RMC ELA Lesson Plan:

Lesson Number

University Tutor: Addi Freiner Lesson Date: 4-4-16 K-8 Student: Gavin (pseudonym)

Grade Level: 5th DRA Text Level: 18 Developmental Spelling Level: Middle Alphabetic

Familiar Repeated Reading:

Read Aloud (title, author): Diary of a Wimpey Kid, Jeff Kinney

Reading Concept/Strategy/Skill Word Study Concept/Strategy/Skill Writing Concept/Strategy/Skill

Purpose for this lesson: To re-assess
Gavin and to re-do the DRA testing.
CCSS/PASS:
For Reading Lesson:
PASS Grade 2: Standard 5:
Comprehension/Critical Literacy The
student will interact with the words and
concepts in a text to construct an
appropriate meaning.
2. Inferences and Interpretation
a. Make inferences about events,
characters, and ideas in fictional texts by
connecting knowledge and experience to
the story.
b. Support interpretations or conclusions
Purpose for this lesson: To distinguish Purpose for this lesson: To finish the
the difference of blends and diagraphs writing aspect of Gavins book and to do
and to implement their sounds in reading. the writing assessment.
We will also be working on the application
of short vowel sounds, diagraphs, and CCSS/PASS:
blends. GRADE 2: CCSS.ELA-LITERACY.W.3.3
Write narratives to develop real or
imagined experiences or events using
CCSS/PASS: effective technique, descriptive details,
PASS Grade 2: Standard 2: and clear event sequences.
Phonics/Decoding The student will
apply sound-symbol relationships to
decode unknown words.
-1. Phonetic Analysis
--a. Use consonant sounds in beginning,
medial, and final positions.
--b. Use short, long, and r-controlled
vowel sounds.
---Example: short CVC pattern rob
with examples taken from the text.
3. Summary and Generalization
a. Retell or act out narrative text by
identifying story elements and
sequencing
the events.
---Example: long VC final e robe
---Example: r-controlled er in her,
ir in bird, ur in turn, ar in car
and or
in port
--c. Use blends, digraphs, and
diphthongs.
----Example: blends cr, sk, st, sw, squ,
thr
---Example: digraphs ch, wh, sh, th, ph
---Example: diphthongs oi, oy, ou, ow

Connections to other lessons and/or
what student already knows:
The past couple weeks Gavin and I have
been working our reading and
comprehension skills. This is an
opportunity to see if Gavin has grown in
his ability. .
Connections to other lessons and/or
what student already knows:
The past few weeks Gavin and I have
been working on short vowel sounds,
diagraphs, and blends. Based off of
Gavins reading, I know he can apply the
ideas of these elements, but sometime he
has a hard time connecting the sounds to
the letter combinations. So Gavin and I
will review blends and then integrate his
knowledge of diagraphs, blends, and
short vowel sounds to identify words as
well as identify which element is being
used in a word to achieve the sound that
the word is making.
Connections to other lessons and/or
what student already knows:
Gavin and I have been working on his
story the whole duration of our tutoring
experience. This lesson we will make sure
the story is how he wants it and begin to
write it into our book! Gavin will also
provide a new writing sample for the
writing assessment.

Materials Needed:(include text title, author and Materials Needed: (include sample words of Materials Needed:(include mentor text title,
DRA level) each type) author)
DRA levels 18, 20, and 22 Fly swatter
DRA teacher packet Cut out vowels, diagraphs, and blends
Mini Lesson Mini Lesson
I will have Gavin read the DRA book as I Gavin and I will be reviewing the short
follow along and I will see what level of vowel sounds, blends, and diagraphs and
DRA books he falls under. identifying the sounds based off of their
letter combination.
Connect:
I will remind Gavin about how we did this Connect:
the very first week and I will remind him to Gavin and I will go over each short vowel
read so I can here him! sound and then we will begin to discuss
what sounds we had to identify in the
Teach: Bingo game.
I will ask Gavin the comprehension
questions for the different DRA levels. Teach:
I will re-visit the difference between
Active Involvement: blends and diagraphs and go over the
Gavin will read allowed as I follow and he ones he had problems with, such as dr,
will participate in the DRA comprehension gr, th, sh, ch, and ph.
questions.
Active Involvement:
Closure: Gavin and I will play the fly swatter
To close this part of the lesson, I will identifier game. I will have the two
congratulate Gavin on how well he is different rounds. One for identifying short
reading. vowel sounds and the other for identifying
whether the sound from the word is a
blend or a diagraph. Gavin will have to
distinguish the sound I say and swat the
letter combination that fits to that sound.
Closure:
Computer with typed story
Writers Notebook
Hand-made book
Pen/Pencil
Writing Assessment
Mini Lesson
This mini lesson is to begin the publishing
of Gavins writing. Also I will have Gavin
write for a new writing assessment.
Connect:
I will remind Gavin of the different writing
steps we have taken to create the book
and tell him without any of those steps we
would not have the book/final draft that we
have today!
Active Involvement:
Gavin will read through his story to make
sure he likes it and he will copy his story
down in the book using his best
handwriting. Gavin will also write about all
the tutoring sessions so I can compare his
writing sample to the assessment.
Teach:
I will remind Gavin of the different steps of
the writing process and we will distinguish
each of these steps in the tutoring
sessions we have had.
Closure:
I will congratulate Gavin on becoming and
Author and I will make sure he knows that

Observations:
After watching/listening to Gavin read, I
am astonished by the change in his
confidence when reading. I was thinking
about the last time we did DRAs and I
remember how unconfident, which
included him not trying to sound out or
figure out words. During this lesson Gavin
read critically and focused on each word.
Gavin also was able to identify the
beginning, middle, and end well. His
comprehension skills were apparent
when he could identify the parts and
could talk about the progression of the
story. Although Gavin has not progressed
much as far as reading levels go, he has
become a more confident reader, which I
think has led to him enjoying reading
more.
Next Steps:
The next step for Gavin will be to
continue to gain confidence in his reading Inventory.
ability. Next week we will go back to
reading. We will not read another Arthur
book, but we will read something else and
I will do an activity with Gavin that ties
theme, characters, and story progression
into one activity.
Once Gavin has completed the fly swatter
game, we will review any of the
sound/letter combinations he got wrong
and we will once again discuss what is
different about a diagraph and a blend.
Observations:
Today Gavin was hard to motivate during
this section of the lesson. Although he
was difficult today, he was able to identify
the different blends and diagraphs that he
had struggled with in the past. The only
diagraph I am concerned about his
pronunciation of th. He normally says the
sh sound instead. I am not sure if this is
due to his accent or something else, but
he struggles with making the th- sound.
Next Steps:
We will work on the BEAR Spelling
the next week he will become an illustrator
for his book!
Observations:
Gavin was very focused on his writing
today. While he was reading his writing
and copying down his writing into his
published book, he took great care in
spelling the words correctly as well as
using his best handwriting. This showed
me that Gavin does care about his work.
During the writing assessment segment,
he was very quiet and thoughtful about
what he wanted to write. Although his
spelling on this section was less than
perfect, his sentences were original and
did not just list what he liked about video
games; he provided sentences that
provided various examples of why he
enjoyed video games. This thoughtfulness
was not present at the beginning of our
sessions, so seeing him care about his
writing was exciting.
Next Steps:
Gavin needs to finish writing down his text
for his book as well as illustrate his book
for a completed product.
Reflection: What went well during the tutoring session? What challenges did you face? Is there anything you
would do differently? What did you learn about yourself as a teacher today?

Today during our tutoring session the reading and writing sessions went well. Gavin was focused and I was able to get a good picture
of the progress that has been made during these months. From the reading section, I saw that Gavin has gained confidence in his
reading ability. Although he did have some miscues/mistakes, he was able to correct them or at least try to correct them. During our
first session, if Gavin did not know the word, he would mumble over it! The fact that Gavin was willing to try to figure out the words, or
would slow down to decipher what the text was saying, is a huge victory. This shows me that Gavin has begun to care about the
comprehension of the text, not just getting the reading done. This was apparent in when I asked him comprehension questions about
the story. He was able to identify and tell me the beginning, middle, and end of the stories with ease. As for the writing section,
Gavins writing assessment writing was original. It was not in list for, but it showed that Gavin was thinking creatively and understood
what I was asking him and was able to put his thoughts down on the paper. Today our Word Study lesson was challenging. Gavin did
not want to participate. I think he was getting bored with the lesson, although these were the blends/diagraphs he struggled with last
week. I think if there was something I would have done differently, it would pertain to how I did the word study lesson, or the length of
the lesson. Gavin showed he mastered those skills and instead of persisting to the end, I should have concluded that part of the
lesson sooner so he would not have gotten frustrated. Today I learned about the joy of seeing growth. Coming into today, I worried
that Gavin hadnt grown in his ability at all, but I saw and have proof that he has grown and that is exciting! I also learned, that it is ok
not to stick with the plan! I think by continuing to learn how to be flexible will benefit me as a future educator!

CIED 4233 Lesson Plan Rubric

Lesson Plan Exceeds Meets Approaching Not Yet
Components Expectations Expectations Expectations (5 and below)
(10-9 points) (8-7 points) (6 points)

Lesson Objective: Includes a significant Includes a focused Includes an objective, Objective is off target,
Reading Strategy and focused objective objective based on but lacks focus, lacks connections,
Word Study Strategy based on student student needs and significance or skimpy, or incomplete.
Writing Strategy needs and previous previous lessons connections to student
lessons using needs or previous
(The student will be professional educator lesson
able to) language. (Resource:
Common Core
Standards)

Materials Needed Includes a detailed, Includes a description of Includes a general Includes a vague or
complete, and all materials needed description of materials incomplete description
organized description needed of some of the
of all materials needed materials needed

Connections to other Includes a detailed Includes an explanation Includes a limited Includes a brief
lessons and/or what explanation that that connects to other explanation that explanation.
student already connects to other lessons and/or what connects to other
knows lessons and/or what student already knows lessons and/or what May not connect to
student already knows student already knows other lessons or what
evidenced by naming student already knows
the data sources.

Mini Lesson All parts of the mini All parts of the mini One part of the mini lesson The steps in the
Progression: lesson are clear and lesson are complete and is missing or unclear. The lesson are unclear and
Connect: Connects to complete. The lesson the objective is clear. The objective / connection and difficult to follow, do
student need or design is clear and lesson design leads to teaching points do not not support the
objective explicitly shows or good reading / writing support each other or the teaching point stated,
Teach: Your uncovers a good strategy / skill that link does not express that or more than one is
modeling, demo, reading / writing support the student in what the learner will do in missing.
explanation strategy/skill that knowing how to do the future as a result of this
Active Involvement: support the student in something that makes lesson.
The student tries it knowing how to do him/her a better reader /
out. something that makes writer.
Link: Reminder to him/ her a better
use/how to use
teaching point reader/ writer.

Observations Kidwatching notes are Kidwatching notes are Kidwatching notes are Kidwatching notes are
thoughtful, descriptive thoughtful and thoughtful, descriptive limited and vague.
and informative informative and informative
Observations capture Observations capture Do not capture what
what student is doing what student is doing as a the student is doing as
as a learner (show vs learner a learner
tell)

Next Steps Next steps are Next steps are directly Next steps have Next steps do not
thoughtful and directly connected to what was limited connection to connect to what was
connected to what was observed in lesson what was observed in observed in lesson
observed in lesson Next steps consider the lesson Next steps do not
Next steps consider students needs as a Next steps do not consider the students
the students needs as learner consider the students needs as a learner
a learner needs as a learner

Attention to feedback Thoughtful responses Responses are given to Responses are given to Responses are not
are given to ALL of the instructors questions and some of the instructors given to instructors
instructors questions comments questions and questions and
or comments Lesson plan revisions are comments comments
Lesson plan revisions included Some lesson plan Lesson plan revisions
are included in revisions are missing or are missing or
students own voice incomplete incomplete

Reflection Upon Response demonstrates Response demonstrates a Response demonstrates Response demonstrates
Growth as a Teacher an in-depth reflection on general reflection on new minimal reflection and little a lack of reflection and
new insights as growth of insights as growth of self as a insight on growth of self as little or no insight on
self as a teacher based on teacher based on specific a teacher based on growth as a teacher.
specific interactions/ interactions/ events of the interactions/ events of the Examples, when
events of the lessons. lessons. Interpretations are lessons. Documentation applicable, are not
Interpretations are well documented and supported and support are minimal provided.
documented and with some examples to and/or general rather than
 supported with clear, support the new insights. specific.
detailed examples to
support the new insights.

Submission Comprehensive Lesson plans are turned Lesson plans are Lesson plans are
Guidelines lesson plans are turned in on time. incomplete and/or are incomplete and turned
followed/Timely in early or on time. turned in one day late. in late. Later than one
Observational notes, Observational notes, week will not be
Comprehensive reflections, and next reflections, and next accepted.
lesson observation steps are turned in on steps are one day late.
notes, reflections, and time.
next steps are turned
in early or on time.

Written Mechanics/ Clearly written and Clearly written and has Writing is unclear and Writing is unclear and
Conventions error free. (CUPS: no more than three CUPS has 4-5 CUPS errors. has more than 5 CUPS
Capitalization, Usage, errors. errors.
Punctuation, Spelling)

Reading Response:

Three necessary components of developing readers who can read fluently and comprehensively is that you must have
appropriate texts, opportunities to practice reading, and non-interruptive reading strategies. Practice matters a lot and they
must be able to practice in a way that they grow and learn from, not just get frustrated with. The non-interruptive reading
strategies means knowing/being able to identify what books are just right, not being too challenging or too simple.
Whatever strategy the teacher must model the reading strategies so students can use these strategies in their reading
practices. This means, that reading aloud is a must for teachers to show their students the model. Clarification of different
tiered words can assist with student understanding and boost their comprehension (instead of just giving the answers,
have the children dialogue and look at context clues).
 EXCELLENT GOOD FAIR POOR NO RESPONSE
Information about the Information about the Information provided Information about the Either no response
text is accurate and text is accurate. The about the text is text may be missing or provided, no content
response shows student shows generally accurate but inaccurate. No insight summary, OR no
penetrating insight. evidence of deeper insight is only is shared, or insights evidence of insight or
Ideas and opinions thinking and originality, occasionally offered. and opinions tend to be personal reflection.
show originality. and responds The tutor rarely dull. predictable or
Connections with personally to the text expresses his/her own unoriginal (possibly
tutor's own by expressing his/her thinking about the text. even copied).
experiences are made own thinking about
as well as connections tutoring work and
to work with tutee. tutees response.

Conventions & Mechanics

EXCELLENT GOOD FAIR POOR NEEDS IMPROVEMENT

Error Free There are only 1-2 There are 3-4 errors in There are 5-6 errors in There are more than 6
errors in CUPS. CUPS. CUPS. errors so that errors
Capitalization Capitalization Capitalization
Punctuation Punctuation distract from content.
Punctuation
Word Usage Word Usage Word Usage
Spelling Spelling Spelling