Edtpa Lessons

Instructional Plan Template
Teacher Candidate: Katey McIntyre

Grade Level: K
Plan #
1 of
3
(Example: Plan #1 of 3)
Unit Focus (Comprehension or Composition): Comprehension
Lesson Title: Understanding Nonfiction Text
State Standard:
CCSS.
With prompting and support, identify basic similarities in and differences
between two texts on the same topic (e.g., in illustrations, descriptions,
or procedures). [RI.K.9]
Literacy Strategy:
Identifying characteristics of informational text
Related Literacy
Categorization
Skills:
Learning Objectives:
The kindergarten students will differentiate between fiction and
nonfiction texts by categorizing various fiction and nonfiction texts to
75% accuracy.
Academic Language
Language Function: Students will identify, with
Vocabulary: fiction, nonfiction
prompting, nonfiction text features including:
captions, glossary, illustrations/photographs,
and table of contents.
Discourse: Class discussion, reading examples Syntax: Word wall with vocabulary (fiction,
of fiction and nonfiction text.
nonfiction, etc.), categorizing texts into fiction
and nonfiction groups, finishing a statement
about nonfiction/fiction text (i.e. Nonfiction
writing is all about ; Fiction writing is all about
).
Pre-Assessment:
Relation to Personal, Theoretical Links:
Student Reflection:
How will you determine
How will you provide for
How
do
the
supports
you
Cultural, or
prior knowledge?
students to reflect upon
provide
align
with
best
Community Assets:
How does this lesson fit
your learners?
I will determine prior

knowledge by showing
students a fiction and
a nonfiction book. I will
ask the students, If I
want to learn all about
dogs, would I read this
book named Pet
Dogs or would I read
this Clifford: The Big
Red Dog book? Just
by looking at the
cover, can you show
me which book would
tell me more about
dogs? Is this the
My students love
learning about animals
and have had units on
many different animals
throughout the year. It
is one of their favorite
topics! During a recent
book fair, three of my
students who will be
featured in this lesson
purchased a nonfiction
book about dogs.
Therefore, a focus on
a particular animal will
engage them in this
unit.
practice?
their own learning

(metacognition)?
I have chosen to
complete this unit in
small group due to the
influence of Bruners
scaffolding theory. In
small group
instruction, I can
easily scaffold to meet
each individual
students needs.
Furthermore, per
Vygotskys theory of
the zone of proximal
development, this unit
has been developed
to meet each students
I will ask students

which type of text they
prefer (fiction or
nonfiction) and ask
them to explain their
reasoning. This will
make the students
consider both types of
texts in their answer
as well as the
characteristics of
those texts.
Page 1 of 12
fiction or the nonfiction

needs in the most
book? If you think the
developmentally
Pet Dogs book would
appropriate way. This
help me learn more,
means that I will be
show me a thumbs
using age-friendly
up. If you think the
texts, explicit models,
Clifford book would
and meaningful
help me learn more,
assessments that will
keep your hands in
ensure my students
your lap.
success.
This will show me
which students
understand the
concept of makebelieve (a.k.a. fiction)
and realism (a.k.a.
nonfiction).
Learning Segments and Pacing: What strategies, procedures, and transitions
will you use? What essential questions will you address in each segment? What
supports will you offer to differentiate instruction?
Engage in discussion by asking the students, What are your favorite

kinds of books to read?
I will determine prior knowledge by showing students a fiction and a
nonfiction book. I will ask the students, If I want to learn all about
dogs, would I read this book named Pet Dogs ? Or would I read this
Clifford: The Big Red Dog book? Just by looking at the cover, can
you show me which book would tell me more about dogs?
This will show me which students understand the concept of makebelieve (a.k.a. fiction) and realism (a.k.a. nonfiction).
Tell the students that we are going to be learning about two different
types of books: fiction and nonfiction.
Place the words fiction and nonfiction on the word wall.
Ask students what they know about fiction and nonfiction books.
Tell the students that fiction books are like make-believe. They tell
stories about things that couldnt happen in real life. Show an
example of a fiction book and point out some of the ways that you
could tell it was a fiction book based on the cover alone.
Bring out the Nonfiction Text anchor chart and discuss each bullet
point.
Tell the students that nonfiction books tell things that can actually
happen. Nonfiction books also teach us something and have real
pictures/realistic illustrations. Show an example of a nonfiction book
and point out some of the ways that you could tell it was a nonfiction
book based on the cover alone.
Read the following fiction story to the students and have them tell
Page 2 of 12
Materials: What
materials will you use in
each phase of the lesson to
support student learning?
E
N
G
A
G
E
Word Wall (fiction,

nonfiction)
Nonfiction Text
Anchor Chart
Chart Paper
Markers
Pet Pals: Pet Dogs by
Julia Barnes
Clifford Grows Up by
Norman Bridwell
you whether it is fiction or nonfiction.

One day, I was flying over the town on my pet dragon. Suddenly, a
huge purple kangaroo started chasing us! The kangaroo chased us
around the entire world three times! Finally, the kangaroo got so tired
that he fell asleep on top of the highest mountain. Then, my dragon
and I flew home and ate ice cream.
Ask students why this story was fiction. Chart their responses on a
piece of chart paper that is divided fiction and nonfiction.
Read an excerpt from one of the nonfiction books brought for the
explore portion of this lesson. Have students classify what you read
and then ask students why it was nonfiction. Chart their responses
on the same chart paper as the fiction story.
Pass out a variety of fiction and nonfiction books to the students.
Give the students three sticky notes that will be used to bookmark
things in their book that they found interesting or different. I have
chosen the number three because of time constraints in the
classroom.
One of the books will include a table of contents and a glossary. This
will form the basis for our next discussion of nonfiction text features.
The students will turn their books back in, and I will go through each
book and have them explain why they placed the sticky notes in
certain places.
E
X
P
L
O
R
E
Fiction Books: Big

Dog Little Dog by
P.D. Eastman, Clifford
and the Big Parade by
Norman Bridwell,
Clifford Grows Up by
Norman Bridwell, How
Rocket Learned to
Read by Tad Hills,
Rocket Writes a Story
by Tad Hills.
Nonfiction books: My
First Dog by Linda
Bozzo; Yorkshire
Terriers by Sara
Green; Boxers by
Sara Green; Saint
Bernards by Anne
Wendorff, Pet Pals:
Pet Dogs by Julia
Barnes.
Sticky Notes
If students have not identified the glossary, table of contents, bold

words or captions, I will briefly explain to them what each of those
terms mean. Since day twos lesson focuses on the aforementioned
terms, I will not place these words on my word wall on the first day.
I will model for the whole group how to figure out if the book is fiction
or nonfiction by engaging in a think aloud. I will point out some of the
things I see on the cover and ask myself questions like, Does this
book look like it will teach me something? Does this book look like it
could really happen? Does this picture have real pictures or are they
drawings of silly things?
To summarize our learning, we will finish a statement about
Page 3 of 12
E
X
P
L
A
I
N
Word Wall (fiction,

nonfiction)
Chart Paper
Markers
Assessment Cut and
Paste sheet
Scissors
Glue
Pencil
nonfiction/fiction text that will be portrayed on chart paper (i.e.

Nonfiction writing is all about ; Fiction writing is all about ).
Next, I will direct the students to the assessment by pulling up the
worksheet I created on the smart board. I will tell the students that
they are to look at the pictures of the book covers on the sheet and
decide whether it is a fiction or a nonfiction book. They will then cut
out the pictures and paste them onto the fiction or nonfiction side of
the worksheet. I will use the same book covers that were used
during the explore portion of this unit.
Assessment: How will you document evidence of
Supporting Varied Student Learning Needs:
student learning? Is this formative or summative
assessment?
How will you adapt the instruction to meet the needs of

whole class, individual, and specific groups of students?
What strategies and materials will you use to support
identified learners?
I will formatively assess student learning by

creating a cut and paste sheet that features the
various fiction and nonfiction text that the
students explored. There will be two categories:
fiction and nonfiction. The students are to
decide which category the books belong in, cut
the pictures of the books out, and glue them in
the correct category.
I will model for the whole group how to figure

out if the book is fiction or nonfiction by
engaging in a think aloud. I will point out some
of the things I see on the cover and ask myself
questions like, Does this book look like it will
teach me something? Does this book look like it
could really happen? Does this picture have
real pictures or are they drawings of silly
things?
I will include one example for each category on
the students worksheet for them to use as a
guide in case they forget what fiction and
nonfiction text mean (i.e. have a fiction book
already categorized as well as a nonfiction
book).
During the assessment, I will allow Logan and
KeAnthony the opportunity to interact with the
fiction and nonfiction books we explored earlier
in the lesson. This way, they will have a more
concrete example to work with rather than just
looking at the picture on the paper. I will also be
observing them closely to make sure they stay
on track.
Student Use of Feedback: When and how will
Feedback: What specific feedback noting strengths

and weaknesses will you provide to guide further
learning?
students utilize given feedback to guide further learning?
I will comment on the students ability to

distinguish between fiction and nonfiction texts
by, first, asking them how they knew the book
was fiction/nonfiction. I will then praise them on
their ability to pay attention to what the pictures
are telling us. I will continue by saying,
I will call students attention to the benefits of

attending to the pictures and ask them to apply
this skill as we look at another book.
Since this is the first day of my unit, there may
still be some misconceptions. Most likely, the
misconceptions will show themselves during
Page 4 of 12
Sometimes we dont even need words to tell

the assessment. After I discuss the
us what the book will be about! The cover can
misconceptions that my students are having,
tell us a lot about the book.
they will be able to come to the conclusion on
If the students have trouble distinguishing
their own that they have placed the book in the
between fiction and nonfiction texts, I will say,
wrong category.
Lets look at this picture again. What do you
see in this picture? Do you think that dogs are
big and red? And do you think a little girl can
ride him around like a horse? What type of
book is like a make-believe book? I will
scaffold my questions in a way that allows the
student to arrive at the answer on their own.
Future Planning: How does this lesson support the upcoming portions of the unit to guide further learning?
The first lesson supports the second lesson by providing a scaffold to the topic of features of
nonfiction text. For this lesson, much of the time is spent on distinguishing fiction and nonfiction
texts. The table of contents, glossary, and captions are lightly touched upon. During the next
lesson, we will discuss the aforementioned nonfiction text feature in a more in-depth manner.

Grade Level: K
Plan #
2 of
3
Unit Focus (Comprehension or Composition): Comprehension
State Standard:
CCSS.
Literacy Strategy:
Related Literacy
Text structure features
Skills:
Kindergarten students will identify a picture with a caption, a nonfiction
sentence, a fiction sentence, a bold word in a sentence, the glossary,
table of contents, and a photograph to 85% accuracy.
Academic Language
Vocabulary: fiction, nonfiction, photographs,
captions, glossary, table of contents, bold words
bold words, and table of contents.
Discourse: Class discussion about the features Syntax: Word wall with vocabulary (fiction,
of nonfiction text, reading examples of fiction
nonfiction, etc.) Explain that bold words are
and nonfiction text.
written darker, that the table of contents shows
the page number of the sections of the book,
Page 5 of 12
Pre-Assessment:
prior knowledge?
Relation to Personal,
Cultural, or
Community Assets:
your learners?
I will use an
anticipation guide that
includes the three
features of nonfiction
text as well as twothree that are incorrect
(ex. it includes talking
animals, characters
can use magic). I will
then review with
students the correct
answers. I will hold up
two books and ask the
students to tell me
which book is fiction
and which book is
nonfiction. I will also
ask them to explain
their reasoning.
My students love
book about dogs.
engage them in this
unit.
and that the glossary is similar to a dictionary.

Theoretical Links:
Student Reflection:
How do the supports you
provide align with best
practice?

their own learning
(metacognition)?
I have chosen to
complete this unit in
small group due to the
influence of Bruners
scaffolding theory. In
small group
instruction, I can
easily scaffold to meet
each individual
students needs.
Furthermore, per
Vygotskys theory of
the zone of proximal
development, this unit
has been developed
to meet each students
needs in the most
developmentally
appropriate way. This
means that I will be
using age-friendly
texts, explicit models,
and meaningful
assessments that will
ensure my students
success. Following
this instruction, my
students will be able
to more fully engage
with the nonfiction
books they enjoy
reading.
I will ask students

prefer (fiction or
nonfiction) and ask
make the students
as well as the
characteristics of
those texts.
Materials: What

I will ask the students if they remember the vocabulary words from
yesterdays lesson. If not, I will say the vocabulary on the word wall
aloud, have the students repeat them back to me, and allow them to
tell what nonfiction/fiction means.
Page 6 of 12
E
N
G
A
KWL Chart
Word Wall (fiction,
nonfiction)
I will use an anticipation guide that includes the three features of

nonfiction text as well as two-three that are incorrect (ex. it includes
talking animals, characters can use magic). I will then review with
students the correct answers.
Create a class KWL chart about dogs.
G
E
Julia Barnes
Show the book Pet Dogs: Pet Pals by Julia Barnes. I will, first, ask
E Computer
my students whether or not they think the book is fiction or
X Interactive smart
nonfiction. After we have determined that the book is nonfiction, I will P board
begin reading. I will pause at various points in the book such as
L Pet Dogs: Pet Pals by
when I arrive at the table of contents, when I see a photograph,
O Julia Barnes
when I see a bold word, when I see a caption, and when I arrive at
R
the glossary. As I stop at each of these sections, I will explain to my
E
students the function of that particular vocabulary term.
To make the connection between the focus animal and the focus
literacy strategy, ask students, Why do you think we are learning
about nonfiction text and dogs? (We are learning this because we
are going to be creating our own nonfiction text about dogs.)
Watch an informational video about dogs. The videos name is Dogs:
Animals for Children, and it is produced by All Things Animal.
Model for the class the table of contents from the Julia Barnes book. E Word Wall (fiction,
Ask the students what the table of contents does. If the students are X nonfiction, table of
unable to answer, tell them that a table of contents is on the first
P contents, glossary,
page of a nonfiction book. It shows what information is in the book
L caption, photograph,
and where you can find it.
A bold word)
Model for the class the captions. Ask the students what the captions
I
show. If the students are unable to answer, tell them that captions
N Julia Barnes
are short sentences that are found under pictures. These short
Assessment label
sentences describe the picture.
worksheet
Model for the class the bold words. Ask the students why these
words are darker than all of the others. If they are unable to answer,
tell them that these words are darker than the other words in the
story because they are important words. These bold words tell us
things that we need to know about the story.
Model for the class the glossary. Ask the students what a glossary is
for and what does it look like. If they are unable to answer, tell the
students that the glossary is in the back of the book. The glossary
has all of the definitions of the bold words in the book.
assessment?

I will give the students a labeling worksheet that

has an example of each of the terms (table of
contents, picture with a caption, bold words,
will adapt the instruction of the vocabulary to

reflect the students Amazing Words routine
that they do every day during reading.
Page 7 of 12
glossary, photograph) and have the students

add the words to it.
Students will also be give two simple sentences
to read. There will be one nonfiction sentence
and one fiction sentence. Students are to draw
a happy face by the nonfiction sentence and a
sad face by the fiction sentence.
As students are working on their sheet, I will
call students to my desk and give them a
nonfiction book. I will ask them to show me the
page that has the table of contents on it. I will
do the same for the glossary. I will compose a
checklist of the nonfiction text feature terms so
that I can sufficiently document which students
were able to accurately identify said terms.
Amazing Words are a part of the basal

reading program that my school uses Amazing
Words are key vocabulary terms related to that
weeks topic.. One way that I will do this is by
introducing the nonfiction text feature terms
with short and simple definitions (i.e. captions
a short sentence under a picture). Another way
that I will do this is by reading a sentence aloud
and having the students tell me which one of
our new vocabulary terms goes in the blank.
For example, I read the _____ under the
picture to help me understand the story
(caption).

learning?
For students who are displaying strength in the

I will give the students their work back at the
assessment, I will say, Way to go! You found a end of the lesson and review the
bold word. Can you see how this word looks a
misconceptions with them. For example, if a
little different than all of the words around it?
student circled the picture without the caption
Does is look like it is darker? Is that because
when he/she was supposed to circle the picture
they word is something that you need to know? with the caption, then I would pull the student
Now you know that whenever you see a bold
aside, tell him/her the definition of a caption
word in a story, you should pay close attention
again, give him/her the chance to correct their
to it because it is important.
work, and then have the student identify a
For students who are not grasping certain
caption in a nonfiction book.
concepts on the assessment, I will remind the
students of what certain terminology means.
For example, if the student cannot find the
picture with a caption, I will tell them that
captions tell us what the picture is about. I will
not say that captions are underneath pictures
so that the students still has to think about
which of the choices on his/her paper displays
a caption.
For this lesson, we are focusing on five new terms: glossary, table of contents, bold words,
captions, and photographs. This is because the next lesson will entail the students putting the new
vocabulary terms into action by composing a class nonfiction book about dogs that will include a
sentence, bold word, illustration, and caption about dogs on every page as well as a table of
contents and glossary that will be created whole group with guidance from the teacher.
Grade Level: K
Plan #
3 of
3
Unit Focus (Comprehension or Composition): Composition
Page 8 of 12

State Standard:
CCSS.
Literacy Strategy:
Related Literacy
Composing a sentence, spelling, punctuation
Skills:
Kindergarten students will compose one sentence about dogs that
includes a bold word and draw a picture that features a caption for their
picture.
Kindergarten students will create a glossary and table of contents for
their class book with guidance from the teacher.
Academic Language
Vocabulary: fiction, nonfiction, photographs,
captions, glossary, table of contents, bold word
bold word and table of contents.
Discourse: Class discussion, reading examples Syntax: Word wall with vocabulary (fiction,
of fiction and nonfiction text, reading pages
nonfiction, etc.) Explain that bold words are
from class book
written darker, that the table of contents shows
the page number of the sections of the book,
and that the glossary is similar to a dictionary
Pre-Assessment:
Relation to Personal, Theoretical Links:
Student Reflection:
How do the supports you
Cultural, or
prior knowledge?
provide
align
with
best
Community Assets:
your learners?
I will use the

assessment from day
two as a preassessment for the
last day of my unit.
The students will place
the terms (bold word,
caption, glossary, etc.)
in the correct locations
on the examples
provided.
My students love
book about dogs.
engage them in this
unit.
practice?
their own learning

(metacognition)?
Sheeran and Barnes

are two theorists that I
resonate with in
regards to their beliefs
about writing. Writing
is a powerful form of
expression It provides
the medium and mode
through which much of
education takes place.
When the students
write their own page
that includes the
nonfiction text
features, it is going to
solidify their
understanding of the
features.
I will ask students

prefer (fiction or
nonfiction) and ask
make the students
as well as the
characteristics of
those texts. I will also
ask which text feature
is most helpful to them
as readers. Have the
students bring over
the books they bought
at the book fair and
ask them if studying
Page 9 of 12
these text features has

made reading their
books easier to
understand and why.
I will also ask students
what nonfiction books
would be good for
(learning about new
things) and where is a
good place to find
nonfiction books (the
library). This will open
childrens eyes to the
world of research and
resources. My hope is
that, when the child
seeks to know more
about a particular
topic, that he/she will
remember nonfiction
texts and take a trip to
their local library to
further their own
learning.
Materials: What


I will begin with a review of the first lesson (i.e. discuss fiction and
nonfiction texts, classifying books as fiction or nonfiction, and talking
about the three things that make a nonfiction book). I will use the
assessment from day two as a pre-assessment for the last day of my
unit. The students will place the terms (bold word, caption, glossary,
etc.) in the correct locations on the examples provided.
I will continue by reviewing our new vocabulary words: caption,
glossary, table of contents, illustrations/photographs. I will ask the
students to say the vocabulary aloud.
Use the Julia Barnes book to model the table of contents, the
glossary, bold words, and captions. Have a student come to the front
and identify one of the terms within the book for the class.
Review the class KWL about dogs. Add to the chart facts that were
learned about dogs on day two. Fill in any wonders that the class
may have.
E
N
G
A
G
E
KWL Chart
Word Wall (fiction,
nonfiction, table of
contents, glossary,
caption, photograph,
bold word)
Julia Barnes
Label Worksheet
Remind students that we are learning about dogs because we are

going to be creating our own nonfiction text about dogs.
Reread the book Pet Pals: Pet Dogs by Julia Barnes. This will review
E
X
P
Computer
Interactive smart
board
Page 10 of 12
and reinforce important ideas about dogs that the student will use
L Pet Pals: Pet Dogs by
when writing their sentence about dogs.
O Julia Barnes
Watch an informational video about dogs. The videos name is Dogs: R
Animals for Children, and it is produced by All Things Animal.
E
After we have watched the video, I will engage the students in
E Dog writing template
discussion about things that they remember about dogs that we
X KWL Chart
either read about or watched on the video.
P Word Wall (fiction,
Then, I will model for the class an example of how their page about
L nonfiction, table of
dogs should look. Be sure to include a sentence with a bold word, an A contents, glossary,
illustration to go with the sentence, and a caption for the illustration.
I
caption, photograph,
I will then model a think aloud with the students in order to compose
N bold word)
another page on the interactive smart board. I will look through the
Promethean board
Pet Pals book to find a bold word and use the word in a sentence.
Pencils
The students will be given time to complete their pages.
Crayons
Next, I will collect the students pages and arrange them into a
Markers
nonfiction text about dogs.
Paper
First, I will review every students work and check to see if they
Stapler
included a bold word, caption, and illustration.
Construction paper
Then, as a class, we will compose the glossary and table of
contents. I will then have the students identify their bold word and
record their bold word in our glossary along with a student-created
definition.
I will follow a similar format with the table of contents. I will read each
students sentence aloud and ask the class, What information
should our readers know first? Lets look at some other nonfiction
books to see how their table of contents is laid out.
I will create a cover for the class book as well made out of
construction paper. This class book will stay on display in the
classroom for students to engage with whenever they like.
assessment?

The class book will serve as a summative

assessment for this unit. Throughout the
lesson, I will be progress monitoring the
students to ensure that they are on track.
If students are having trouble coming up with a

sentence and a bold word, I will scaffold their
thinking by asking questions like, What is
something that you think people need to know
about dogs? or What is your favorite thing
about dogs?
I will pair my struggling readers with the nonstruggling reader to assist with proofreading,
fluency, and understanding of the concept (i.e.
including a bold word).

learning?
Page 11 of 12
For my non-struggling students, I will commend For my non-struggling students, they will use
them on their sentence building skills. I will also the feedback regarding sentence building
ask why they chose that particular bold word to whenever they are working in their notebooks. I
include in their sentence so that they
expect them to be very careful and attentive to
understand how important bold words are in
their notebook work after composing their
nonfiction text.
nonfiction page for this unit. Some of my higher
For my struggling students, I will be closely
performing students will probably even try to
monitoring their work. I will allow them to use a
use bold words in their writing!
copy of the Gail Gibbons book to help find a
For my struggling students, they will use the
bold word and use it in their sentence. I will ask scaffolding method of a think aloud that I
them questions such as, Why are words
provided to correct their work and self-monitor
bolded? or Where can I find captions? to
the work that they have left to complete.
scaffold their thinking into composing an
accurate representation of nonfiction text. For
my non-struggling students, I will commend
them on their sentence building skills. I will also
ask why they chose that particular bold word to
include in their sentence so that they
understand how important bold words are in
nonfiction text.
For my struggling students, I will be closely
monitoring their work. I will allow them to use a
copy of the Gail Gibbons book to help find a
bold word and use it in their sentence. I will ask
them questions such as, Why are words
bolded? or Where can I find captions? to
scaffold their thinking into composing an
accurate representation of nonfiction text.
The students visit the library at least twice a week. After completing this work with nonfiction
books, I would ask the students to check out a nonfiction book from the library on their next visit. I
would then display the book whole group and allow the five students that were selected to
participate in this unit to teach about nonfiction texts and the features of nonfiction texts.
Page 12 of 12

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Instructional Plan Template

Teacher Candidate: Katey McIntyre

I will determine prior

their own learning

I will ask students

fiction or the nonfiction

Engage in discussion by asking the students, What are your favorite

Word Wall (fiction,

you whether it is fiction or nonfiction.

Fiction Books: Big

If students have not identified the glossary, table of contents, bold

Word Wall (fiction,

nonfiction/fiction text that will be portrayed on chart paper (i.e.

How will you adapt the instruction to meet the needs of

I will formatively assess student learning by

I will model for the whole group how to figure

Feedback: What specific feedback noting strengths

students utilize given feedback to guide further learning?

I will comment on the students ability to

I will call students attention to the benefits of

Sometimes we dont even need words to tell

Instructional Plan Template

and that the glossary is similar to a dictionary.

How will you provide for

I will ask students

Learning Segments and Pacing: What strategies, procedures, and transitions

materials will you use in

I will use an anticipation guide that includes the three features of

How will you adapt the instruction to meet the needs of

I will give the students a labeling worksheet that

will adapt the instruction of the vocabulary to

glossary, photograph) and have the students

Amazing Words are a part of the basal

and weaknesses will you provide to guide further

students utilize given feedback to guide further learning?

Student Use of Feedback: When and how will

For students who are displaying strength in the

Lesson Title: Understanding Nonfiction Text

I will use the

their own learning

Sheeran and Barnes

I will ask students

these text features has

Learning Segments and Pacing: What strategies, procedures, and transitions

materials will you use in

Remind students that we are learning about dogs because we are

How will you adapt the instruction to meet the needs of

The class book will serve as a summative

If students are having trouble coming up with a

Feedback: What specific feedback noting strengths

students utilize given feedback to guide further learning?

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