Literacy Lesson Plan

Maddie Freguia
September 9, 2019
EdTPA Aligned

Overview
This is an in-depth description of the literacy lesson that I taught in a kindergarten classroom at the beginning of the
school year. The lesson focused on drawing and labeling a picture and identifying corresponding letters and their
sounds.

Background Information (When doing the actual edTPA, leave out identifiers)

Teacher Candidate: Madeleine Freguia Date: September 9, 2019

Cooperating Teacher: Tracie Boucher Grade: Kindergarten
School District: Lake Washington School: Samantha Smith Elementary
University Supervisor: Lori White
Unit/Subject: Writing Workshop/Drawing and labeling a picture
Instructional Plan Title/Focus: Muncha! Muncha! Muncha!/Drawing and labeling a picture

Section 1: Planning for Instruction and Assessment

a. Instructional Plan Purpose: The purpose of this lesson is to teach students to draw and label a picture,
sound out the letters that make up each work, and possible write a descriptive sentence about their drawing.
After I read Muncha! Muncha! Muncha! by Candace Fleming, there will be a small discussion about what
the main character’s favorite food is, and that will lead into the students deciding their favorite food. The
goal is for students to draw and label a picture of their favorite food on the follow-up worksheet after the
read aloud and discussion. This lesson would be taught generally in the very beginning of the unit (I taught it
on the second day of kindergarten) because it is a very basic activity. The next lesson after this one is
building on this one, in that the goal of tomorrow’s lesson is to add a color word to a sentence. This goal is
slightly more advanced than the goal of the Muncha! Muncha! Muncha! lesson.

b. State/National Learning Standards:

CCSS.ELA-LITERACY.SL.K.5
Add drawings or other visual displays to descriptions as desired to provide additional detail.

CCSS.ELA-LITERACY.L.K.2.C
Write a letter or letters for most consonant and short-vowel sounds (phonemes).

CCSS.ELA-LITERACY.L.K.2.D
Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

CCSS.ELA-LITERACY.RL.K.4
Ask and answer questions about unknown words in a text.

CCSS.ELA-LITERACY.SL.K.1.A
Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics
and texts under discussion).

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c. Content Objectives and alignment to State Learning Standards:

1. SWBAT…Draw and label a picture

Aligned standard: CCSS.ELA-LITERACY.SL.K.5

Add drawings or other visual displays to descriptions as desired to provide additional detail.

CCSS.ELA-LITERACY.L.K.2.C
Write a letter or letters for most consonant and short-vowel sounds (phonemes).

CCSS.ELA-LITERACY.L.K.2.D
Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

Language Objectives:
1. SWBAT…Identify the corresponding letter for beginning, middle, and end sound of a word

Aligned standard: CCSS.ELA-LITERACY.L.K.2.D

Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

CCSS.ELA-LITERACY.RL.K.4
Ask and answer questions about unknown words in a text.

2. SWBAT…Follow directions quickly and efficiently

Aligned standard: CCSS.ELA-LITERACY.SL.K.1.A

Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics
and texts under discussion).

d. Previous Learning Experiences: This lesson was taught on the second day of kindergarten so students were
expected to know virtually no previous background information. Students have been taught how to follow
classroom directions and listen respectfully, so during story time was very important that they were listening.
This lesson was also used as a pre-assessment, so that we could just see where the class was overall with
listening, drawing, coloring, and labeling a food item.

e. Planning for Student Learning Needs: There were a few accommodations made for students during this
lesson, the first being that there are two students who struggle with the pencil grip, so they were allowed to
create their drawing and write their sentence using a short golf pencil. Another accommodation that was used
during this lesson was preferential seating, the students were seated in an arrangement that was most
beneficial to the kinds of learners that they are. Separately from accommodations, there was also
differentiation included in this lesson because the activity was designed for low-level students, so there was
an opportunity for students who are advanced to challenge themselves. The instruction was given that they
could add a sentence at the bottom of their drawing once they have labeled and colored the drawing. This
gives low-achieving students the option to only color, and high-achieving students the option to really
challenge themselves and write a detailed sentence about their drawing.

f. Assessment Strategies (Informal and formal)

Teacher candidates should attach questions, worksheets, tests or any additional documentation related to their
assessment strategies, including accommodations or modifications for students with disabilities as stated in
their IEPs. They may also attach appropriate marking rubrics, criteria lists, expectations, answer keys, etc.
Consideration for multiple means of expression should occur here. That is, how will teacher candidates allow
for K-12 students to express their learning in different ways? Will K-12 students be given some choice?

