Week 5 Lps - Reagan

LESSON PLAN– Monday Kinder ELA (Lesson from snow day on Friday, 2/7)
Name: Lisa Reagan Cooperating Teacher: Molly Martin

Date: February 10th, 2020 Time: 8:15-9:00am Grade Level: Kindergarten ELA Room #: 111
LESSON FOCUS or MAJOR GOAL: LEARNING OBJECTIVES:

 The goal of lesson for students to decode words by hearing and seeing the  Given a CVC word for Bingo, TSW choose a letter on their bingo boards
letters/sounds. In addition to this, TSW now learn to hear a word, segment sounds, by tapping out to hear the final sound in the word on 6 out of 9 trials.
then find and recite the letters for those sounds. This will help the students learn to  Given the sight word book, TSW identify the word “to” in the sentence
spell the words. while reading the book with teacher assistance on 6 out of 6 trials.
 The goal of this lesson is for students to identify the sight word in the book. The
students will grasp the pattern of the words in the repetitive text, then use this Expressive:
knowledge to identify which word says “to.”  Given letter cards, TSW produce the given word by blending the given
phonemes.
CONTENT STANDARDS:  Given a word and isolated sounds, TSW name and write the letters in the
word to spell it.
RF.K.2 Demonstrate understanding of spoken words, syllables, and phonemes (sounds). Receptive:
 Given a game of bingo, TSW distinguish the final sound in the word by
RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words. placing their bingo chip on the letter.
Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
DATA USED TO INFORM INSTRUCTION: MATERIALS and RESOURCES:

Last week, the students worked on writing the uppercase letters of Y and Z. Aloni was able to Materials:
exhibit great letter formation, following the use of the sky line, plane line, and grass line on  Large sounds cards, Small letter cards, Sight word book for “to” by
the paper. Ary was able to show similar letter formation to the model given. She was able to Simply Kinder (n. d.), Fundations Teacher’s Manual Level K, Dry erase
write the letters by tracing yellow marker to make the letter then trying to make her own. On boards & markers, Bingo boards & bingo chips, Magnetic letters, iPad
word play, Aloni was able to sound out at least 2 out of 3 words by tapping on each day. On
Friday, she was able to do this on 3 out of 3 trials with the words pat, mat, and hat. Ary was Resources:
able to sound out 1 out of 3 words without further assistance on most days. With assistance o Sight word books by Simply Kinder (n. d.)
and teacher modeling, she was able to sound out 2 out of 2 words. On Friday, Ary was able to
o Fundations Teacher’s Manual Level K
tap out the 2 out of 3 words, being mat and hat to blend the sounds and identify the word.
o App: Letter Sounds A to Z by Learning Press (2017)
Both students could identify the word do with 100% accuracy.
ASSESSMENT TOOL DATA COLLECTION PROCEDURES SCORING GUIDE/EVALUATION FEEDBACK

CRITERIA
Bingo Teacher observation/checklist 6 out of 9 trials Verbal
Sight word book Tallies 6 out of 6 trials Verbal
CONTENT INFORMATION: INSTRUCTIONAL STRATEGIES/LEARNING TASKS/PLANNED TARGETED DIFFERENTIATION:

SUPPORTS (including expressive and/or receptive communication
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supports):
Hook: Aryanna’s Supports: Small group, decoding,
 Yesterday, we worked more on spelling words by breaking apart the modeling of comprehension & proper writing,
sounds we hear! Today, we are going to continue working on that and mini lessons
read the sight word book for “to.” We are going to play a fun game later Aloni Supports: Decoding instruction
on in the lesson! The winner will receive $5 for their bank! (syllabication), instruction to identify
long/short vowels with visual/verbal prompts,
repetitive drill practice, hearing sounds in
words, small group repetitive practice,
modeling to reinforce
Sound Card Example: Warm Up: Process: TTW assist students if they have
 Say the letter “A” trouble by saying the letter, word, and sound
 Say the name of the picture –  Sound cards: TSW say the letter name, picture, and letter sound. for the student to repeat.
“apple”
 Say the sound say makes - /a/ Content: Repetitive drill of blending the sounds
out.
The three words that the students will decode Word Play: Process: TTW model the word “dog” for the
are words that rhyme. The only sound that 1) Make words for decoding. student to work on the other words with
changes if the first phoneme.  TTW provide the letters. TSW tap out the sounds to decode the word. assistance
 /d/ /o/ /t/ = dot The words are dot, hot, and hat. TTW model the word /d/ /o/ /g/ = dog.
 /h/ /o/ /t/ = hot 2) Make nonsense words.
 /h/ /a/ /t/ = hat  TTW tell the students that we can also make nonsense words. this
means that these words are not real, they are just silly!
Nonsense words: Words that are not real but  TTW place out cards. TSW tap out sounds to decode the nonsense
show that students can read sounds. words. (leb, bap, mig)
 /l/ /e/ /b/ = leb
 /b/ /a/ /p/ = bap
 /m/ /i/ /g/ = mig
Example of dictation: Dictation: (SOUNDS: /a/, /f/, /z/) Content: TTW lessen amount of words if more
 TTW say the word nap. TSW repeat  TTW provide students with a sound. explicit instruction is required.
the word.  TSW repeat the sound, then tell what letter makes that sounds
 Teacher and students work together  TSW write the lowercase letter for that sound on the dry-erase board. Process: TTW assist students in tapping out the
to tap out sounds /n/ /a/ /p/ Dictation: (WORDS: nap, sit, met) word and writing the lowercase letters.
 TSW tap out the letters n, a, p for the  TTW tell students that we are now ready to write words on the dry erase
sounds. boards.
 TSW write the lowercase letters  TTW say the word. TSW echo word.
“nap” on their dry erase boards.  TTW tap out the sounds with the students.
 TSW tap out the letters n, a, p to  TSW name the letters of each sound as they tap out the word.
check their spelling.  TSW write the letters on the dry erase boards (TTW explain that we
have to use lowercase letters).
 TSW tap again to check if they spelled it right.
Example: Sound Bingo: Process: TTW model finding the last sound in
 TTW say the word is “gum.”  TTW tell students that we are going to play bingo. They have to pay the word bug.
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 TSW tap out the word to find the last close attention to the last sound in the word that the teacher gives.
sound is /m/.  TSW pick 9 consonants from their magnetic boards to use for bingo. Process: TTW provide assistance in tapping out
 TSW think of what letter has that Place on bingo boards in random order. the sounds for student success.
sound  TTW say “I am going to say a word. Everyone will echo it then listen
 TSW look for the letter m on their for the last letter. If I say the word bug, you echo (bug) and tell the last
boards. sound that you hear (/g/). If you have the letter that says /g/, put a chip
on it.
 The bingo words are:
job, rug, map, ten, bed, bat, gum, pal, gas, fun, pup
The book is called “To Hug You” Sight Word Book: Process: TTW read with the student if the
 TTW tell the students that we are going to work on the sight word “to” student needs assistance.
The repetition in the book will help the today.
students read each page.  TSW read the book with assistance from Miss Martin and Miss Reagan.
 TSW point to each word while reading.
CLOSURE ACTIVITY:
TSW ask students how they may be able to spell the word bus. TSW guide the teacher through tapping out sounds, tapping out letters, and writing the letters.
References:
Kadar, J. (n.d.) To Hug You Star Sight Word Story. Retrieved from https://www.teacherspayteachers.com/Product/Kindergarten-Sight-Word-Books-Endless-Sight-Words-
Kindergarten-Preschool-3150071
Learning Press (2017) Letter Sounds A to Z App. Retrieved from https://www.allaboutlearningpress.com/letter-sounds-app/
Wilson, B. (2012). Fundations Teacher's Manual: Level K (2nd ed.). Oxford, MA: Wilson Language Training Corporation.
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LESSON PLAN –
Tuesday Kinder
ELA

