonderful! You have come
such a long way since we began
working together. You have always
been a good reader and you keep
getting better!

Literacy Strategies

Opening: Elicit students

background knowledge
about concept & strategy
in multiple ways (not just
questions). _____

1st Strategy

Since I know that you love bugs so

much we are going to do another
activity all about them! Instead of us
putting our science caps on I want us

2nd Strategy

Last week you told me how much you

loved coloring books. Well I have an
activity here today that involves lots of

to put on our detective caps (have the

tutee and myself act like we are putting
on our detective hats). A detective is
someone who wants to find information
about a question they may have. A
detective usually solves crime, but a
detective can also search for bugs.
Detective often use magnifying glasses
to solve clues just like scientist do! In
a way they are sort of similar. Can you
think of a time you may have seen a
detective in your life? (Possible
answers may be on a TV show or in a
book they read) Well we are going to
read the book Insect Detective by Steve
Voake. In this book there is a
character that is investigating all the
insects in his back yard! Lets take a
read and see how closely our main
character looks at all the bugs. We
will also complete our activity on the
iPad again! So we must be very close
readers.
(Read the book aloud to the tutee)

coloring.
We are going to do a picture sort! Lets
look at this piece of paper. (Point to the
piece of cheese) What is this? (Cheese!)
Good! And what is this picture? (a
queen!) Very good! Do you notice any
similarities between these words? (They
both make short e/they both have the
letter a in them/if he does not hear it then
guide him to the answer)
Lets see if we hear any similarities
between these two words (point to the
sleeping person (rest)) What is this
picture? (Rest) And what is this picture?
(Point to the dress) (Dress) Very good!
Now what sound do you hear between
grape and plate? (The long e sound)
Great! So today we are going sort the
pictures into the short e (make the short e
sound) and long e (make the long e
sound). These pictures at the top (point to
the long e, short e, and oddball) Are what
our pictures are going to be sorted under.
But watch out! We have an oddball
category. What does oddball mean?
(Something that doesnt fit). Right! So
there is one word here that does not make
the long e or the short e sound, so it will
be glued under our oddball category.
Lets get started!

Learning Activities: [Directions for the procedures that are broken down below.] Give detailed, step-by-step
instructions on how you will implement the instructional plan in the procedures below. Describe exactly what
you & the students will do during the lesson & how you will scaffold their learning. Please use a numbered or
bulleted list.
In planning your lesson, think about:

The complete step-by-step directions & scaffolding you will provide

What kinds of questions you plan to ask

Teacher Modeling: How

you alone will describe &

1st Strategy

2nd Strategy

ILKleiman spring 2015 (Adapted from www.stmartin.edu & Dr. Michelle Cosmah, EDT)

demonstrate the entire

strategy to the students (no
participation from
students) including
examples &
scaffolding._____

Wow! Our main character paid so

much attention to details when looking
at different insects. Kind of like how we
need to when we read a book and
gather information. I have the book
here called Animal Faces. This book is
similar to the one we just read. It gives
information about different kinds of
animals, except you are going to be the
detective for this story.
I am first going to read about the
different animal faces (read pages 1-4
aloud to the tutee). Wow! I learned so
much information from that section
about animal faces. Now I need to be
the detective and figure out the main
points from this section.
I am going to use my iPad to create a
cluster. Here I have my iPad pulled
up on an app that we have used
together before. I am going to write the
main idea in the middle with my finger.
I am going to write animal faces and
then circle it (Do exactly that on the
iPad moving very slowly for the tutee to
see).
Now what did my detective skills pick
up on in the text? I learned that cats
use their whiskers to help them know
where they are going. So on my cluster
I am going to draw a line from the
middle circle and write, cats use their
whiskers to help them get around. (Do
all of this when you are saying it.)
I learned that lovebirds have feathers
on their face to protect their skin. So I
am going to draw another line from the
middle and write with my finger,
lovebirds have feathers to project their
skin. Hmmm I want to put down one
last detail I learned when I read closely.
Oh! Frogs have smooth faces to help
them breathe and drink. So I will draw
another line and write with my finger,
frogs have smooth faces to help them
breathe and drink.

