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EE 326 and T&L 413 Teaching Reading and Language Arts in the Middle Grades

Reflective Dialogic/Guided Reading Lesson Plan Assignment Template: Using the edTPA Framework
(Adapted, with gratitude, from work by Deborah Layzell, Illinois State University)

Name: Catalina Davila

EE 326
Age/grade level this plan is for: 3rd/4th Grade
Central Learning Focus and Planned Learning Outcomes
*Use the Common Core ELA Learning Standards to guide you in preparing this section, located at .

Central Focus
What is the central focus of
this learning engagement?

In this lesson, I concentrated on the reading strategy of determining importance. In order for the students to
determine the importance of the text, they will need to understand vocabulary and summarize.

CCSS Anchor Standard(s)


Determine the main idea of a text and explain how it is supported by key details; summarize the text.


Standard(s) (p.11-29)

Determine the main idea of a text and explain how it is supported by key details; summarize the text.

What are the specific

learning goals for your
students? Which
concepts/skills/problemsolving/thinking strategies
do they learn?

Students will read silently and will them summarize what they have read. They will use the text to find supporting
details connected to the main idea of each section they read. They students will also use the text to answer
questions that will help guide them to determining the importance.

Prior Academic
What must students
already know in order to
complete this lesson

Anticipated Issues
What do you expect some
students not to readily
understand or perform?
What will you be ready to
say/do should they arise?

Over the past five weeks, students have worked on determining the main ideas and supporting details for both
fiction and non-fiction text. Students will know the difference between fact and opinion and know how to identify
fact and opinion. Students will also know how to make predictions and decode unknown words.

Ms. Berg has placed me working in small groups of four to six students. I have had the group of students who
need additional and individualized help and also groups of students who excel. I have experience and will
possibly experience the difference completion time of each individual student. Those students, who need
additional time, lead the other students who work at quicker pace to get bored. When the students get bored
they tend to get up and explore the book storage room we are in. Once it is time to regroup I may lose time
needing to re-explain the task and expectations.

For the past two weeks I have had two students who do not work well together. They talk to each other in
Spanish distracting the other students. Last week, I separated them and will resort to separating them again if it
is needed. Before starting the lesson, I will also explain to the whole group that I expect everyone to work
diligently and to be on task.
As I mentioned, I have worked with two groups. A group of students who struggles and a group of student who
excels. For the students who finish early and are tempted to wonder and for the group of students who excel, I
will have extra material to keep them engaged and learning.
Moos Elementary is 84% Hispanic and 11% African American. I may encounter students who need additional
help with understanding or may need more examples and explanations due to not knowing the definition of
When looking at the ISAT score in the reading area, the average percent for the fourth grade class was 23% when
the state average in 2013 was 59%. Therefore, I choose a book in the range of
Strategies for responding to common errors and misunderstandings, developmental approximations, misconceptions, partial
understandings, and/or misunderstandings:

Instructional Strategies and Learning Tasks

Describe in order what you will be saying and doing as well as what the students will be saying and doing. If this is a Dialogic Reading lesson, attach the five-day template.

_10-15__ Minutes
How will you start the
lesson? How will you
engage, activate
schemata, motivate?
How will you move
students to the
Instructional Core? How
will you know theyre
ready to begin the Core?

Engaging: Does any one who what we celebrate from September 15th to October 15th? I have chosen to talk about
Hispanic Heritage month as way to introduce them to the book they will read.
Introduction: From September 15th to October 15th we celebrate Hispanic Heritage Month. Can any one tell me
what countries would be considered Hispanic? When the students mention countries that are considered
Hispanic I will write them on the board.
Next, I will play the Hispanic Heritage Month video that explains what Hispanic Heritage Month is and why we
celebrate it and will discuss five countries that are considered Hispanic. After watching the video the students will
look at a map where they color in the five countries mentioned in the video. The video talks about important
Hispanic people. Here I will introduce the book we will be reading called Frida Kahlo: Painter of Strength.
Vocabulary: Before reading, we will debug the text by defining the following words: commission (14), corset (12),
mural (4), polio (6), politics (8), portrait (12), solo (24), and surrealism (19).

Instructional Core
_30__ Minutes
What will you do to
engage students in
developing their
understanding of the
lesson, step by step?
How will you connect their
prior knowledge to the
new concepts and skills
youre teaching?
What questions will you
ask? (Make sure theyre
connected to the learning
goals youve set, above.)
What else will you do?
What will the students say
and do? (What responses
do you anticipate from
What will you look and
listen for to insure students
are following your
instruction? How will you
know theyre getting it?

