EDT 346E WEEKLY LITERACY LESSON PLAN KEY ASSESSMENT WITH TECHNOLOGY: Week 9

Student Performance Objective: The preservice teacher will demonstrate the following:

How to identify accurately the reading behaviors that stand out as strengths and needs of the student on an
ongoing basis.

How to create appropriate individual literacy lessons based on the students strengths and needs.

How to develop a complete understanding of assessments and diagnostic teaching as a means of gathering
information, analyzing, and gaining insight.

The preservice teachers ability to meet the objective will be determined based on the evaluation below.
The preservice teacher will demonstrate these abilities by creating complete lesson plans using the edTPA-based
literacy lesson plan and strategies and assessments from the applicable literacy texts such as BADER Reading and
Language Inventory, Intervention Strategies, 50 Literacy Strategies, Words Their Way, and 315E texts
appropriately and correctly, and using them to tutor an elementary school student. No online or other sources are
permitted.
NAEYC Standards

OSTP Standards

3a: Understanding the goals, benefits, and uses of

assessmentincluding its use in development of
appropriate goals, curriculum, and teaching strategies for
young children

3.1: Teachers are knowledgeable about

types, their purposes, and the data they

3c: Knowing about and using observation,

documentation, and other appropriate assessment tools
and approaches, including the use of technology in
documentation, assessment, and data collection

3.3: Teachers analyze data to monitor s

and learning, and to plan, differentiate, a
instruction

3d: Understanding and practicing responsible

assessment to promote positive outcomes for each child,
including the use of assistive technology for children with
disabilities

3.5: Teachers involve learners in self-as

goal setting to address gaps between pe
potential

4a: Understanding positive relationships and supportive

interactions as the foundation of their work with young
children

1.3: Teachers expect that all students w

full potential

4b: Knowing and understanding effective strategies and

tools for early education, including appropriate uses of
technology

4.2: Teachers use information about stu

and performance to plan and deliver ins
close the achievement gap

4d: Reflecting on own practice to promote positive

outcomes for each child

1.2: Teachers understand what student

able to do, and use this knowledge to m
all students

6c: Engaging in continuous, collaborative learning to

inform practice

4.6: Teachers create and select activitie

designed to help students develop as ind

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

learners and complex problem-solvers

6c: Engaging in continuous, collaborative learning to
inform practice; using technology effectively with young
children, peers, and as a professional resource

7.2: Teachers Take responsibility for en

continuous, purposeful professional deve
School improvements, and student achie

6f: Using technology effectively with young children,

peers, and as a professional resource

4.7: Teachers use resources effectively

technology, to enhance student learning

If you do not receive at least the cut score of 2.5 with no criteria receiving 1 point, you cannot continue further in
the ECE program. You are permitted to re-do and re-submit the key assessments that you do not pass. Any
resubmission will not affect your grades on the key assessment assignments.
Procedures: You will create a weekly lesson plan for each tutoring session based on the edTPA-based literacy
lesson plan template, including at least 1 different assessment and at least 2 different literacy strategies each week.
You MUST have a new lesson for each week of sessions, even if there is some continuation of a previous lesson
plan, and you MUST implement only strategies and literacy assessments from your ECE literacy courses.
Professionalism Expectation: This is a formal lesson plan that may be shared with your cooperating teacher and
other school faculty, as well as other Block 3. Therefore, your writing must demonstrate correct grammar,
spelling, and punctuation. Your final score will be lowered by 10-25% for numerous and repeated writing errors.
Note: You are required to complete the entire lesson plan template. For the weekly reflection, please see the
separate reflection assignments.

Teacher Candidate: Janea Van Natta

Student: Lincoln
Grade: First
Dates:4/22/15-4/24/15

Lesson Plan #
9

PLAN

Strategy Title &

Complete Source;
Description of Strategy:

1st Strategy

2nd Strategy

Word Sort Literacy Strategies p.151.

In this strategy, the student will sort
words according to their meanings,
similarities, or spelling patterns. This
strategy allows students to focus on
conceptual and phonological features
of words.

Grand Conversations Literacy Strategies

p. 45 This strategy focuses on
comprehension as well as oral language.
The student will talk about key details in
the text as well talk about the big idea.
The
students
also
explain
connections/feelings that they have to the
story.
Source: Lesson plan 6

1st Assessment

Assessment Title &

Complete Source

Addl Literacy Assessments (optional)

Graded reading passage. Tip the Timed repeated readings. Source: Literacy
Cat, Bader text p.47 RP-12
Assessments p.25
Graded reading passage. On the Bus
Bader Text p.49 RP-14

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

Common Core ELA

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

Passage used: A Wish for Fish RL:K-1.

Source: Teachers pay teachers

No accommodations needed

Bader Graded Reading Passage: 4 miscues during PPEA reading passage,

Tip the Cat Student can read independently at pre-primer. Source: Bader
p.47 & RP-12

DSA: (Primary) Early letter name alphabetic stage. Words spelled correctly:
4. Scored 21/56 feature points and 25/82 total points.

Running record: Word Count-104. WPM-32. Miscues-9. Text used: Whose

Mouse Are You? RL: 1.5. Source of assessment: Literacy Assessments

Scored an 8 on the multidimensional fluency scale. Passage used: Green

Green Frog RL: K-2. Source: BCPSS.org/poetry

Scored a 4 on the comprehension rubric retell. Source: Literacy strategies

Text: Cat Traps RL: 1.2.

DSA#2: (Primary) Early letter name alphabetic stage. Words spelled

correctly: 6/26. Scored 25/56 feature points and 31/82 total points.

1st Strategy

2nd Strategy

CCSS. ELA-Literacy.RF.1.2

CCSS.ELA-Literacy.RI.1.1

Demonstrate understanding of spoken

words,
syllables,
and
sounds
(Phonemes)

Identify the main topic and retell key

details of a text

CCSS.ELA-Literacy.RF.1.2.A
Distinguish long from short vowel
sounds in spoken single-syllable
words.

Student Learning

1st Strategy

2nd Strategy

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

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.
_____

The student will demonstrate an

understanding of spoken words,
syllables, and sounds as well as
distinguish long a from short a
vowel sounds by sorting words from
the story I Like Myself by making
two or fewer sorting errors.

1st Strategy

iPadWord
sorting app. This
use of technology
enhances
the
lesson by making
the words bigger
and allowing them
to drag the word
to the correct
column
using
their finger.
I Like Myself
By:
Karen
Beaumont.
RL:
1.8 (Student will
be listening to
story)

The student will be able to identify the

main idea of the story, Splish Splash, and
retell at least two key details from the text
while participating in a grand conversation.

2nd Strategy

Splish Splash
By: Sarah Weeks
RL: 1.2 (Student
will be listening to
story)

I Like Myself
By:
Karen
Beaumont. RL: 1.8
(Teacher and tutee
will use text used
last meeting during
guided practice)

Pencil

5 pieces Paper

Assessment(s)

Graded reading
passage. Tip the
Cat, Bader text
p.47
(Comprehension
question Sheet

Tip the Cat

Bader
graded
reading passage
RP-12

On The Bus.
Bader text RP-14

On the Bus
graded passage
(PPSA)
Bader
Comprehension
questions sheet
p.49

Timer (Measures
WPM of tutee)

Pencil

Second Assessment

Timed

repeated

readings sheet

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). _____

1st Strategy

Timer (wpm)

Pencil

2
Copies
of
reading passage,
A Wish for
Fish

2nd Strategy

Phonemic awareness

Fluency

Phonics

Comprehension

Vocabulary

Active Listening

Spelling

Understanding

Content areas

Key Details

Similar

Unique

Source: Lesson plan 6

1st Strategy

2nd Strategy

Myself

Chub

Rather

Scrub

Fingers

Three

Different

Squish

Everywhere

Hooray

INSTRUCT & ENGAGE

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

Independent Reading:
Text must be at the
students independent
reading level OR at
his/her instructional or
frustration level if you are
reading it aloud.

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

Literacy Assessment
(NO scaffolding):
Purpose: Why student is
completing assessment
Directions: Step-bystep, complete
instructions
Closing: Conclude the
assessment, transition
to next activity _____

Cooking with the Cat By: Bonnie Worth.

RL: 1.3
Move Over Rover By: Karen Beaumont.
RL: 1.2

You read aloud

Tutee read aloud

You both read silently

(What will you read?_____
______________________)

Shoe-La-La By: Karen Beaumont. RL:

1.5

Literacy Assessment

Additional Literacy Assessment(s)

Bader Graded Reading Passages

Timed Repeated Readings

Purpose: Today we are going to read

a short story called, Tip the Cat.
This story may be familiar to you
because we have read it together
before! We are reading this story so I
can see how much progress you have
made from the beginning of our time
together until now!