I have a blank sheet of paper here with

our sort and pictures. We are going to
sort these pictures into long e, short e,
and oddball. In order to help me keep
them straight I am going to color in each
of my categories. I am going to shade in
my long e with blue. (Shade in long e
with blue). I am going to shade in my
short e with orange. (Shade in short e
with orange). Then I am going to shade
in my oddball category with purple.
(Shade in oddball category with purple)
Now my next step is to start sorting my
pictures into the different categories and
I am going to read my first picture aloud
(read bean). Bean hmmm (sound out
the word bean) that sounds like it
belongs under the long e because it
makes the same sound as feet. So I am
going to shade in the bean orange to
match my short e.
(Next read the picture sled) (Sound out
the word sled) That sounds like the long
e so I am going to shade it in blue.
I am going to continue this process until
all my pictures have been shaded in!
When I am finished with my sorting I will
cut all the pictures out and place them
under each category like I have already
done with this example. (Show tutee an
example of the cut out categories and
pictures) (Move onto guided practice)

I want to record myself saying all these

facts. That way if I want to remember I
can listen and read! So, I am going to
press the big red button the very top of
the iPad (Point to the big red button at
the top). I will wait for the numbers to
pop up just like this. That way I know I
can start speaking. (When the numbers
pop up read the middle section and the
three facts) When I am done I am going
to press the read button again to stop
recording. Lets listen! (Listen to the
recording) Wow! I wonder what else we
can learn about animals.

Guided Practice: During

this part of the lesson, the
teacher and the students
practice together. You will
assist the students, takes
turns & participate along
with the class. _____

1st Strategy

2nd Strategy

The next section is all about animals

eyes. Lets make sure we are keeping
our detective hats on for key points in
the text! (Read pages 6-10 aloud to the
tutee) Wow! I learned so much
information again but about animal
eyes. I want to organize my thoughts
into another cluster. I am going to
write with my finger, animal eyes in
the middle of the screen. Hmmm what
is one thing that you read about animal
eyes? (Ask this to the tutee) Feel free
to look back in the text!

Now I want us to work together to find

out where our next picture will go!
(Point to the next word vest) Douglas, I
want you to sound out the word vest and
pick which category it falls under. (Tutee
sounds out the word and places it under
the long e category. If the tutee does not
place it correctly guide them until they
do. Then do the next word in the stack)
Good! Now lets shade it blue.

(Answer may vary depending on what

the tutee picks. Whatever the student
respond write it down on the cluster for
him) That was an interesting fact! I am
going to let you pick two more
interesting things that you learned.
(Guide the student into picking two
more things that he learned. If he says
that he did not learn anything then come
up with two more facts on your own.)
Since you are coming up with these
facts I will let you write on the cluster!
Remember to draw the line and write
with your finger. (Guide the student
during any sign of difficultly. Allow
them to make mistakes and erase their
answers.)

ILKleiman spring 2015 (Adapted from www.stmartin.edu & Dr. Michelle Cosmah, EDT)

Those are awesome facts! Can you

read back to me the things that you
learned? (Let the tutee read his
responses). Great! Now lets record
them so we can go back and listen and
read. I am going to read the middle
section and the first fact, and then I will
let you say the last two facts. Watch
how I press the big red button because
you will do this on your own! We need
to speak slowly and clearly close to the
iPad. (Record the next cluster with the
tutee. Be sure to guide the tutee if he
runs into trouble with the device). That
sounded awesome! Lets listen back to
that!

Independent Practice:
Release the students to
demonstrate their ability
to complete the activity
alone. Include complete
directions that explain
what students must do to
complete the activity &
meet the objective. _____

1st Strategy

2nd Strategy

I have the feeling you can be a detective

all on your own. I am going to read the
next section on animal mouths. Listen
very carefully and pay close attention
so you can make your own cluster!
(Read the next section animal mouth
and let the tutee create his own cluster
on the iPad)

Now I am going to let you try this all by

yourself! I know that you can do it!

Now that I have finished reading you

can create your own cluster. Remember
the format we have followed to continue
being a detective! I want you to have at
least three facts but you can do more!
You will also record your very own
voice! You can record when you are all
done with your cluster.

Closure (Assess): How

will the students
demonstrate their ability
to meet the objective,
including how you will
measure & document this
ability? Attach
assessment documents to
lesson plan where
appropriate. _____

Remember to shade in all your pictures

to the appropriate category. If you get
stuck just sound the word out and
compare it to the word on the heading.
Then cut out the pictures and glue them
under the right category.
If you decide to change your picture, but
already shaded it in thats okay! Just
color over it!