Students will read each chapter, which is short and will summarize at the end of reading each chapter.
Once you are doing reading, look at me to know that you are finished.
After all the students have finished reading pick a student to summarize. Each student should be given a chance to
Chapter 1 page 4:
- Summarize what you have read using supporting details from text.
Chapter 2 page 6-11:
- Summarize what you have read using supporting details from text.
- What is polio?
-What did polio mean for Frida Kahlo
-How do you think Frida Kahlo felt after returning to school?
Chapter 3 page 12-15:
- Summarize what you have read using supporting details from text.
- How did Frida Kahlo learn how to paint?
- What role did Diego Rivera come to play in her life?
Chapter 4 page 16-19:
- Summarize what you have read using supporting details from text.
-What inspired Kahlos paintings?
- How did the public respond to her artwork?
- Do you like her artwork? Why or why not?
In the summarizing and questions I expect and will encourage the students to use the vocabulary we debugged.

Structured Practice &

__10-15___ Minutes
How will you introduce or
reteach or reinforce what
youve just taught?

Next, the students will complete the determining importance graphic organizer. I would also ask the students to
keep the vocabulary we learned and discussed in their reading journal for future reference. The graphic organizer
asks for the main idea and will also ask for supporting details from the text.
In assessing if the students can apply what they have learned I will be checking to see if they students can

What opportunities for

using the four language
processes will you give
How will students apply
what theyve just learned?
What will they doand
when? (During this lesson
segment? Later on in the
day during centers? In
another days ELA
instructional block?)

_5-10__ Minutes
What will you say or do to
check that students are
ready to move on for
Closure of this lesson? How
will you know they are
How will you end the
lesson, to make sure ALL
students saw its meaning,
purpose, and relevance?

determine the important parts in the book and how well they are able to find supporting details that is connected
to their main idea.
In the classroom and future work the students will constantly be asked summarize, to find supporting details in
the text, and to differentiate between fact and opinion. The students will continue to practice determining
importance as Ms. Berg said because they all need to be able to understand what they are reading and need to be
able to explain what they read.

1. What is determining importance?
2. Why did we learn today?
3. How does this reading strategy impact our reading?
4. After reading, what are you wondering about this topic?
I will listen to the responds from the students and gage if they have understood the lesson on determining
importance. If a large number of students have not understood the lesson on determining importance I would
teach another lesson on determining importance however there would be changes made. If there was just a small
number of students who did not

What will you say or do to

articulate and reinforce the
reading and language arts
concepts, skills, etc. you
taught and they applied?

Additional Support
How will you support
students with gaps in the
prior knowledge or skills
they need to be successful
in this lesson?

Whole Class:

If I taught this lesson with the whole class, I would begin my class using a KWL chart where we would discuss
Hispanic Heritage Month. I would talk about Hispanic Heritage Month because most of the students in Ms. Bergs
class are Hispanic. I would them debug the text asking the students to turn to their neighbor and come up with a
definition for the vocabulary words. When asking questions I would want them to discuss their ideas in partners
as well.

What kinds of groupings

will you use in this lesson,
to support learning as well
as to enable you to work
with students needing
different types of

Groups of students with similar needs:

For groups I would pick different leveled appropriate articles and books to be used in the lesson. These articles
would be selected with the help of Ms. Berg. Ms. Berg showed me the students levels in reading and math, which
would be helpful in grouping students according to their needs.
Individual students:

For individual students, I would change the method I did everything in this lesson. Being one-on-one I would want
to create comfortable environment for the student to be comfortable with me. I would again ask Ms. Berg to help
me with the selection of text and to inform me of how the student best learns to be able to benefit the student.
I would
Students with IEPs or 504 plans (include ESL/bilingual; learning disability; physical disability):

If I was working with students with IEPs then I would change varies things. Before reading I would let them know
that if they need clarification they can always raise their hand and I will clarify their question or concern. First of
all, I would use the same text however I would read the text to them. Next, I would explain what we will be doing
in the lesson and define determining importance to them. I would go over vocabulary with them giving them
synonyms and antonyms as well as the actual definition. As we read, together we would underline the vocabulary
and/or other words they did not understand. After reading, together we would also work to find the main idea of
each section.
Academic Language Demands
Describe and reflect upon the formal language of instruction plus the concepts youre teaching in this lesson.

Academic Language
Which terms will you
use that youll need to
make sure students
understand? How will
you do this?

Before launching into the lesson, we will all debug the text. Debugging the text means that students learn and
understand words in a text. These vocabulary words were chosen because we thought knowing these words would
allow them to better comprehend the article. These words for some students may also be unknown or hard to define
therefore I will review what the definition of each vocabulary word along with synonyms and antonyms. The words
are extraordinary, honorable, discrimination, injustice, obedient. These words will be added in their reading journal
along with the definition, synonyms, and antonyms.
Students will also need to understand the definition of determining importance. They need to understand what they
are looking for in the article. Before the lesson I will ask,
Can someone explain what determining importance is? and what is the difference between fact and opinion?
How do we find supporting details in the text?

Meeting the

As the lesson progresses, I will be asking the students to summarize, to identify the main idea, and to find supporting

Language Demands
Describe the particular
terms students will use
to demonstrate they are
achieving the goals of
this lesson.

details. In completing the oral conversations and the graphic organizer students will be encouraged to use the words
importance, main idea, and/or big idea. I will also look for the use of the vocabulary work in the students work.

How will ALL your students demonstrate to you that they are growing in their mastery of the skill/strategy/concepts you taught in this lesson? What, exactly, will you look for in
their 'products'? Describe the tools/procedures that will be used in this lesson to monitor students learning of the lesson objective(s). Attach a copy of the assessment and the
evaluation criteria/rubric in the resources section at the end of the lesson plan.

or Formal)




Planned Modifications
to Assessments

Instead of having an
oral conversation, the
students could
complete the
assessment in their
Conversation reading journals as
they complete a book
report where they
summarize the book
and answer questions
about the book.
Providing different
graphic organizers
that will meet the
need of students with
different academic
levels. I will also be
available to help
complete the graphic

Evaluation Criteria
(What evidence of student learning related to the learning objectives and central focus
does the assessment provide?)

Throughout the lesson I will be informally checking my students and assessing them
to see if they understood the concept of separating main ideas from details.

In the graphic organizer students will identifying the main idea with supporting
details correctly. The capacity to identify the main idea and supporting details meets
the standard and the objectives for being able to effectively identify the main idea
and supporting details within a text.

Teaching Analysis
How did it go?
Which lesson aspects
Which did not work
as well as you

What would you

need to say/do
tomorrow, based on
how well this lesson
worked today?

The students loved the video that I used to introduce the topic. They were engaged and paying close attention.
Reviewing the vocabulary before the reading was a great idea. As I read the last three chapters, a student would repeat
the vocabulary words every time we came to a word.
The timing did not work as planned. I had anticipated that it would take less time but I was wrong. This lesson took
about an hour and with their classroom schedule I was not able to meet with more groups as Ms. Berg and I had
I would ask, how is Frida Kahlo? Can someone explain what Hispanic Heritage Month is all about? I would also need
to mention again the reading determining importance and would ask them to explain how we use this strategy in
reading and how we used it yesterday in our lesson.

Specific Changes

Whole class:

If you were to teach

this lesson again,
what would you do
to change your
instruction? Your
materials? Your

I would actually teach this lesson with the whole class instead as I did with a small group. With the whole class I would
allow the students to talk, respond, reflect in partners and in their reading journals. In a whole class lesson I would
allow them to write more in their journal. In a whole class setting I would not have them shade in the Hispanic
countries on their own sheet, this would be a class activity where we would do it together allowing the students to
participate in class.
Groups of students:

Why would you

make these

In a group I would definitely have additional work for those students who finish faster than the others. This was a
problem with students getting distracted and then off topic. I would have them read as a group, which would allow the
lesson to move on quicker. I small groups I would allow them to share out their graphic organizers to each other.
Individual students:

Working one-on-one, I would do a partner read. I would then summarize first and allow the student add on to what I
said. The student would them also summarize while we read. When coming to a vocabulary would I would work with
the student to define the words using context clues. Next, when finished the book I would tell the student that they
were to write me a book report to me as if I had never heard of the book and they were trying to persuade me to read
it. They would need summarize the book and use vocabulary in their letter/book report to me.
Attach each assessment and its associated evaluation criteria/rubric.

Hispanic Heritage Month Video: