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T&L Instructional Plan Template

(Updated 4/17/15)
(edTPA Aligned)

The information included in this document is to support faculty in teaching about and supporting students with the
T&L (and edTPA) Instructional Plan. While there are many variations of lesson plans, this format meets
departmental requirements and is aligned with the 2014 edTPA as well.

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

Teacher Candidate: Maddelyn Skeen___________________ Date:_April 5, 2018________

Cooperating Teacher: _Mrs. Bringhurst__________________ Grade:_2nd_______________
School District: Pullman School District_________________ School: __Jefferson Elementary School__________
University Supervisor: Lori White
Unit/Subject: Reading Comprehension
Instructional Plan Title/Focus: Marley’s Big Adventure

Section 1: Planning for Instruction and Assessment

a. Instructional Plan Purpose: In this lesson, students will be in their reading groups consisting of 4-5 people.
As a group, the students will read Marley’s Big Adventure by John Grogan. After reading the book, students
will play Roll & Tell. Roll & Tell consists of 12 comprehension questions that the students should be able to
answer after reading the story. From doing this, students will have the opportunity to practice working in
small groups and working and collaborating with them. Students will also be practicing reading fluency as
they read aloud themselves as well as listen to the teacher read aloud. This activity also requires students to
be active readers as they have to think about what they read in order to be able to answer the comprehension
questions in the Roll & Tell game. This lesson was taught in the middle of the unit. Every week students
work in their reading group and practice different comprehension strategies. Before this lesson, students had
been working on different comprehension strategies as well as working in groups with their peers.
Tomorrow, teacher will do one on one conferences with students to discuss today’s activities and students
will continue to explore comprehension strategies in their reading groups.

b. State/National Learning Standards:

RL.2.1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate
understanding of key details in a text.

RL.2.3: Describe how characters in a story respond to major events and challenges.

RF.2.4: Read with sufficient accuracy and fluency to support comprehension.

RF.2.4.A: Read grade level text with purpose and understanding.

CCSS.ELA-LITERACY.SL.2.1: Participate in collaborative conversations with diverse partners

grade 2 topics and texts with peers and adults in small and larger groups.

CCSS.ELA-LITERACY.SL.2.1.A: Follow agreed-upon rules for discussions (e.g., gaining the floor in
respectful ways, listening to others with care, speaking one at a time about the topics and texts under

c. Content Objectives (to be copied in Assessment Chart below) and alignment to State Learning

1. SWBAT… Read the text aloud fluently.

Aligned Standard: RF.2.4, RF.2.4.A,
2. Show respect towards others when working in small groups by listening while others are talking, eyes
looking at the speaker, taking turns while answering comprehension questions.

Language Objectives:
1. SWBAT… demonstrate understanding of text by answering comprehension questions.
Aligned Standard: RL.2.1, RL.2.3
2. SWBAT… Answer comprehension questions using evidence from the text.
Aligned Standard: RL.2.1, RL.2.3

d. Previous Learning Experiences:

Previous to this lesson, students had been working in their small reading groups once a week and practicing
working and collaborating with others. Students have also been practicing other reading comprehension
strategies within their groups that they can continue to use at all ages for better understanding of text.

e. Planning for Student Learning Needs:

-ELL: For ELL students, I made my comprehension questions a little easier in order to get them thinking
about the question in a different way but also be able to check their comprehension. I also asked the student
to show me with their own body how certain characters felt when specific events from the story took place.
-SPED: For special education students, they will have the opportunity to draw pictures of how the characters
felt as well as have the chance to use their technology programs to communicate with others in their group
more effectively. I would set a goal with my SPED students and continue to check in with them every two
minutes and see how they are doing on completing their goal.There were no SPED learners in my group.
-STRUGGLING LEARNERS: To assess comprehension from my struggling learners, I turned the
questioning into more of a conversation. I would say something along the lines of “I noticed that Marley ran
away. do you remember why he ran away?” This way the students don’t feel like they are being tested and
don’t get as much stress from it.

f. Assessment Strategies (Informal and formal)

Content/Language Objectives Assessment Strategies

Content: SWBAT… Read the text aloud Informal (Formative): Checklist
fluently. As students complete their reading groups teacher will
assess students using the checklist as they show that they
understand and demonstrate reading group skills.
Content: SWBAT… Show respect towards Informal (Formative): Checklist
others when working in small groups by As students complete their reading groups teacher will
listening while others are talking, eyes assess students using the checklist as they show that they
looking at the speaker, taking turns while understand and demonstrate reading group skills.
answering comprehension questions.
Language: SWBAT… demonstrate Informal (Formative): Checklist
understanding of text by answering As students complete their reading groups teacher will
comprehension questions. assess students using the checklist as they show that they
understand and demonstrate reading group skills.
Language: SWBAT… Answer Informal (Formative): Checklist
comprehension questions using evidence As students complete their reading groups teacher will
from the text. assess students using the checklist as they show that they
understand and demonstrate reading group skills.

g. Student Voice:

Student-based evidence to be Description of how students

K-12 students will be able to: collected (things produced by will reflect on their learning.
students: journals, exit slips, self-
assessments, work samples,
projects, papers, etc.)
1. Explain student learning targets Work Samples: Work samples will Students will look through
and what is required to meet be collected throughout the year their collection of work and
them (including why they are showing improvement in reading write a short paragraph of
important to learn). comprehension. what they notice.