Purpose: Today we are going to read a

short passage called, A Wish for Fish.
By listening to you read this passage, I will
get a better understanding of your fluency
as a reader.

Directions: I want you to read this

short story to me and try your best
with each word. While you are
reading, I want you to focus on
sounding out each word in the story. I
also want you to try and remember
what you are reading so you can
answer some questions when we are
finished.

Directions: I want you to read this

passage. Try your best with each word. We
will read this same passage at least three
times. I want you to take your time reading.
I am going to set a timer while you read the
passage, however, do not let this bother
you. This will allow me to gather some
helpful information.
[Tutee reads through passage 3 times while
teacher records on sheet and tracks students
wpm]

[Tutee reads Bader passage while

teacher follows along marking sheet]
Closing: Great job! I loved how well
you read this story! You took your time
and really sounded out each word!

Literacy Strategies

Closing: Excellent job! Thank you for

trying your best with this passage! I love
how fluently you read!

Opening: Elicit students

1st Strategy
background knowledge
about concept & strategy
in multiple ways (not just When we read books, the pages are
questions). _____
filled with many different words! Some
words are similar or alike, and other
words are unique or different. Today
we are going to sort words using the
iPad into long A and short A words.
Before we get started, I want to do a
little activity. I want us to think about
what it means for a word to have a
short vowel sound and a long vowel
sound.

2nd Strategy

You may remember from a couple weeks

ago an activity that we did called grand
conversation.
Since I know that we both enjoyed
discussing the main idea and feelings we
had while reading some different books, I
chose to do this activity again with you!
First, I want you to use this pencil and
paper and draw a time where you have felt
left out or not included in an activity.

I have brought four note cards with

me. Each one of these notecards has a
different word on them.

[Student draws picture]

[Teacher lays out notecards in front of

student]

[Student tells teacher what he drew and

why he drew this]

Can you tell me what each of these

notecards say?

Now I want you to draw a picture of how

you have helped someone feel better when
they were not included in something.

[Student responds pat, mat, take,

lake]
Great! Will you sort these words, or
put together the words that sound
similar or alike?

Great picture! Tell me what you drew?

[Student draws picture on another piece of

paper]
Tell me about what you did to make
someone feel better.

[Student sorts word cards pat and mat

together, and lake and take together]

[Student tells teacher about that particular

time]

Great work! I notice that these words

all have the vowel a in them!

Great! Thank you for sharing that with me!

Now lets get started with our activity.

Can you point to the words that have a

short a in them?
[Student points to mat and pat]
What about the words with a long a
in them?
[Student points to words take and
ILKleiman spring 2015 (Adapted from www.stmartin.edu & Dr. Michelle Cosmah, EDT)

lake]
Great! We are going to be sorting long
a and short a words from the book,
I Like Myself while using the iPad!
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 &
demonstrate the entire
strategy to the students
(no participation from
students) including
examples &
scaffolding._____

1st Strategy

2nd Strategy

Today we are going to complete a word

sorting activity.

Today we are going to have a grand

conversation about a book that is similar
to the pictures that you drew.

A word sort is a way for students to

organize words with similar spelling
patterns. We can use this information
from our word sort to help us sound
out different words while we are
reading.
I want you to watch me as I show you
how to do this. We are going to be
reading the story, I Like Myself.
When I hear a word with a long a or
short a sound I am going to stop
myself and find this word on my iPad.
Once I find this word on my iPad, I am
going to drag this word under the
correct title, either long a or short a
using my finger.
[Teacher begins reading story and
comes to the word glad]
I just read the word glad. I am going to

A grand conversations is an activity that

will help us explore the big idea of a story
and share any connections that we have to
the characters.
I am going to show you how to do this. I
am going to use the first four pages of the
story that we read earlier this week, I
Like Myself.
Before I get started, I am going to take a
piece of paper and my pencil and draw a
picture of what I remember from the
beginning of this story.
[Teacher draws picture of a girl looking in
the mirror, teacher is modeling looking
back at the pictures]
The next thing that I am going to do is
write down three key details that I

say this word to myself aloud three

times so I can really here what sound
this a in the word is making.

remember happening in the beginning of

this story.

[Teacher adds three key details to sheet of

[Teacher repeats word glad aloud 3 paper]
times]
The three key details I added are:
I can tell from saying this word aloud 3
times that this word is making a short
The little girl is happy about who
a sound.
she is
Now that I know the word glad is
making a short a sound, I am going to
find this word on my iPad and use my
finger to drag it into the short a
column in our word sort.
[Teacher finds the word glad on iPad
and drags it under the short a column
using her finger]
Now that I moved the word glad under
the correct title using my finger, Im
going to keep reading looking for other
words with the vowel a in them that I
can sort.

She wouldnt want to be anyone

else

And she likes her ears, eyes, and

nose.

Now Im going to think about the

beginning of the book that we read last
time we met, I Like Myself. I can
remember that the main idea in this story
is that the little girl in the story is happy
with who she is.

Since I know what the main idea in the

beginning of the story is, Im going to
think about a connection that I have to this
[Teacher continues reading the next
story.
page]
[Teacher comes to the words, tame and
same]
Hmm. I just read two words with the
letter a in them that sound a little
different then the short a word I sorted
earlier.
[Teacher repeats words same and tame
3 times]

I can connect to the main character in this

story because she is happy with the person
that she is! I also am happy with the
person that I have grown into!
I can also remember during the beginning
of this story feeling happy because the
little girl shared everything that she liked
about herself!
Lets move on!

While saying these words out loud to

myself 3 times, I can hear the a
saying its name in both of these words!
Since I know long vowel words say
their name, I know that same and tame
are both long a words!
[Teacher finds words same and tame on
iPad and moves them with finger under

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

Long a column]

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

Now that you have watched me sort

long a and short a words into columns
using the iPad, I want us to do this
together while reading the next couple
pages of our book, I Like Me

Since I have showed you how to do this, I

want us to work together to do this with
the rest of the book that we read last time
we met.

While Im reading, I want you to listen

to the words that I am reading. I also
want you to follow along using your
finger.
When you hear me read a short a or
long a word, I want you to stop me so
we can sort this into the right column
using our iPad.

Lets think back to what the rest of this

book was about, we can look back at the
picture to help remind us!
Lets reflect on the next part of the book
and brainstorm some things that we can
draw for our picture!
[Teacher and tutee brainstorm pictures that
they can draw while looking back through
the book]

[Teacher continues reading next page.

Student stops teacher when she reads What is something you think we could
the word: Fast]
draw?
Good! You stopped me when I read the
word fast. I want you to say this word
out loud three times to yourself.

[student responds: a girl being silly, a

skeleton]

Is the word Fast a short a or long a

word?

Great! Since I know youre a really good

artist, will you go ahead and draw the
picture on this sheet of paper!

[Student responds: short a]

[Student draws picture]

Good job! The word fast is a short a

word. Go ahead and move this word
into the correct column on the iPad
using your finger.

Thats a great picture! Now lets think

about what we think the main idea is from
this part of the story!

[Student moves the word fast into the

short a column on the iPad using his
finger]

I know this part of the story talks about

how even though shes silly, and crazy, she
doesnt care what anyone else thinks about
her!

Great Job! Lets move on!

So I think the main idea from this part of

the story is that you should be happy with
yourself no matter what anyone else

[Teacher continues reading story]

thinks!

Hmm. I just read the word say.

The next thing that we need to do is come

up with three key details! I know one key
detail from this part of the story is that
shes having too much fun to worry about
what anyone else thinks!

[Teacher repeats the word say three

times out loud]
What column do you think the word
say belongs in? Short a or long a?

[Teacher adds key detail to paper]

[Student responds: Long a]

What are two more key details that we can

add to our list?

Great! Please move this word into the

correct column on the iPad.
[Student moves the word say into the
long a column on the iPad]
Awesome job!

[Student shares two more key details: Even

if her hair is messy she is still happy-she
doesnt care if people stare]
Thank you! Those are two great key details
to add to our list!
One connection that I had to the story is
where she said she thinks shes goofy! I
also think I can be goofy sometimes!
Whats a connection or feeling that you
had while reading this story!
[Student shares either a connection or
feeling]
Great! Lets move on!

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

Now that you have watched me how to

do this, and we have done this together,
you are ready to try this on your own!

Now its your turn! You have watch me do

this activity and we have done this
yourself! I want you to try this on your
own!

I am going to continue reading the

book, I Like Myself. When you hear
me say a short a word, or a long a
word, I want you to stop me.
When you stop me, I want you to tell
me what the word is and if it is a long
a or short a word.
After you tell me what the word is, and
if it is a short a or long a word, you

I am going to read the book, Splish,

Splash, to you!
While I am reading this book, I want you
to be thinking about what the main idea is
as well as some key details and
feelings/connections you have to the story!
I also want you to remember to draw a
picture to help you come up with some

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

are going to sort this word into the

correct column on the iPad by
dragging the word with your finger.

ideas to complete this activity!

[Teacher reads story]

[Teacher continues reading story while Wow! That was such a great story! I really
student completes word sorting activity liked the ending!
on his own using the iPad]
Go ahead and draw your picture! After
you are done! I want you to tell me what
the big idea was in the story as well as
some key details or feeling/connections
you had while listening to this story!
[Student shares with teacher big idea and
key details from story as well as
feelings/connections]

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. _____

1st Strategy

2nd Strategy

You did a great job completing this

word sort activity of long a and short
a words all on your own while using
the iPad.

You did such an awesome job during our

grand conversation activity using the
book, Splish, Splash

Can you please read me the words that

are in the short a column on the
iPad?

I had some of the same connections and

feelings while reading this story!

You can use this strategy to help you

remember the big idea from a story that
[Student reads the words in the short you read as well as some key details!
a column]
_________________________________
Thank you! Now can you read me the
words that are in the long a column
on the iPad?
Student meets objective if he correctly
[Student reads words that are in the identifies the big idea in the story and at
long a column]
least two key details from the text.
Thank you so much for working with
me today! You did such an awesome
job!
Student meets objective if he makes
two or fewer errors while sorting long
a and short a words.
*I will measure this by closely
observing the student as well as
checking the word sort activity on the

Big Idea: Its is nice to include others even

if they are different from you! You should
always go out of your way to do the right
thing.
Key Details from text:

Chub is a fish in this story

Animals come a long throughout

iPad and recording any words that were

sorted incorrectly.

the story and ask Chub if they can

get in the tub with him. (Horse,
cats, pigs, giraffe, pigs, snail,
hippos, bugs.

_______________________________
Words in short a column: glad, fast,
want, can, all.

At first, they do not let the bug get

in because it is too crowded.

Words in long a column: same, tame,

say, crazy, change, make.

The characters in this story know

this is not right and make room for
the bug.

*I will measure the students ability

to meet this objective by checking
off things that he shares with me
during grand conversation on lesson
plan.

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

EVALUATION CRITERIA

Demonstrates
understanding of
effective literacy
instruction

Accomplished
(4)

Skilled (3)

Developing (2)

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

Ineffective or Not
Met (1 or 0)

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

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

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

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 &

Both openings
appropriately
elicits students
background
knowledge &

One or both
openings elicit
students
background
knowledge &/or

One or both
openings are
incomplete,
inappropriate,
unclear &/or

Audience
Behavior
Condition
Degree

Demonstrates
effective
instructional
planning:
Instructional
Materials
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

prepares them to
learn strategy &
content in multiple
ways (not just
questions)

prepares them to
learn strategy &
content (no yes/no
questions)

prepare them to
learn strategy &/or
content

absent for either or

both strategies

Demonstrates
understanding of
scaffolded
instruction
through
modeling of
activity

You provide
complete &
correct step-bystep directions of
the activity,
provide complete
examples & model
each step ALONE
for both strategies;
modeling of
technology
element is present
& correct

You provide
complete and
correct step-bystep directions of
the activity,
provide examples
& model >75% of
the steps ALONE
for both strategies;
modeling of
technology
element is present
& correct

You provide
incomplete but
correct step-bystep directions of
the activity &/or
examples &/or
model < 75% of
the steps ALONE
for either or both
strategies;
modeling of
technology
element is
incomplete &/or
incorrect

Modeling is
incomplete,
inappropriate,
unclear &/or
absent for either or
both strategies;
modeling of
technology
element is
inappropriate or
absent

Your guided
practice must
demonstrate
include each step
of the activity &
match the
objective

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

Demonstrates
understanding of
scaffolding &

Independent
practice allows
students to

Independent
practice allows
students to

Independent
practice allows
students to

Independent
practice is
incomplete,

Your modeling
must demonstrate
the activity &
match the
objective

Demonstrates
understanding of
scaffolding
through gradual
release with
guided practice

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

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.

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

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

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

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

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

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

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

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

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

activity

activity

TOTAL POINTS _____ ( 1/2 for final score)

activity

_______/20 points possible

_______ Key Assessment Score

Point deductions for writing errors, not following directions,

etc.:

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