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Teacher Candidate: Danielle Linowes

Student: Max
Grade: 3
Dates: 4/23-4/25

Lesson
Plan # 9

PLAN
Strategy Title &
Complete Source;
Description of Strategy:

Assessment Title &


Complete Source

1st Strategy

2nd Strategy

Readers
Theater
(50
Literacy
Strategies, pg. 109) Students are given
scripts and parts to act out. They read
their part and focus on expression,
projection,
and
gestures.
After
rehearsing a few times, they perform
their script.

All About Books (50 Literacy Strategies,


pg. 1) Students pick a topic to focus on and
write a book about that topic. They first
organize their ideas and then write a
sentence and draw a picture for each page
of the book. The book can then be read to
the teacher and shared with the class.

1st Assessment

Addl Literacy Assessments (optional)

Bader Graded Reading Passage (Bader


Reading and Language Inventory)

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.

Student Learning
Objective (central
focus): ABCD

Audience:
Who (the student)

Behavior:
What (standard)

Condition
: How (strategy &
text titles)

No accommodations needed
Bader Instructional Reading Level= 2nd grade
Words Their Way Primary/Elementary Spelling Level= Early to middle within word
pattern stage
Running Record: Sea Otters (reading level 1), 95.3% accuracy, first grade
independent level
Timed Repeated Reading: Sea Otters (reading level 1), first reading: 30 WPM,
second reading: 54 WPM, third reading: 64 WPM
Multidimensional Fluency Scale=8 (fluency is a concern)
Cloze Procedure: Terrible (reading level 2.1), 50% accuracy=instructional level
1st Strategy

2nd Strategy

RF.3.4 Read with sufficient accuracy


and fluency to support comprehension.

W.3.2.A Write informative/explanatory


texts to examine a topic and convey ideas
and information clearly. (A) Introduce a
topic and group related information
together; include illustrations when useful
to aiding comprehension.

1st Strategy

2nd Strategy

The student will read a script of Watch


Me Throw the Ball! with sufficient
accuracy and fluency to support
comprehension through a Readers
Theater, using appropriate expression
and inflections for at least 6 of the 8
lines.

The
student
will
write
informative/explanatory texts to examine a
topic and convey ideas and information
clearly by introducing a topic and grouping
related information together, including
illustrations when useful to aiding
comprehension through the All About
Books strategy, creating 3 pages of
accurate and relevant facts on sharks, after
hearing a reading of Surprising Sharks.

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


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. _____

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
2 Watch Me Throw the Ball!

Scripts (from Elementary Library


Routines Website, adapted from
Watch Me Throw the Ball! By

Mo Willems, reading level 1.5)


2 There is a Bird on Your Head!
Scripts (adapted from the book
There is a Bird on Your Head! by
Mo Willems reading level 1.5)
Highlighters
Pens or pencils

Expression sentences

2nd Strategy

Surprising Sharks by
Bader Reading Passages
Nicola
Davies 1EB, 2EB, 3EB, and
(reading level 3.4)
4EB (examiners copy
and readers copy)
Expository

Expectations
Grid Oral Reading Miscues
(from Intervention chart
Pen or pencil
Strategies to Follow
Informal
Reading
Inventory
Assessment)
Tablet
Lensoo app

1st Strategy

2nd Strategy

Fluency
Expression
Inflection

Fluency
Comprehension

1st Strategy
Hatching
Chick
Skill
Nest

Assessment(s)

2nd Strategy

Dwarf lantern shark


Wobbegong
Dorsal fin
Pelvic Fin
Pectoral fin
Gill slits
Skeleton
Crackle
Plankton

INSTRUCT & ENGAGE


Independent Reading:
Text must be at the
students independent
reading level OR at his/her

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

You read aloud

Picture Day Perfection by Deborah Diesen (reading


level 3.2)

Tutee read aloud

You both read silently

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

instructional or frustration
level if you are reading it
aloud.

Scaredy Squirrel by Melanie Watt (reading level 3.6)

(What will you read?_____


______________________)
We will both read,
alternating pages.

Literacy Assessment (NO


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

Literacy Assessment

Additional Literacy Assessment(s)

Purpose: At our very first tutoring


session, I had you read some passages
for me. Now I want you to read
passages for me again so that I can see
how you read now as compared to
when we first started.
Directions: Here is a story about a girl
who wanted a dog. What do dogs
need? (Check adequate or inadequate.)
Read the story to learn about Sally and
her dog.
Conclusion: You did a great job using
the decoding strategies we have talked
about (or anything else my tutee did
well.) Now lets move on to our next
reading activity.
Literacy Strategies

Opening: Elicit students


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

1st Strategy

2nd Strategy

Today we are going to do an activity


called Readers Theater. In Readers
Theater, you will read from a script
and you will have to act out certain
emotions. I am going to give you some
sentences to read and I want you to
write down what emotion you think you
should have when you read them and
read it out loud to show that emotion.
(Give the student the list of sentences.
Have him write down the emotion
below the sentence and read the
sentence with that emotion in mind. If
he does not read with appropriate
expression, discuss the role of volume
and intonation in conveying emotion.)

Today we are going to read about sharks


and then write our own book about sharks.
I want to learn about what you already
know about sharks, so you are going to fill
in this grid. In the middle of the grid I will
write Sharks since that is what we are
going to read and write about. (Write
sharks in the center.) There are 4
categories of information that I want you
to provide. You can write in bullet form
and you do not need to write in complete
sentences. The first category is what it
looks like. What do you know about what a
shark looks like? (Student responds aloud
and writes response on the grid.) The next
category is how it behaves. Please write
down what you know about how sharks
behave. (Student writes down what he

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

knows about how sharks behave.) Now


write down what you know about the types
of sharks that there are. (Student writes
down some types of sharks.) The last part
is to write down where it lives. (Student
writes down where sharks live.) Now I
will read you the book, so you can find out
more about sharks. (Read the book. If you
encounter anything the student wrote on
the expository expectations grid, address
it.)
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

Now I am going to start reading my


Readers Theater script. I am going to
play the part of Piggie. First I am going
to highlight all of my lines. I know it is
my line when it says Piggie. (Highlight
all of your lines.) Now I am going to
read through the whole script silently to
myself. (Read the lines silently to
yourself.) Now I will read them again,
but I will think about the emotions that I
think my character is feeling. My first
line is Yes. There is a bird on your
head. I think Piggie acts like it is no
big deal that there are birds on Geralds
head, so I am going to write no big deal
next to my line. (Write no big deal next
to your line.) Im going to read my line
out loud to practice reading with that
emotion. Yes. There is a bird on your
head. Lets go to the next line. It says,
Now there are two birds. They are in
love! That exclamation point shows
me that Piggie is excited. (Write excited
next to the line.) I am going to read that
line and show my excitement as I read it
by speaking a little louder and making
my voice go up at the end. Now there
are two birds. They are in love!
Another line that I have is Then I have

Now we are going to write our own book


all about sharks. We are going to use this
tablet to make a digital book. First, I am
going to make the title page. The title
page will have the title of the book and
the authors and illustrators of the book. I
want to make the background of this page
blue, so I am going to click on the bucket
and select the color I want. (Click on the
bucket and click on the color blue.) Now I
want to write the title. I am going to call it
All About Sharks. To make the title, I
will click the T button and type in what I
want to write.(Click the T button and type
All About Sharks.) I can move the text
by dragging it with my finger. I can also
change the size of the text by clicking on
the text and pressing the T button with the
arrows and sliding to the right. (Click the
text and then click the T button with the
arrows and slide to the right to make the
text bigger.) Now I am going to write
by and our names, since we are writing
the book. Again, I will click the T button
to type. (Click the T button and type by
Max and Danielle.) Now I am going to
click the record button at the top and read
what I wrote. When I am done reading, I
will click the record button again. (Click

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

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. _____

good news! The eggs are hatching! Now


you have 3 baby chicks, two birds, and
a nest on your head. I think Piggie is
really excited this time. I can use the
word enthusiastic to show that. (Write
enthusiastic next to the line.) Im going
to ready this line showing enthusiasm.
Then I have good news! The eggs are
hatching! Now you have 3 baby chicks,
two birds, and a nest on your head.
Another line I have is Where do you
want them? I think Piggie is kind of
confused when he says this line, so I
will write down confused. (Write
confused next to the line.) Im going to
practice this line. Where do you want
them? Notice that I used my tone of
voice to show that I am confused. My
last line is You are welcome.. and in
the parentheses it says The birds land
on Piggies head. I think Piggie is
unhappy about the birds landing on his
head, so I will write unhappy. (Write
unhappy next to the line.) Im going to
practice that line now too. You are
welcome.. Now I am going to read
through the script out loud, keeping in
mind the emotions I wrote next to the
lines. (Read my lines out loud.) I think I
read with good expression this time.

the red record button and say, All About


Sharks by Max and Danielle. Click the
record button again.) Now I am going to
click the arrow so I can go to the next
page. (Click the arrow to go to the next
page.) It is time to write the first page of
our book. I am going to write There are
many different types of sharks.
Remember, to type I will click the T
button. (Click the T button and type
There are many different types of
sharks.) Now I want to draw a picture
that goes with the text I wrote. I am going
to select the bucket button again to make
the background blue like the ocean. (Click
on the bucket button and select blue.)
Now I want to draw the different sharks. I
am going to flip to the page in our book
with the different types of sharks, so I can
see what they look like and draw them
accurately. I am going to click on the pen
button and choose the color I want to
draw my first shark in. I will draw by
dragging my finger on the screen. (Click
the pen button and draw the sharks.) Now
I am going to click on the record button at
the top and read what I wrote. (Click on
the record button and read the page. Click
the record button again to stop recording.
Click the arrow to go to the next page.)

1st Strategy

2nd Strategy

Now we will do Geralds part together. I


will highlight all of Geralds lines.
(Highlight Geralds lines.) Now lets
take some time to read the script
silently. (Have you and the tutee read
the script silently.) Now lets think about
Geralds emotions. What emotion is
Gerald feeling in his first line? (Student
responds with anxious or something
related.) I will write that down next to
the line, so we know to read with that
emotion in mind. (Write down the
emotion the student says.) I am going to
practice that line. (Read the line to
show the emotion.) What did I do to my
voice to show that emotion? (Student
responds with changing my volume or
tone of voice.) Lets go to the next line.
What emotion is Gerald feeling here?
(Student responds with scared or

I think we are ready to do the next page


together. Lets pick one type of shark to
write about. Which type of shark do you
want to write about? (Student responds
with a type of shark that he knows from
prior knowledge or is stated in the book.)
Now lets think of a sentence that we
could write for this page about that type
of shark. What do you think we should
write on this page? (Student responds
with an appropriate sentence. You can
suggest that he talks about the appearance
of the type of shark or a special feature of
that type of shark.) Now I want you to
click on the T, so you can type the
sentence. (Guide the student in clicking on
the T and using the keypad to type the
sentence.) Lets draw a picture that goes
with the text. I think we should draw a
picture of that shark. You can click on the

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

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. _____

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. _____

something like that. Write down the


students response.) Lets read that line
together, keeping in mind the emotion
we wrote down. (Read the line together.)
Lets go through the next few lines and
see what emotions Gerald is feeling.
(Read through the next few lines and
have the tutee write down the emotions
that Gerald is feeling.) Now that we
have written all of the emotions down,
lets read Geralds lines together. (Do a
choral reading of Geralds lines.)
Notice how we used our volume and
tone of voice to show the emotions that
the character is feeling.

bucket to change the background and


click on the pen to draw the shark. (Have
the student use the bucket tool and the pen
tool to complete the illustration.) Now
that we have the text and the illustration,
lets record ourselves reading the page.
When you are ready, press the record
button at the top of the page and we will
read what we wrote. When we are done
reading, dont forget to press the record
button again. (Have the student press the
record button and do a choral reading of
the page.)

1st Strategy

2nd Strategy

Now that we have gone through one


script together, I think you can do this
next one alone. This time, you will be
Piggie and I will be Gerald. Remember
to highlight your lines, read the script
over, put the emotions next to the lines,
and practice reading your lines out
loud. After that, we will practice
reading the script together and do a
performance. (Highlight your part and
read your script silently while the tutee
does the same. Write the emotions down
and practice the script, while the tutee
does the same.)

You are ready to finish the book on your


own! Press the arrow to go to the next
page and start writing more about sharks.
I want you to write three more pages on
your own. Remember to click on the T
button to type, the bucket button to make
the background, the pen button to draw,
and the record button to record your
reading. (Allow the student to write the
rest of the book.)

1st Strategy

2nd Strategy

I think we are ready for our final


performance! Lets read our lines, like
we would in front of an audience. (Read
through the script.) Great job reading
with expression and paying attention to
the characters emotions!

You did a great job putting relevant facts


in the book! Lets play back your book
and listen to the reading.
Record any pages that do not contain
relevant or accurate facts:

Record any lines that were not said with


appropriate expression:

2 or fewer meets the objective.

2 or fewer meets the objective.

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

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

Reflection Week 9
What Was Successful in My Lesson
For my first strategy, I did Readers Theater. In my Readers Theater, my
tutee and I performed scripts from Watch Me Throw the Ball! (reading level 1.5)
and There is a Bird on Your Head! (reading level 1.5) both by Mo Willems. For the
lesson, I focused on getting my tutee to express emotion as he reads. My choice of
text was very effective, as those books were very clear in the emotions that the
characters convey. For instance, it was easier for my tutee to tell when a character
was excited, as there would be many exclamation points. Anger would often be
shown by all capital letters for other lines. The level of the text was also beneficial,
as it was in his independent reading range. This allowed my tutee to focus much
less time on decoding, and more time on reading with expression. For my second
strategy we created an All About Book. First, I had my tutee complete an
expository expectations grid. This was very helpful because it allowed me to see
the full extent of his prior knowledge on sharks. I found that he knew quite a bit
about sharks and was even able to tell me that sharks bones are actually made
out of cartilage. I also read the book Surprising Sharks (reading level 3.4) aloud in
order to add to his prior knowledge. In addition, the use of technology was very
beneficial. The typing component helped my tutee to write the facts out without
having difficulty with his handwriting. The voice recording component was also
very helpful for my tutee. He was able to read his book aloud and listen back to
hear his fluency. For my assessment, I did a Baders Graded Reading Passage. I
started with a second grade level passage, as that is where I found my tutees
instructional level to be through other assessments I have done throughout the
semester. It was beneficial to start off with that level because it seemed to give my
tutee confidence, as he saw that he could effectively read the passage. I then
decided to move up a level. This was a good decision, as my tutee was able to
successfully read the third grade passage at an instructional level as well. The
benefits of using Baders Graded Reading Passages are numerous. They allow me
to see and analyze the types of miscues my tutee makes. They also assess more
than just decoding, as they include comprehension questions and by timing the
reading, I was also able to assess fluency.

What Was Not Successful in My Lesson


During Readers Theater, I faced some challenges. I do not think that I did
enough thinking aloud during my modeling to show that when I write down an
emotion next to the line, it should refer to how the character feels and not how I
feel about the character. This was evident when my tutee wrote weird next to
one of his lines in which the character was feeling excited. When I asked why, he
ILKleiman spring 2015 (Adapted from www.stmartin.edu & Dr. Michelle Cosmah, EDT)

explained to me that he thought the character was acting weird. In addition to


more in depth modeling, I wish there was more time for my tutee to have practiced
the script. My tutee came in about ten minutes later than usual, so we did not have
as much time to complete the lesson. When we did our final performance of the
script, he had only been able to read through the script fully, after determining the
emotions for each line, one time. This made it so he was still focusing a little too
much on decoding during the performance and did not always say his lines with
expression. I often had to instruct him to read a line again because I could tell that
he knew the emotion that he should have conveyed, but was to focused on
sounding out the words. During the creation of the All About Book, I encountered
some difficulties. The main difficulty was the amount of time. I should have cut
down on the modeling in order to allow my tutee to have the time to finish the
book, as he only had time to write two pages on his own. In addition, I should have
focused part of my lesson on how to use the index. I found it very helpful during
the lesson and it is an aspect of the activity that I couldve discussed in my
modeling and guided practice more in depth. When administering the Baders
Graded Reading Passage, I could have had my tutee read another passage for a
higher level, as he did not have very may miscues at the third grade reading level.
The Graded Reading Passages have a few weaknesses. They only assess for one
specific text, so it is difficult to generalize and say his exact reading level for all
texts. In addition, the texts in this assessment are not very interesting or
authentic.

Assessment Strategy Data and Information


After analyzing my assessment data, I can conclude that my tutees
instructional reading level is around a late second grade to early third grade level.
When judging solely by miscues, he would be third grade instructional level.
However, his words per minute for third grade was at 46. His decoding skills have
improved tremendously since the beginning of tutoring. During his first Graded
Reading Passage, he made just over ten miscues for the third grade passage, but
for this final assessment, he made 4 miscues. For the third grade passage, his
fluency improved tremendously as well. For his first assessment, he read 29 words
per minute and for his final assessment, he read at 46 words per minute. This is
still not considered to be fluent at his grade level, but it is still a very big
improvement. For the latest assessment, my tutees miscues were mostly logical
substitutions that did not really change the meaning. For instance, he said I for you
and is for was. Some of his errors appear to be graphophonemic, as his
substitutions were at a similar length to the correct words and/or contained some
of the same letters. His other errors are syntactic, as he merely changed the tense
of the words. He made a few self-corrections and repeated only one word. For the
ILKleiman spring 2015 (Adapted from www.stmartin.edu & Dr. Michelle Cosmah, EDT)

second grade level passage, he was able to retell four events in a logical order. He
was also able to accurately answer all of the comprehension questions and the
interpretive question. For the third grade passage, he had more difficulty retelling
the story, as he only included two events. He also was not able to answer two of
the comprehension questions and did not give an acceptable answer for the
interpretive question. His comprehension may still be at a second grade level.
Feedback from Previously Evaluated Lesson Plans to Improve Instruction in This
Lesson Plan
One aspect of the lesson plans that I have continuously struggled with is the
openings. Much of the feedback on my prior lesson plans have said that very little
prior knowledge is elicited in my openings. For this lesson, I used more structured
activities to elicit my tutees prior knowledge. For Readers Theater, I focused on
conveying emotions, so I had my tutee read sentences, tell me the emotion the
sentence conveys, and read the sentence to convey that emotion. This way, I was
able to see if he had the vocabulary needed to explain emotion, as well as see if he
was able to detect and express emotion in his oral language. In the second
strategy, I used an expository expectation grid. This explicitly showed my tutees
prior knowledge by requiring him to map it out. Another piece of feedback that I
have received is about my objectives and not including every necessary aspect.
This time, I made sure to include the name of the strategy I used and the text I
used in order to write a complete and accurate objective.

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