2. Monitor their own learning Self Assessment: At the end of In doing this, students are
progress toward the learning reading groups, students were asked required to think back through
targets using the tools provided to give thumbs up, sideways, or their reading group time and
(checklists, rubrics, etc.). down depending on how they felt reflect on how well they did
the activity/lesson went. as well as how their peers did.
They should question
Students also had the opportunity to themselves asking if they
award points towards members of understood the story, could
their team if they were displaying they answer the questions,
great reading group skills and were their group partners
(previously discussed in class). helpful.
3. Explain how to access
resources and additional
support when needed (and
how/why those resources will
help them).

h. Grouping of Students for Instruction:

Grouping of students is completely random. They stay in the same groups for their reading centers that they
do for their normal group instruction. There are students of all levels in their reading groups which allows
students who are struggling to work with other students who have a strong understanding.

Section 2: Instruction and Engaging Students in Learning

a. Introduction: To start off the lesson, I will begin by explaining to the students that we practice reading
comprehension every week during reading groups. I will then ask, “Do you know what comprehension is?
What does it mean to be able to comprehend something?” Students will then respond. Teacher will then
introduce the book that will be read as well as the directions to the Roll & Tell game that will be played after.

b. Questions:

1. What is comprehension?
2. What does it mean to be able to comprehend something?
3. What is the story mostly about?
4. Who are the main characters?
5. Where does the story take place?
6. When does the story take place?
7. What happened at the beginning, middle, and end of the story?
8. Do you have any questions about the story?

c. Learning Activities: Describe what the teacher will do and say and students will do during the lesson.
Write it as a procedural set of steps in the left column of table below. On the right, refer to a supporting
learning theory or principle driving that activity and/or your rationale for doing what you are doing.

Prompts for right hand column—supporting theories/principles. In the right column, use references from
texts, research/peer reviewed journals, or other learning theories to support your choice of activities. You
might draw from your 301 and/or your methods courses here.
o Connections between students’ own lives, experiences, cultures, interests and the content.
o Active learning over passive learning (e.g. SCI Learning Experiences ladder—simulation over verbal)
o Theoretical support for learning activities (e.g. Culturally responsive strategy, or processing)
o Multiple means of representation for the K-12 students (UDL principle)
o Multiple means of engagement for the K-12 students (UDL principle)
o Multiple means of expression of learning by the K-12 students (UDL principle)
o Accommodations and modifications for students with diverse needs, including those with disabilities (as
stated in their IEPs)
o How the teacher candidate will assess the learning of the students (from table above)
Learning Steps and Activities Supporting Theories/Principles
(Why are you doing what you are doing?)
1. “So far this school year we have been Piaget: By asking this question I am activating my
working on our reading comprehension skills students’ prior knowledge and figuring out what
through reading groups. Does anyone know they know before we start the lesson.
what reading comprehension is or what it
means to comprehend something?”
Students will respond with what they think
comprehension means.
2. “Today we are going to practice our reading Ausabel & Mayer: Teacher explains what the
comprehension by answering questions from important parts of the lesson are and how the
the story. We will start by reading the story books and the game relate to each other.
Marley’s Big Adventure. After we read we
will play Roll & Retell and each of you will
have to answer the question that matches the
number you roll on the dice.”
3. As students begin playing game, I will Constructivism (Vigotsky, Piaget, Wertsch, John
continue to ask them deeper thinking Steiner, Mahn): By asking deeper thinking
questions to assess their understanding of the questions, teacher is requiring that students are
book. being engaged with the materials presented.
4. At the end of the game, I will ask students to
show me with their thumb how well they
think today’s reading comprehension lesson

b. Closure:
Today we practiced answering comprehension questions to manage our reading comprehension. We
answered questions that will be helpful for all types of reading to make sure we are understanding the
material we are reading. Next week in reading groups we will continue reading comprehension strategies.

c. Independent Practice: Reading comprehension is something that can be used both inside and outside of the
classroom. Students can use questioning as a strategy as they read material for other classes as well as
different types of texts. Students should continue to question themselves as they read as well as after they
read in order to assess their own understanding.

d. Instructional Materials, Resources, and Technology:

● Marley’s Big Adventure by John Grogan
● Dice
● Roll & Tell Sheet

e. Acknowledgements: Acknowledge your sources

● An Apple for the Teacher: Roll & Tell Sheet

Student Name Fluency Team Work Comp.

Student 1 + + O

Student 2 + + +

Student 3 + + O

Student 4 + O +

Student 5 + + +

Student 6 + + +

Student 7 + - -

Student 8 + - O

Student 9 + + -

Student 10 O O -

*** Because this lesson was done during reading groups I was not able to work with each student in the class.

+ Met Target
O Almost Met Target
- Did Not Meet Target