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 Content/Language Objectives
Students will be able to draw and label a
picture
Students will be able to identify the
corresponding letter for beginning sound of
a word and end sound of a word
Students will be able to follow directions
quickly and efficiently
Assessment Strategies
Formal: This content objective was assessed through a
worksheet. Attached below are six authentic student
examples (two are below standard, two are at standard, two
are above standard). These were the follow-up worksheets
that the students completed after the story was read aloud
and discussed. The worksheet has their name, their colored
drawing of their favorite food, labels of the different parts
of food (e.g. ice cream would have labeled “ice cream,
cone, sprinkles”, etc.) and if the student wanted to challenge
themselves there would be a sentence about the food below
the drawing. These were gathered once the students were
completed and are being assessed and graded according to
the rubric that was created and is also attached below. This
formal assessment shows if the student was able to draw
and label food.
Formal: This language objective was assessed through the
same worksheet as the content objective, so the six student
examples can be found below. This objective was assessed
based on what was actually written on the paper by the
student and if the student was able to correctly label, or
partly label the pieces of the favorite food. (e.g. if ice cream
was labeled “is krem” and cone was labeled “kon”). So
even if the student didn’t correctly spell the word or the
whole word, the first sound of the word is what we are
looking for.
Informal: This is assessed informally as we simply observe
the students and the way they behave on the rug while
listening to the read aloud. This is also observed if the
students were able to retain the directions that were given to
them on the rug and execute them once they returned to
their seats to complete the worksheet. There is no rubric for
this since it was an informal observation.

Grading rubric
4 Student correctly drew, colored, and labeled their
favorite food item with correct phonetic spelling, and
was able to produce a descriptive sentence about the
food. Followed directions quickly and quietly.
2 Student was able to correctly label the sound that
they heard in one of the labeled items and did not
attempt to write a sentence. Followed directions.
3 Student was able to correctly label the sounds that
they heard in two of the labeled items with correct
phonetic spelling, but did not attempt to write a
sentence. Followed directions quickly and quietly.
1 Student was not able to label any of the sounds and
only labeled random letters to the food parts, and did
not attempt to write a sentence. Difficult time
following directions.

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g. Student Voice:

Student-based evidence to be Description of how students

K-12 students will be able to:
1. Explain student learning
targets and what is required
to meet them (including why
they are important to learn).
2. Monitor their own learning
progress toward the learning
targets using the tools
provided (checklists, rubrics,
etc.).
3. Explain how to access
resources and additional
support when needed (and
how/why those resources will
help them).
collected (things produced by
students: journals, exit slips, self-
assessments, work samples,
projects, papers, etc.)
I stated very clearly when the book
was over and it was time to
complete the worksheet, that the
students would be given the
opportunity to draw their favorite
food, but that the goal of the day
was to try their hardest to sound out
the words to label each part of the
food. The evidence produced by the
student is the worksheet so I can see
how many food parts the students
were able to sound out and label in
their “kindergarten writing.”
A checklist or rubric for the students
to fill out on their own didn’t seem
appropriate for this lesson, so I did
one big question to the class, “what
did you learn from this book?” and
“do you feel like you gave this
drawing your extra best work?”
That way I could informally gather
information about how successful
the students felt in this lesson.
The only resource that the
kindergarteners would have for this
worksheet are the various alphabets
all around the room: on the wall, on
their name tags, etc. When a student
asked me how to spell a word, I
would say to stretch out the word
and listen for all the sounds in that
word and find the right letters to
write that word. This could then be
assessed based off of what was
written on the worksheet.
will reflect on their learning.
The learning target for the
lesson is always written on the
board for the students to see.
After we read the book as a
class, we discussed what
happened in the story as a
way to reflect on the events of
the book. We also had a class
discussion about what our
favorite foods were so that
students would know what
they were doing when they
got back to their desks
This lesson was informal, so
the only real reflection I
needed from the students is if
they felt like they learned
something from this lesson
and if they feel confident. I
gathered this information by
asking the students one table
group at a time to see if this
was enjoyable and educational
for them.
Students were taught in this
lesson how to use the alphabet
on their name tag, and
reminded that it is always a
resource for them.
Throughout the lesson I
would ask students where
they could find a letter they
didn’t know how to draw and
let them reflect and remember
that it is all over the room for
them to refer to.

