Indiana

Wesleyan University
Elementary Education Lesson Plan Template
CAEP 2018 K-6 Elementary Teacher Preparation Standards
Reading Lesson
Better Together
This unit focuses on discovering what we can do together. It focuses on encouraging each other, exploring with each other,
and how working together with people can help our own, and others, dreams, goals, and desires come true.

LESSON RATIONALE
Students need to work on literacy goals to grow in their knowledge of words and reading. Students also need to learn how
working together can help them grow and become better readers and learners. (CAEP K-6 1.a)

READINESS
I. Goals/Objectives/Standard(s)
A. Goal(s)—Students will work together to discover how they are better together through different literacy
activities.
B. Objective(s)—Guided Reading Group One: By the end of the lesson, students will be able to explain the story
by engaging in discussion with teachers and peers, along with making connections to their predictions being
either true or false.
Guided Reading Group Two: By the end of the lesson, Layla will be able to identify where the pictures given to
her at the beginning can be found in the story and be able to talk about how the pictures relate to the story.
Station One: By the end of the station, students will be able to accurately decide a characters emotion in a given
text.
Station Two: By the end of the station, Ava will be able to write three complete sentences on what the book was
about.
Station Three: By the end of the station, students will be able to read jokes fluently.
Station Four: By the end of the station, students will be able to comprehend the events in the story and place
them in chronological order.
C. Standard(s):
K.RL.2.3 Identify important elements of the text (e.g., characters, settings, or events)
K.RV.2.2 Identify and sort pictures of objects into categories (e.g., colors, shapes, opposites)
1.RF.5 Orally read grade-level appropriate or higher texts smoothly and accurately, with expression that
connotes comprehension at the independent level
1.RL.1 With support, read and comprehend literature that is grade-level appropriate. (CAEP K-6 3.c)
II. Management Plan-
a. Time per lesson element: Groups-15 minutes each | Stations-15 minutes each | During group 1, station
one and station two will be going on, During group 2, station three and station four will be happening.
There will be two rotations total
b. use of space: The guided reading groups will take place in the back room at the table, station one will
occur at the table in the main room, station two will occur at Ava’s desk, station three will occur at the
table in the main room, and station four will occur at the other table (circle table) in the main room
c. list of materials: The True Story of the Three Little Pigs, sticky notes, dry erase marker, Olivia the Spy,
three pictures for Layla, Princess Hyacinth, There was an Old Lady Who Swallowed a Fly, cards for There
was an Old Lady…, Fortunately, joke cards,
d. Describe expectations and procedures: Students are expected to follow the behaviors and expectations
set in the classroom, which include listening, being respectful, doing what is asked the first time, and
completing all work before having free time on their MacBook. The teacher will follow individual
student BIP if any behaviors occur.

III. Anticipatory Set

• Since we will be transitioning from morning meeting time and students will be at their desk, I will tell the
students that I have a thought of the day for them. I will propose the question, “What do you think ‘two heads are
better than one’ means?” Have students discuss together as a class what they might think the saying, two heads
are better than one, means.
IV. Purpose: Today we are going to think about what it might mean to be better together. We are going to do this
through different guided reading groups and literacy stations, and I want you guys to think about why working
together can be better than working alone.

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PLAN FOR INSTRUCTION
V. Adaptation to Individual Differences and Diverse Learners—
- This lesson is taking place in a middle school essential skills classroom. There will be nine students present in the
classroom at the time of the lesson. Four of the students read at, or are working towards, a kindergarten reading
level. One of the students is only on a functional skill curriculum and does no academics. All students are off the
diploma track and are set to graduate with a certificate after high school. None of the students are working
towards benchmark standards for their respective grade levels.
- John: John has down syndrome and an intellectual disability. He is verbal, however his speech is not
understandable. He does not currently do any literacy instruction in his typical school day, besides working
towards using a PECS communication system.
- Layla: Layla has down syndrome and an intellectual disability. She is a verbal and is able to be understood by
others. She is currently working on reading and identifying sight words for her literacy instruction. She is also
working on comprehension and remembering what is read to her in a text.
- Ava: Ava has autism and is verbal. Ava’s speech is easily understood and she can carry a conversation. She is
currently working on trying to read lower-leveled reading books independently, text comprehension, and
writing. She is also working on writing sentences independently.
- Matthew: Matthew has autism and is selectively mute. He is able to speak, but often does not. Matthew will
answer questions if he is directly asked them by a familiar face. Matthew does not currently do any literacy
instruction in his typical school day and is working towards answering questions appropriately.
- Morgan: Morgan has autism and is nonverbal. Morgan is not able to speak, and it is unsure how much receptive
communication she has. She mainly receives sensory and essential skill instruction. Though Morgan may not be
working on any of the specific goals at the stations, she will travel with Matthew and Jon to station one and four,
and have a para working with her. Depending on if she needs to stand up and move around, this may happen
during the stations at the para’s discretion
- Colten: Colten has an intellectual disability and reads at a second grade level. He is currently working towards
reading second grade level text fluently.
- Brody: Brody has an intellectual disability and currently reads at a first grade level. He is working towards
reading first grade level text fluently.
- John: John has an intellectual disability and is able to read at a first grade level. He is currently working towards
comprehension goals on his IEP.
- Dylan: Dylan has an intellectual and emotional disability. Dylan currently reads at a second grade level
(CAEP K-6 1.b)

VI. Lesson Presentation (Input/Output)
GUIDED READING 1: Colten, Brody, Dylan, and John || The True Story of the Three Little Pigs || 1.RL.1 With
support, read and comprehend literature that is grade-level appropriate. || Teaching Point: Being able to
comprehend the text and show comprehension by answering questions and discussing the text. || Serravallo 2.7 :
prime yourself with prior knowledge
PRE-READING
- “How many of you have heard the story of the three little pigs?” Wait for student response. If all students know,
continue on with next bullet point, if some students know and others do not, then have one of the students
explain what the three little pigs is about, if none of the students know then give a summary of the story: “The
three little pigs is an old folktale that has been passed down throughout history. The story is about a big, bad
wolf that wants to eat the three little pigs, and so he goes to each of their houses and tries to blow them down so
that he can eat the pigs. The three little pigs are the victims and the big bad wolf is the villain in the story.”
- “This story has been around for longer than you guys have, even longer than me! But what if I told you that you
may have known the wrong story the whole time, and if only the wolf would have had someone on his side,
things could have turned out much differently.” Show the students the book and read them the title.
- “Now, I want you guys to tell me what you know about the story of the three little pigs, then we are going to
brainstorm how this story might be different.” Have sticky notes for the students to write on and separate the
white board into two different parts. Have students write down what they know about the characters and plot in
the original story, and then have them write down what they might think will happen in the new story based on
the title.
READING
- “I love all the ideas that you guys have written down! Now we are going to read this story together to discover if
any of our predictions were true, and to see what really happened on the wolf’s side of the story.”
- Read the book together as a group, and have all the students reading aloud and following along. Be sure to read
with the students but don’t overpower the reading that the students are doing.
RESPONDING

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 - “Wow!! That was a crazy story!” Ask the questions: “What did you guys like about the story? What did you
dislike about the story? Do you believe the wolf or do you think he is lying?”
- Allow time for students to answer question and engage in discussion. Check for comprehension during
discussion, are students able to recall what happened in the story? Is what students are saying accurate to the
story, by what they are saying does it appear that they comprehended it?
EXPLORING
- “Alright so at the beginning we made some predictions about what we thought would happen. I want you guys to
look at one of the predictions you made and find in the story where that prediction was either proved true, or
where you found it proved wrong.”
- Allow for students to flip through reading and find different pages and parts of the books where different parts
were proved true or false.
APPLYING
- “Great work today reading guys! I really appreciated how you guys worked so hard to compare the different
stories and how you really looked at the details. Tomorrow when we read another text you guys are going to
have to pay attention to the details of the story again, but with how well you did today I am excited to see you all
try again tomorrow!”

GUIDED READING 2: Layla || Olivia the Spy || IEP Goal: Given words or pictures, Layla will use slow, smooth
speech in structured sentences with 80% accuracy over 3 trials by April, 2019. || Teaching Point: Comprehension
of text, being able to take pictures and understand where they fit in the story and what the pictures are about ||
K.RL.2.3 Identify important elements of a text
PRE-READING
- Gather with Layla at the table in the back of the room. Layla loves to pretend to be a spy, so tell her, “Today we
are going to be spies together! But first we need a few things to help. I am going to give you three cards that will
help us today on our mission to discover more about Olivia.” Show Layla the cover of the book. Give Layla 3
cards that have pictures of Olivia in different parts of the book on them. (First picture: Olivia with the blueberry
smoothie everywhere, second picture: Olivia’s mom being upset and complaining to the dad, third picture: Olivia
at the ballet with her mom) “Now, lets take a look at these pictures. Lets put our spy caps on and think about
what might be happening in each picture. Talk for just 1-2 minutes, allowing Layla to think about what each
picture could be about. “Now we are going to read Olivia the Spy and use our own spy knowledge to discover
what our picture cards might be about.
READING
- “While I am reading I want you to pay attention when you see one of the pictures I gave you in the text. When
you see one of the pictures, make sure to tell me to stop and we can use our spy skills to discover how the
picture fits into the text.”
- Read the story aloud, engaging with Layla when she ask questions or makes comments on the story. Layla can
read sight words, so at some points in the story stop and ask her to read certain sight words that appear, this
will work on generalization and maintenance of applying knowledge of sight words to other texts.
RESPONDING
- “Nice work! We are almost done with our super secret spy mission!!” Emphasize Layla’s hard work in finding
where the pictures given at the beginning fit into the text.
- “What was your favorite part of the book?” “What did you not like about the book?”
- Now focus on asking questions that revolve around the three photos given at the beginning of the text: “Why was
Olivia’s mom upset with Olivia?” “Where did Olivia end up going at the end?” “How did Olivia disguise herself?”
- Allow time for Layla to think about and answer the questions.
EXPLORING
- “Now I am going to tell you something about the book we just read. I want you to use your spy skills and search
through the book to find what it is I am talking about!”
- “At one point Olivia accidently died all of her white shirts pink! Can you find where that happened?”
- “Olivia had to go to the bathroom during the ballet. She accidently went on the ballet stage instead! Where did
that happen?”
- “What did Olivia think an institution was? Where did Olivia learn about an institution?”
- Layla may need some prompting as she is exploring back through the text. Give Layla options of two pages in which
the things above may have occurred.
APPLYING
- “Okay, now I am going to give you a few more pictures that you are going to take to your station.” Hand Layla a
picture of a fly, cow, and mouse from There was an Old Lady who swallowed a fly.
- “I want you to use the pictures I just gave you to think about what the next text you are reading might be about,
using the knowledge you just learned in our group together while at your next station.”

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WORK STATIONS:
STATION ONE (Jon, Layla, Matthew): Serravallo 1.8: Express the Emotion || Fortunately
- A para will be with Jon, Layla, and Matthew at this station. They are going to work on thinking about how the
character might feel on each page of the story when they are reading the book Fortunately
- The students will have two different cards that they will review at the beginning. The first emotion that they will
have on their card is happy, with a smiley face. The students will talk about how you know if someone is happy
or pleased. The second card will be afraid, the students will talk about what it means to be afraid and how you
know if someone is afraid.
- This station will practice recognizing patterns in the text as well, as the text switches from a happy or pleasing
statement, to an upsetting or scary statement.
- The students will show which card they think the main character is feeling as the para reads to them each page
of the book
STATION TWO (Ava): Princess Hyacinth – IEP Writing Goal
- A para will be with Ava and they will read Princess Hyacinth together. Ava will try to read text independently
unless she needs help. After reading, Ava will write three sentences about the book. If Ava needs prompting for
what to write about, the para will ask “What was the problem with the princess?” “How did the princess feel at
the beginning of the book, and how did she feel at the end of the book?” “Who helped the princess throughout
the book?”
STATION THREE (Colten, Brody, Dylan, and John): Jokes and Fluency || 1.RF.5 Orally read grade level appropriate or
higher texts smoothly and accurately , with expression that connotes comprehension at the independent level
- A para will be running this station as well. The students will tell jokes to each other, which naturally helps with
practicing fluency skills.
- The para will start by telling a joke to model how the station needs to be run.
- The jokes are on different flashcards, and the students will read them and ask them to each other. The para will
make sure they are reading them fluently and work with the students on reading the jokes in a smooth way.
- At the end, the students will try to make up their own joke to ask the other students and teacher.
STATION FOUR: (Ava, Jon, Matthew): There was an Old Lady Who Swallowed a fly || Comprehension || K.RV.2.2 Sort
pictures and objects into categories
- At this station, a para will read this book with the students. The students will all be handed different pictures of
items that the old lady swallows in the book. When the para calls out the item that the old lady swallows, the
student that has it must show all the other students and then they will create a lineup of all the times the old
lady swallows. They will then go over the order the old lady swallowed them in together. They will then mix up
the cards and work together to organize them in the same order.
- This will work on overall comprehension and sequencing, the teacher will take notes of which students are able
to sequence the text and which students struggle in this area.

VII. Check for understanding.
a. Group One: Each student will have to find a point in the book where their specific prediction was either
proved right or wrong, this will help assess their understanding of comparison between the two stories,
while also showing their overall comprehension of what happened in the text
b. Group Two: Layla will have to answer the questions, while looking at the book. Which will check for her
ability to form sentences given either pictures or words.
c. Station One: The para will be able to check and see if students are answering correctly, if the students
are not, then the para can stop and re-explain the emotions and goals of the station.
d. Station Two: Ava will show that she understands the book, by writing three sentences about what
happened in the book and what she read. If Ava is not able to relay what happened in the book, then the
teacher will prompt her by asking questions.
e. Station Three: The para at the station will check for understanding by modeling for the students how to
fluently read a joke, especially a knock-knock joke, and showing them why its important to speak
fluently and not have breaks between words.
f. Station Four:
g. If a student isn’t understanding: The teacher will reassess and possibly reteach concept, either by
repeating the lesson or teaching the same concept in a different way.

VIII. Review learning outcomes / Closure / Plan for Assessment

- Remember at the beginning of the lesson when I asked you guys, “what does two heads are better than one
mean?” Wait for student response. Explain to the students what this means.
- “What was your guys favorite activity that you did today?” Allow for students response.

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 - “What did you guys learn today in your different stations?” Have the students summarize what they learned
today and have discussion with them.
- Ask them, “how does working together help you learn about literacy? Were any of you able to learn better
because of someone else working with you?” “How did you see characters working together in the different
stories you read?” Allow time for students to answer and engage in discussion with each question.

(CAEP K-6 3.a)

REFLECTION AND POST-LESSON ANALYSIS (CAEP K-6 3.b)
1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
7. Was the assessment an accurate way to see if each student met the learning objective?
8. Was the text for guided reading challenging enough for the students?
9. Were there skills in the lesson that should have been explicitly pre-taught to the students to help with their
comprehension and application of the lesson goals, objective, and purpose?

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What do you call a dinosaur that is Why was 6 afraid of 7? What animal is always at a
sleeping? Because 7, 8, 9 baseball game?
A dino-snore!
A bat.

How do you make a tissue dance? What's a pirate's favorite letter? Knock knock!
You put a little boogie in it. Arrrrrrrrrr Who's there?
Donut.
Donut who?
Donut ask me, I just got here.

Knock, knock. Knock, knock. Knock, knock.

Who’s there? Who’s there? Who’s there?
Boo. Lettuce. Nana.
Boo hoo? Lettuce who? Nana who?
Why are you crying? Lettuce in, it’s cold out here! Nana your business!

Knock, knock Knock, Knock Knock, Knock

Who’s there? Who’s there? Who’s there
Banana Iran Your father.
Banana who? Iran who? Your father who?
Knock knock Iran all the way here! Luke, come on, let me in,
Who’s there? it’s Darth Vader!
Banana
Banana who?
Knock knock
Who’s there?
Orange
Orange who?
Orange you glad I didn’t say
banana?

Why did they quit giving tests at What kind of key can never unlock What do you call cheese that is
the zoo? a door? not yours?

Because it was full of cheetahs A monkey Nacho cheese

What is the smartest kind of bee? Why did the golfer wear two pairs What did the bowling pins do after
of pants? hearing a joke?
A spelling bee
In case he got a hole in one. Fell down laughing.

Why couldn’t the family go Knock, knock What do you call a cow that eats
bowling? Who's There? your grass?
The pins were on strike. Who
Who Who? A lawn moo-er.
Is there an owl in there?

Knock, knock What do you call a smart group of Why did the kid cross the
Who’s there? trees? playground?
Bean
Bean who? A brainforest. To get to the other slide.
Bean a while since I saw you!