1st Strategy

2nd Strategy

You did such a wonderful job! Lets

listen to your recording and hear your
facts. Those are great! I am so happy
we got to learn more about animals.

Thank you so much for sorting all those

pictures! I like how you took your time
to sound out the words and doublechecked your work.

Student has 3 or more accurate facts

on cluster: ___________

How many words they sorted correctly

___________

How many word they did not sort

correctly ___________
Word they did not sort correctly:

Point deductions for writing errors, not following directions, etc.: ____ points
Comments:

EVALUATION CRITERIA

Accomplished (4)

Skilled (3)

Developing (2)

Ineffective or Not
Met (1 or 0)

Demonstrates
understanding of
effective literacy
instruction

Provides correct,
brief description of
strategy (1-2
sentences) &
complete title &
source of strategy;
provides accurate
description of
students
instructional &
independent reading
abilities, as well as
ongoing, correct
literacy
assessments

Provides general,
brief description of
strategy & complete
title &/or complete
source of strategy;
provides general
information of
students reading
levels

Provides incomplete
description of
strategy &/or
incomplete title &/or
incomplete source
of strategy or 1 of
these elements is
absent; special
needs &/or
accommodations
information is
incomplete

Activity description
&/or special needs
&/or
accommodations
information is
incomplete,
inaccurate &/or
absent

Demonstrates
understanding of
Common Core &
Student
Performance
Objectives

Appropriate CCSS
ELA standard (grade
level & content) is
selected &
completely cited;
objective is in
correct ABCD format
(4 features)

Appropriate CCSS
ELA standard (grade
level & content) is
selected &/or
completely cited;
objective contains
3+ correct of ABCD
format

CCSS ELA standard

(grade level or
content is
appropriate) is
selected or
completely cited;
&/or objective
contains 2+ correct
of ABCD format

CCSS ELA standard

is inappropriate
either grade level
&/or content
incomplete, &/or
absent; objective is
incomplete,
inappropriate,
unclear &/or absent

Audience
Behavior
Condition

ILKleiman spring 2015 (Adapted from www.stmartin.edu & Dr. Michelle Cosmah, EDT)

 Degree

Demonstrates
effective
instructional
planning:
Instructional
Materials

Lists contain all

necessary texts,
technology &
materials other
included in lesson
plan, including titles,
reading levels &
sources (with at
least one title
included for
independent
reading); all
materials are
correct, complete &
clear; strategy
materials are
attached

Lists contain
technology element
& all but 1-3
necessary materials
included in lesson
plan &/or only 1-3
missing titles,
reading levels &/or
sources (with at
least one title
included for
independent
reading); all
materials are
correct, complete
&/or clear; strategy
materials are
attached

Lists contain >3

missing but
necessary materials
included in lesson
plan &/or >1-3
missing titles,
reading levels &/or
sources; &/or
strategy materials
are attached

Instructional
materials lists &/or
materials
themselves are
incomplete,
inappropriate,
unclear &/or absent

Demonstrates
understanding of
functional
language & key
vocabulary

Lists of functional
language & key
vocabulary are
appropriate &
complete &
integrated into
lesson plan

Lists of functional
language &/or key
vocabulary are
appropriate &/or
complete &
integrated into
lesson plan

Lists of functional
language or key
vocabulary are
appropriate or
complete &
integrated into
lesson plan

Lists of functional
language &/or key
vocabulary are
incomplete,
inappropriate,
unclear &/or absent

Demonstrates
ability to elicit
students
background
knowledge

Both openings
appropriately elicit
students
background
knowledge &
prepares them to
learn strategy &
content in multiple
ways (not just
questions)

Both openings
appropriately elicits
students
background
knowledge &
prepares them to
learn strategy &
content (no yes/no
questions)

One or both
openings elicit
students
background
knowledge &/or
prepare them to
learn strategy &/or
content

One or both
openings are
incomplete,
inappropriate,
unclear &/or absent
for either or both
strategies

You provide
complete & correct
step-by-step
directions of the
activity, provide

You provide
complete and
correct step-by-step
directions of the
activity, provide

You provide
incomplete but
correct step-by-step
directions of the
activity &/or

Modeling is
incomplete,
inappropriate,
unclear &/or absent
for either or both

Attach materials to
this lesson plan that
you will distribute to
your student

From your students

responses, you
should be able to
determine if they
have sufficient
background
knowledge to
complete the
strategies & meet
the objectives

Demonstrates
understanding of
scaffolded
instruction
through modeling

of activity
Your modeling must
demonstrate the
activity & match the
objective

Demonstrates
understanding of
scaffolding
through gradual
release with
guided practice
Your guided
practice must
demonstrate include
each step of the
activity & match the
objective

Demonstrates
understanding of
scaffolding &
gradual release
with independent
practice
Your independent
practice must
restate the
directions & match
the objective

Demonstrates
ability to assess
students progress
with closure
Your closure must
ask students to
demonstrate their
ability to complete
activity & must
match the objective.

complete examples
& model each step
ALONE for both
strategies; modeling
of technology
element is present &
correct

examples & model

>75% of the steps
ALONE for both
strategies; modeling
of technology
element is present &
correct

examples &/or
model < 75% of the
steps ALONE for
either or both
strategies; modeling
of technology
element is
incomplete &/or
incorrect

strategies; modeling
of technology
element is
inappropriate or
absent

Guided practice
includes roles for
you & students with
complete directions
with you scaffolding
the activity by
participating WITH
the students for both
strategies; guided
practice of
technology element
is present & correct

Guided practice
includes roles for
you & students with
general directions
with you scaffolding
the activity by
participating WITH
the students for
either or both
strategies; guided
practice of
technology element
is present & correct

Guided practice
includes role for
students with no role
for you &/or you are
monitoring but not
participating, &/or
the directions are
incomplete
directions for either
or both strategies;
guided practice of
technology element
is incomplete &/or
incorrect

Guided practice is
incomplete,
inappropriate,
unclear &/or absent
for either or both
strategies; guided
practice of
technology element
is inappropriate or
absent

Independent
practice allows
students to
demonstrate ability
to complete the
activity ALONE, with
you providing
complete directions
for both strategies;
independent
practice of
technology element
is present & correct

Independent
practice allows
students to
demonstrate ability
to complete the
activity ALONE, with
you providing
general directions
for either or both
strategies:
independent
practice of
technology element
is present & correct

Independent
practice allows
students to
demonstrate ability
to complete the
activity with your
assistance &/or with
you providing some
directions for either
or both strategies;
independent
technology element
is incomplete &/or
incorrect

Independent
practice is
incomplete,
inappropriate,
unclear &/or absent
for either or both
strategies;
independent
practice of
technology element
is inappropriate or
absent

Closure requires
students to
demonstrate
measurable ability to
meet the objective
for both strategies

Closure requires
students to
demonstrate ability
to meet the
objective for either
or both strategies

Closure requires
students to
demonstrate
understanding of the
objective for either
or both strategies

Closure is
incomplete,
inappropriate,
unclear &/or absent
for either or both
strategies

ILKleiman spring 2015 (Adapted from www.stmartin.edu & Dr. Michelle Cosmah, EDT)

Attach any
documentation
instruments (e.g.,
checklists, rubrics,
etc.) to this lesson
plan.
Demonstrates
ability to determine
future instruction
with literacy
assessment(s)
Attach assessment
documentation
instrument to this
lesson plan where
appropriate

Assessment is
research-based &
evaluates students
abilities in
comprehension,
word study &/or
fluency; you provide
complete purpose of
assessment, clear &
complete directions
& closing with
transition to next
activity

Assessment is
research-based &
evaluates students
abilities in
comprehension,
word study &/or
fluency; you provide
complete purpose of
assessment, clear
&/or complete
directions & closing
with transition to
next activity

TOTAL POINTS _____ ( 1/2 for final score)

Assessment is
research-based &
evaluates students
abilities in
comprehension,
word study &/or
fluency; you provide
general purpose of
assessment, &/or
general directions
&/or incomplete
closing with
transition to next
activity

Assessment &/or
purpose, directions
&/or closing is
incomplete,
inappropriate,
unclear &/or absent

_______/20 points possible

_______ Key Assessment Score

Point deductions for writing errors, not following directions, etc.: