Student Teaching edTPA Lesson Plan Template

Subject: 5th grade ELA/Reading Central Focus: Context Clues

Essential Standard/Common Core Objective:

CCSS.ELA-LITERACY.L.5.4.A
Use context (e.g., cause/effect relationships and
Date taught: 10/23/17
comparisons in text) as a clue to the meaning of
a word or phrase.

Daily Lesson Objective:

Performance: Students will complete an activity sheet using cloze strategy.
Conditions: Students will work independently.
Criteria: Students are expected to earn 8/10 points on the exit ticket.

21st Century Skills: Communication and Academic Language Demand (Language Function and
collaboration. Students will be working as a class. Vocabulary): Context Clues, companions, departed, conversation,
They will need to know how to turn and talk to each loan, exhibit.
other .
Prior Knowledge: Knowing how to read, some vocabulary.

Activity Description of Activities and Setting Time

1. Focus and Review
2. Statement of Objective
for Student
3. Teacher Input
Okay guys, for the past couple of weeks we have been talking about context 5 minutes
clues and using them in our reading when we do not know a meaning of a
word. The teacher will then tell the students to turn and talk with a partner
and come up with a definition of what context clues are/why they are
important. The students will share their ideas with the class.
Today we are going to go over a strategy called the cloze strategy. Does 1 minute
anyone know what that is? (The teacher will list ideas up on the board.) At the
end of today, you are going to complete an activity sheet so pay attention and
take good notes!
The teacher will explain what the cloze strategy is. The teacher will tell the 5 minutes.
students that when we use the cloze strategy we are required to fill in the
blanks using information(context clues) from the passage. The teacher and the
students will go over three questions on the board using the cloze strategy
method. The teacher will tell the students that we are going to use this
strategy so they will gain comprehension.
Questions (made up):
1. The doctor was_________that the patient got better so quickly.
2. The dog was ________to see his owner.
3. Mike and Bridget are best ______.

10
The teacher will pass out the article Bao Bao the giant panda leaves minutes.
Washington zoo for new home in China. The article will be passed out with
certain words covered up with a sharpie with three word choices underneath
4. Guided Practice
the word. The teacher will put the article on the PowerPoint with the words
omitted so the students can see the article. Okay, you guys will notice that
there are some words covered up, thats okay! That is part of what we are
doing today. So, can I have a volunteer to read the first two paragraphs? When
 you get to a word that is covered up stop. When the student gets to the word
that is covered up, the teacher will read the paragraph with the missing word
left out. The teacher will say: Okay, what would make sense to put
heresaying the different word choices. The teacher will tell the students
to turn and talk to find out what the appropriate word will be and why. The
teacher and students will do this until the article is finished.

For independent practice, students will be given an activity sheet about 10

President Roosevelt. Certain words will be deleted and there will be a word minutes
bank above. Using context clues, students should be able to fill out the activity
sheet. As students are working, the teacher will be working the room and
5. Independent Practice
checking for progress. If students need help, they may work in pairs. If the
students get done early, the teacher will have other sentences for the students
to work on provided on the board.

6. Assessment Methods of The students will continue working on the worksheet and the questions on the board to be
all objectives/skills: turned in for grading. Students are expected to fill 8 out of 10 blanks correctly.

5 minutes
The teacher will have the students turn and talk about why the cloze strategy
7. Closure
is important. The students will share their ideas with the class.

8. Assessment Results of The students will continue working on the worksheet and the questions on the board to be
all objectives/skills: turned in for grading. Students are expected to get 8/10 blanks. About 85% of the students
reached mastery.

Targeted Students Modifications/Accommodations: Student/Small Group Modifications/Accommodations:

Modifications/Accommodations: For students with
dyslexia or other reading disabilities will be able to
read along using a book on tape.
Students that are advanced can read more.
Students will be able to complete the activity sheet with a
partner during independent practice. If the students want, they
can work alone. The teacher will work the room to ensure that
understanding is met.

Materials/Technology: internet, news article, pen/pencil, white board, https://newsela.com/read/elem-goodbye-bao-

bao/id/27444
Reflection on lesson:
I did my reading lesson on context clues, specifically the cloze reading strategy method. At the

beginning of my lesson, when I got the students to turn and talk with each other and brainstorm what they know

about context clues the class got very noisy. I had to tell the students to be quiet multiple times and they would

not listen. Unfortunately, my cooperating teacher had to interject and tell the students to have respect and be

quiet. I feel like I did not have control over the class and that was one of my many weaknesses. In the future, I
think I will tell the students my rules before teaching and try to manage the class better.

When picking an article to read, I found an informational text on the fifth grade reading level. I printed

off the article for the students and crossed out certain words where they would have to use context clues to

figure out what would fit in that space. I also had the article with words crossed out under the doc cam so I was

reading along with students. This part of the lesson went extremely well. I got different students to read each

paragraph. When they came to a blank, they skipped it and kept reading. After the paragraph I got the students

to brainstorm ideas what the word means. While the students were brainstorming their ideas, I wrote them up

on the board for everyone to see. I also asked why they think the word meant that and why. The students did an

extremely good job of using context clues during the guided practice. When students struggled I would

underline and circle key words, which I think, helped them during the lesson.

I passed out an exit ticket that I found online that was using the cloze strategy. Many of the students

finished quickly so I told them to read through the article that we read earlier and circle three words that they

did not know and complete a chart for the words. The chart consisted of the word, definition, and context clue. I

drew the chart on the board for the students to see. For this activity, I made a last minute decision. I was

overwhelmed and freaking out when the students were finished with the cloze strategy activity and I had

nothing else for them to do. So, I told the students to go back to the article. I actually think that I did a good job

of finding an activity for students to do that finished early. Although I had some weaknesses, I think I did an

okay job as a teacher.

Directions: Choose a word from the box and fill in the missing
words. Each word will be used once.
Theodore Roosevelt was born on October 27, 1858 in New York City. Roosevelt
had asthma and was often sick as a boy, so he was homeschooled. He went on
to _______________ with honors from Harvard, and study law at Columbia
University.
Roosevelt left law school to _______________ his political career. He was the
youngest representative in the New York State Assembly. He ____________ the
captain of the national guard and the minority leader in the Assembly.
Roosevelt left politics for two years after the _______________ deaths of his
mother and his first wife.
When Roosevelt _______________ to New York, he remarried and became civil
service commissioner, New York City police commissioner, and the U.S. Navy
assistant secretary. Roosevelt went on to become the leader of the rough riders
(volunteer horse riding _______________ in the west), he governor of New York,
and the vice president to William McKinley.
Theodore Roosevelt became the youngest U.S. President after McKinley was
killed. During his presidency, Roosevelt made the National Park System,
_______________ named the White House, fought for the middle class, helped
nations talk themselves out of war, built the Panama Canal (which connects the
Atlantic and Pacific Oceans), and believed in equal rights for everyone.
soldiers graduate became officially tragic
start returned lively president recovered