h. Grouping of Students for Instruction: This lesson doesn’t require strategic grouping since the first part is
listening to a read aloud on the rug. Students were allowed to sit in any random spot on the rug as long as they
were listening and paying attention. Then, students were dismissed from the rug to return to their tables by the
color line they were sitting on, on the rug. Once the students returned to their tables, the worksheets were to
be completed individually, even though the desks are grouped into 5-6 person tables. Students were allowed to
quietly socialize, as long as their work wasn’t being interrupted and they were doing their own work, not

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 drawing their neighbor’s favorite food. This was not a crucial piece of the lesson, so I just had the students sit
in their normal rug spots and their normal desk spots.

Section 2: Instruction and Engaging Students in Learning

a. Introduction: I gathered the class on the rug and sat in the teacher chair with the book propped up on my lap
and said, “Good morning boys and girls! I’m going to read a book to you, is that okay?” and of course they
all excitedly said yes. I said, “Okay great well this book is about my good friend Mr. McGreely, and I need
your help reading this book. So, every time the bunnies come into the story, you have to pretend to be them
and do what they’re doing! Put your feet out in front of you and if the bunnies go tippy tippy tippy pat, you
have to go tippy tippy tippy pat! Do you think you can handle it?” The students were very excited and
engaged as I started to read the book.

b. Questions:
 In reference to a page where the author stated that Mr. McGreely’s favorite foods were vegetables, I
read the page and then asked, “So what do we think Mr. McGreely’s favorite foods are? What are
some examples of vegetables?” (This is an Analysis and Comprehension question because I am
having the students recall what was just stated in the story, and then also think deeper about what
specific examples of vegetables are)
 In reference to a page where Mr. McGreely built a wire fence around his vegetable garden, I asked
the students, “Do you think that that short wire fence will keep out bunnies?” (This is an Analysis
and a Knowledge question because I am asking the students to think back to what they already know
about bunnies and that they hop, and then analyze if they think that bunnies could make it over the
fence)
 In reference to a page where the bunny characters were hiding, I asked, “(Does anyone see anything
unusual on this page?” (This is an Analysis question because I am asking the students to analyze the
entire page and see what they notice)
 Throughout the book I asked, “Does anyone have a garden at their house? Do you do things in your
garden that Mr. McGreely does in his garden?” (This is an Application question because I am having
the students apply what they are hearing in the book to what they know they do at home)
 At the end of the book I ask, “What did you all learn from this book?” (This is a synthesis question
because I am having the students take everything that they have just learned from the book and put it
all together, or synthesize their learning into one final statement)

o Learning Activities:
Learning Steps and Activities
This lesson took place right after snack time, so when the
lights are turned back on, students know to put their
snack away and come to the rug quickly and quietly.
There weren’t rug spots assigned yet, so there were a few
students I had to ask to sit crisscross or fully in a square.
Once the students were settled and in listening position, I
was ready to start my lesson.
I introduced the title of the book and the author and
illustrator, and explained that I was going to need some
help to read this book. I had all the students put their feet
out in front of them so that they could do the motions
and say the words along with the rabbits in the story.
Once I explained what they were going to be doing, I
started reading the story in a very animated way.
Stopping periodically throughout reading the story to
Supporting Theories/Principles (why are you doing
what you’re doing)
N/A
Theory: Ausabel & Mayer, Advance Organizers
This theory is all about giving clear and summative
statements to the students so that they have a clear
understanding of what is about to come in a lesson, or
what we have just wrapped up. In this case, I gave lots of
introductory statements so that the students were in a
clear understanding of what we were about to do and
learn.
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engage in the physical motions and ask questions about
what is going on in the story and how/if any students can
relate something to their own life or experience.
Once the book has been read, we sat on the carpet
together and discussed what Mr. McGreely’s favorite
foods were in the story, how and if the rabbits were able
to outsmart him and get into the vegetable garden, and
something interesting that jumped out at them during the
story. I then asked the students to tell their neighbor what
their favorite food is. I called on three or four students to
ask them what their neighbor’s favorite food is. This
helps them prepare mentally for the assignment that was
to come.
I then introduced the worksheet under the document
camera and step-by-step modeled how the students were
going to put their name on their paper, draw and color a
picture of their favorite food, and then label all the parts.
My example was a hamburger so that I could label, the
bun, cheese, patty, lettuce, etc. The students raised their
hands to help me sound out and label all the different
parts of the burger. I would sound out the word for the
class phonetically, like /b/ /u/ /n/, bun. This helped the
student prepare for doing it on their own.
I then dismissed the students one row at a time to come
get a worksheet and get started at their desks. I walked
around for the remainder of the lesson helping individual
students who were struggling and give positive
reinforcement to the students who were doing an
excellent job modeling quiet work time.
I spend about 3 minutes recapping with the class to say
great job listening and following directions, take a brief
thumbs up/thumbs down questionnaire asking if they
liked this book and did their best work, and direct the
students to put their completed work into the turn in bin
and return to the carpet for their next lesson.
b. Closure: My closure for this lesson was giving one big announcement to the students that as they finish
their worksheet, make sure that every part of their drawing was attempted to label, their name is on the paper,
and they put it in the turn in bin and quietly read a book. This showed me that they were trying their hardest
on their work, allowed the students one more chance to review their work and make sure it was complete,
and follow the sequence of directions that were given to them.
Theory: Vygotsky & Piaget, Constructivism (Social
interactions are important in the knowledge
construction process)
This theory is appropriate here because I had the students
turn and talk to each other for this portion of the lesson
so that I could incorporate student teaching student,
rather than a constant teacher teaching student. I also
used this method so that I could ask the student to tell me
what their neighbor said rather than what they said,
which helps build their communication skills and
meaningful listening skills.
Theory: Bandura, Observational Learning AND
Vygotsky, Zone of Proximal Development.
The reason I modeled for the students how to do their
worksheet is because this theory says that students learn
well from observing someone else do it first or at the
same time as them. I chose to do the activity before the
students so that they could see what was expected of
them, but then use their thinking skills to remember on
their own when it comes time for them to do it. This also
usually limits the amount of time that students ask what
they should be doing or what is expected of them,
because they should have watched the teacher do it. The
Vygotsky theory is appropriate here because it says that
students are most successful when they feel helped and
like they have scaffolding, and that is exactly what I did
in this step of the lesson.
Theory: Piaget, Scheme (Basic structures for
organization)
This theory felt appropriate here because this step only
consisted of the students following the usual classroom
routines and following directions quickly and quietly,
which seemed to align with this theory that students do
rely on those consistent routines in the classroom.
Theory: Ausabel & Mayer, Advance Organizers
The reason this theory is appropriate is because I did give
very clear and concise statements or provided answers to
questions that summed up the entirety of the lesson and
made sure that students understood the learning target.
This is important with kindergarteners because they are
so young, they really do need everything explicitly
spelled out for them.
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c. Independent Practice: This experience could be extended into almost any way for these students because
this was a very basic, beginning lesson, and so the knowledge and skills that the students learned, such as
listening, participating in interactive story time, following directions, phonetically spelling words, etc., could
all be carried into future lessons of reading and writing. Families can definitely be involved in this content by
reading aloud to their children and encouraging them to write their own stories at home or labeling their
pictures so that they can get better and better at sounding out words and being able to try and write them
phonetically.

d. Instructional Materials, Resources, and Technology: The only item that could not be attached is the book
we read, Muncha! Muncha! Muncha! by Candace Fleming and illustrated by G. Brian Karas, and the
document camera that was used to model the worksheet with. Attached is a URL to a read aloud YouTube
video of the book.

https://www.youtube.com/watch?v=jEZnpXVI6L4
e. Acknowledgements: My cooperating teacher, Tracie Boucher, has been very helpful throughout this whole
process and September experience, and recommended the book to me.