Date: Tuesday, 2/11/2020 Time: 8:15-9:00am Grade Level: Kindergarten Room #: 111
LESSON FOCUS or MAJOR GOAL: CONNECTION TO PRIOR DATA USED TO INFORM INSTRUCTION:
The goal of lesson for students to decode LEARNING/PREVIOUS LESSON: Last week, the students made progress towards blending sounds to decode words
words by hearing and seeing the letters/sounds. In previous weeks, the students have been and isolating sounds to break apart words. The students have also started to spell
Another goal of this lesson is for students to working on identifying sight words. They words from hearing the sounds in the word. Aloni can decode words by tapping out
identify the sight word “he” in the book. The have learned the words I, a, my, by, me, do, sounds on 2 out of 3 trials. Aloni can also identify how to spell words by hearing
students will grasp the pattern of the words in and to. The students have also learned how the sounds on 5 out of 5 trials (with assistance and visuals). Ary can decode words
the repetitive text, then use this knowledge to to tap out sounds to decode words, while on 2 out of 3 trials. With assistance, she can spell words by hearing sounds with
identify the word by sight. TSW also respond also hearing words then tapping out the 100% accuracy. Both students can identify the sight word “to” on 5 out of 6 trials.
to comprehension questions from the read sound. This is something that the students
aloud. are still working on mastering.
LEARNING OBJECTIVE(S) CONTENT STANDARD(S) FORMATIVE OR SUMMATIVE FEEDBACK

ASSESSMENT(S)
Given three sounds, TSW produce the sounds RF.K.2 Demonstrate understanding of Assessment Method: Blending letters to decode TTW provide verbal feedback to
together to blend into a CVC word, on 2 out of spoken words, syllables, and Scoring guide: Checklist students.
3 trials. phonemes (sounds.) Formative: TSW blend 3 sounds together to identify
the word. TTW observe students’ responses and use
the checklist to determine if the student can decode
the word.
Given the read aloud, TSW describe key RL.K.1 With prompting and support, Assessment Method: Answering who, what, where, TTW provide verbal feedback to
details in the story by correctly answering ask and answer questions about key and how questions on the story. students.
questions for who, what, where, and how on 5 details in a text. Scoring guide: Checklist
out of 7 questions. Formative: TSW answer questions about the story to
determine who was in the story, where it took place,
and identifying the problem.
Given the sight word book, TSW identify the RF.K.3 Know and apply grade-level Assessment Method: Identifying sight words in text. TTW provide verbal feedback to
word “he” in the sentence by pointing to the phonics and word analysis skills in Scoring guide: Tallies students.
word and highlighting the word, on 5 out of 6 decoding words. Formative: TSW highlight the word “he” in the
trials. Read common high frequency words story.
by sight (e.g., the of, to, you, she, my,
is, are, do, does).
ACADEMIC LANGUAGE OBJECTIVE(S) CONTENT STANDARD(S) FORMATIVE OR SUMMATIVE FEEDBACK
ASSESSMENT(S)
By participating in a small group discussion, RL.K.1 With prompting and support, Formative observation: TTW check for TTW provide positive verbal
TSW apply language to support discussion of ask and answer questions about key understanding by asking questions and guiding the feedback and positive redirection
questions for the story. details in a text. students. during the discussion.
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Given letter cards, TSW verbally produce the RF.K.2 Demonstrate understanding of Formative: TTW observe students ability to blend TTW provide authentic verbal
given word by blending the given phonemes. spoken words, syllables, and sounds together to decode the word. feedback and positive redirection
phonemes (sounds.) linked to the outcome of the
lesson.
RESOURCES AND MATERIALS TEACHER/STUDENT USE OF CONNECTIONS TO RESEARCH/THEORY;
TECHNOLOGY
Resources: 1) In this lesson, the students will have a discussion to answer questions
- Sight word books by Simply Kinder (n. d.) TSW use technology to assist in about the story. This will give the students the opportunity to apply
- Fundations Teacher’s Manual Level K sounding out the letters in the words language about the content, while helping each other examine their
- App: Letter Sounds A to Z by Learning Press using the Letter Sounds A to Z app.
comprehension of the story. Brown Buchanan (2011) explained that
(ISTE Student Standard 1c)
- “He” YouTube video discussion allows students to develop their own ideas and to learn from
TTW use technology to show a video each other, all while being engaged in academics. In fact, teachers in the
Materials:
on the sight word. study found that discussion was a very valuable strategy to help students
 Echo the Owl
learn academic knowledge, promote thinking, and to develop discourse
 Baby Echo
skills. It was found that discussions were an effective strategy for small
 Sound cards groups, while also realistic for the time permitted for discussions while
 letter cards students feel more comfortable. (Brown Buchanan, 2011).
 iPad 2) In this lesson, we will see the results of explicit sight word recognition for
 Sight word book the word “he.” It was found that teaching sight words with texts can make
 Highlighters words more meaningful and help students remember the word (Hartley,
 dry erase markers 2019). It is also important to pair a multi-sensory approach. Throughout
the week, the students have been completing different tasks with the sight
words to help engage them in the learning of the word.
PROCESS/INSTRUCTIONAL STRATEGIES/LEARNING TARGETED

CONTENT INFORMATION: TASKS/PLANNED SUPPORTS DIFFERENTIATION/ACCOMMOD
(including ACADEMIC LANGUAGE supports): ATION:
HOOK: Aryanna’s Supports: Small group,
Last week, we started to learn how to spell words by hearing the sounds. Today, decoding, modeling of comprehension
we will practice sounding out words again. Then, we are going to have a & proper writing, mini lessons
storytime with baby echo! Aloni Supports: Decoding instruction
We are learning this to answer who, what, where, and how questions about the (syllabication), instruction to identify
story. long/short vowels with visual/verbal
prompts, repetitive drill practice,
hearing sounds in words, small group
repetitive practice, modeling to
reinforce
Sound Card Example: Warm Up: Process: TTW assist students if they
 Say the letter “A” 1. Sound cards: TSW say the letter name, picture, and letter sound. have trouble by saying the letter, word,
 Say the name of the picture – “apple” 2. Word play: TSW decode words by tapping out the sounds in the words and sound for the student to repeat.
 Say the sound say makes - /a/ pot, cot, cob, and job. TTW model /n/ /o/ /t/ for students. Content: Repetitive drill of blending the
sounds out.
Word play: The three words that the students will Process: TTW model the word “hat” for
decode are words that rhyme. The only sound that the student to work on the other words
changes if the first phoneme. with assistance.
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 /p/ /o/ /t/ = pot
 /c/ /o/ /t/ = cot
 /c/ /o/ /b/ = cob
 /j/ /o/ /b/ = job
Who was in this story? Storytime: Process: TTW provide assistance to

- Baby Echo and his mother 1. TTW perform the story with puppets. (See attached) help students answer the questions.
Where did it take place? 2. TTW ask questions about the text.
- Forest, tree, branch 3. TSW answer who, what, where, and how questions. TTW use a TTW model how to determine answers
What was Baby Echo’s problem? to the questions through think-aloud
checklist.
- He couldn’t find his mother. method.
What did he do about it?
- He looked around to find her.
How did things turn out? What happened in the
end?
- He heard a noise. He looked up and Baby
Echo saw his mother.
How did Baby Echo feel at the beginning of the
story?
- Scared, worried
How did Baby Echo feel at the end of the story?
- Happy
Sight word book Process: TTW provide assistance to

 TSW work together to identify the sight word “he.” help find the word “he”
 TSW highlight the word “he” on the title and on each page.
 TTW show the sight word video on “he”
CLOSURE ACTIVITY:

TTW ask students if they remember how to spell out sight word. TSW write the sight word on the table. TSW come up with a sentence for the word “he.”
References:
Brown Buchanan, L. (2011). Discussion in the elementary classroom: How and why some teachers use discussion. The Georgia Social Studies Journal, 1(1), 19–31. Retrieved
from https://coe.uga.edu/assets/downloads/misc/gssj/LB-Buchanan-2011.pdf
Hartley, J. Q. (2019). The Effects of Explicitly Teaching Sight Words on the Reading Levels of Kindergarten Students. Retrieved from
https://mdsoar.org/bitstream/handle/11603/16693/HartleyJamie_paper.pdf?sequence=1
Jack Hartmann Kids Music Channel. (2019). Jan Richardson Sight Words | Level B | He | Jack Hartmann [YouTube Video]. Retrieved from https://www.youtube.com/watch?
v=j01nQTtQSOE
Kadar, J. (n.d.) He Ate Star Sight Word Story. Retrieved from https://www.teacherspayteachers.com/Product/Kindergarten-Sight-Word-Books-Endless-Sight-Words-Kindergarten-
Preschool-3150071
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LESSON PLAN – Wednesday Kinder ELA

Date: Wednesday, 2/12/2020 Time: 8:15-9:00am Grade Level: Kindergarten Room #: 111
LESSON FOCUS or MAJOR GOAL: CONNECTION TO PRIOR DATA USED TO INFORM INSTRUCTION:
LEARNING/PREVIOUS LESSON: Last week, the students made progress towards blending sounds to
The goal of lesson for students to learn to hear a decode words and isolating sounds to break apart words. The students
word, segment sounds, then find and recite the In the previous lesson, the students worked on have also started to spell words from hearing the sounds in the word.
letters for those sounds. This will help the identifying the sight word “he.” Today, TSW work Aloni can decode words by tapping out sounds on 2 out of 3 trials. Aloni
students learn to spell the words. Another goal on reading the sight word book with more can also identify how to spell words by hearing the sounds on 5 out of 5
of this lesson is for students to identify the sight independence. The students worked on tapping out trials (with assistance and visuals). Ary can decode words on 2 out of 3
word in the book. The students will grasp the sounds to decode CVC words, this continues in the trials. With assistance, she can spell words by hearing sounds with 100%
pattern of the words in the repetitive text, then lesson. The students have worked on spelling words accuracy. Both students can identify the sight word “to” on 5 out of 6
use this knowledge to identify which word says by hearing sounds, which will continue with this trials.
“he.” lesson.

ASSESSMENT(S)
Given a CVC word provided by the teacher to RF.K.2 Demonstrate understanding of Assessment Method: Spelling CVC Words TTW provide positive verbal
spell, TSW recognize and locate the letters that spoken words, syllables, and phonemes Scoring guide: Checklist feedback and positive
make up the word, by hearing the segmented (sounds.) Formative: TSW identify letters by hearing redirection.
sounds in the word on 2 out of 3 trials. sounds to spell the CVC word.
Given the sight word book, TSW identify the RF.K.3 Know and apply grade-level Assessment Method: Identifying sight words in TTW provide verbal feedback to
word “he” in the sentence when it is read aloud phonics and word analysis skills in text. students.
on 5 out of 6 trials. decoding words. Read common high Scoring guide: Tallies
frequency words by sight (e.g., the of, to, Formative: TSW recite the word “he” in the
you, she, my, is, are, do, does). story, identifying the word with their finger.
ACADEMIC LANGUAGE OBJECTIVE(S) CONTENT STANDARD(S) FORMATIVE OR SUMMATIVE FEEDBACK
ASSESSMENT(S)
Given a word and isolated sounds, TSW find RF.K.2 Demonstrate understanding of Formative Observation: TTW observe the TTW provide authentic verbal
and recite the letters in the word to spell it. spoken words, syllables, and phonemes students’ ability to determine the word and feedback linked to outcome of
(sounds.) spelling of the word. lesson.
RESOURCES AND MATERIALS TEACHER/STUDENT USE OF TECHNOLOGY CONNECTIONS TO RESEARCH/THEORY;
Resources: TSW use technology to assist in sounding out the 1. In this lesson, the students are practicing to identify the sight word
- Sight word books by Simply Kinder (n. letters in the words using the Letter Sounds A to Z “he.” According to the information presented by Blackwell &
d.) app. (ISTE Student Standard 1c) Laman (2013), the students would be considered to be in the Partial
- Fundations Teacher’s Manual Level K Alphabetic Phase. This means that the students may focus on the
The teacher used technology to create scoring
- App: Letter Sounds A to Z by Learning first or last letter in a word. It is essential for students to learn how
guides. The teacher used technology to stay current
Press with research for learning outcomes. (ISTE Teacher to sound out words or read by sight, rather than associate a letter or
Standard 1c) two with a certain word. The overall goal for students is to become
Materials: fluent readers.
2. In this lesson, the teacher will incorporate guided instruction.
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 Sound Cards Guided instruction is a practice that teaches students through
 Letter Cards process. It is important that the teacher asks questions to clarify
understanding and assess whether further instruction is needed. The
 Vowel Extension
teacher must provide direct explanations and modeling. Direct
 Magnetic Letter Tiles modeling can be done by using a think-aloud model to expose
 iPad children to how they can do this on their own. Using these methods
 Sight Word Book will help with error identification to limit confusion in the learning
process. (Frey & Fisher, 2010).
PROCESS/INSTRUCTIONAL STRATEGIES/LEARNING TASKS/PLANNED TARGETED
CONTENT INFORMATION: SUPPORTS DIFFERENTIATION/ACCOMMOD
Yesterday, we heard a story about baby Echo. What happened in the story? Today, decoding, modeling of comprehension &
we are going to work on our sight word “he” and practice spelling words! We are proper writing, mini lessons
going to do this by hearing the sounds in the word, then thinking of what letter makes Aloni Supports: Decoding instruction
that sound! (syllabication), instruction to identify
long/short vowels with visual/verbal
prompts, repetitive drill practice, hearing
sounds in words, small group repetitive
practice, modeling to reinforce
Sound Card Example: Warm Up: Process: TTW assist students if they
 Say the letter “A” 1. Sound cards: TSW say the letter name, picture, and letter sound. have trouble by saying the letter, word,
 Say the name of the picture – “apple” 2. Vowel extension: TTW say the letter name, drag their finger while saying and sound for the student to repeat.
 Say the sound say makes - /a/ short vowel, then say the name of the picture that starts with that vowel.
3. Word play: TSW decode words by tapping out the sounds with the words Process: TTW model the word “lip” for
Vowel Extension Example: Say the name of the rip, zip, and zap. TTW model /l/ /i/ /p/ for students. the student to work on the other words
letter a, drag finger across dotted line while with assistance.
saying /ă/, then say the word apple.
Content: Repetitive drill of blending the
Word play: The three words that the students sounds out.
will decode are words that rhyme. The only
sound that changes if the first phoneme.
 /r/ /i/ /p/
 /z/ /i/ /p/
 /z/ /a/ /p/
Alphabetical order:
 TSW use their magnetic tiles to place letters in alphabetical order.
 After letters are placed, TSW choral read the letters in order by pointing to
the letter.
Example for letters: Echo/Find Letters: Process: TTW model for the students
 TTW say the sound /ă/.  TTW say a sound. TSW echo the sound then point to it on their magnetic how to find the letter that makes the
 TSW say the sound /ă/. letter boards. sounds in the word.
 TSW locate the letter tile for the  TTW ask “what says /e/?” (Repeat with /a/, /i/ /o/ /u/)
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sound.  Then repeat with consonants /j/, /g/, and /p/ Process: TTW provide assistance to find
Example for words: the echo letters that form the word
 TTW say the word fit. Echo/Find Words:
 TSW echo the word.  TTW say the word “pot”
 TSW tap out the sounds in the word. /f/  TSW repeat the word then tap out the sounds /p/ /o/ /t/
/i/ /t/ (TTW assist).  TSW find the letter tiles for the sounds.
 TSW find the letters to match each  TTW ask a student to find the corresponding letter cards.
sound.  TSW spell the word orally. (Keep letters on lower part of board).
 TTW say, “what letters made the word  Repeat process with the words big and tap.
fit?”
 TSW say the letters f, i, and t
The book is called He Ate Sight word book: Process: TTW model reading the words
 TTW tell the students that we are going to work on the sight word “he” on the page, then ask the students to
The repetition in the book will help the students again today. repeat.
read each page.  TTW read the title. TTW say while pointing to each word, “He Ate.”
 TSW read the text aloud, choral reading. Process: TTW provide assistance to help
the students read the text.
CLOSURE ACTIVITY:
The students will rainbow write the word “he.” TSW then color the word “he” when exposed to various words. TTW ask students to help spell the word “tab” by selecting letter
cards while sounding the word out.
References:
Blackwell, R., & Laman, S. (2013). Strategies to Teach Sight Words in an Elementary Classroom. International Journal of Education,5(4), 37-47. doi:10.5296/ije.v5i4.4024
Frey, N., & Fisher, D. (2010). Identifying Instructional Moves During Guided Learning. The Reading Teacher, 64(2), 84–95. doi: 10.1598/rt.64.2.1
Preschool-3150071
Learning Press. (2017). Letter Sounds A to Z App. Retrieved from https://www.allaboutlearningpress.com/letter-sounds-app/
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Kinde r ELA - 2/12/2020
Name: I can identify the I can identify the Comments:

sounds in the letters to spell the
words. word
Trial 1
Trial 2
Trial 3
I can identify the sight word “he.” Comments:
Talies
Name: I can identify the I can identify the Comments:

sounds in the letters to spell the
words. word
Trial 1
Trial 2
Trial 3
I can identify the sight word “he.” Comments:
Talies
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LESSON PLAN – Thursday Kinder ELA

Date: Thursday, 2/13/2020 Time: 8:15-9:00am Grade Level: Kindergarten Room #: 111
LESSON FOCUS or MAJOR GOAL: CONNECTION TO PRIOR LEARNING/PREVIOUS DATA USED TO INFORM INSTRUCTION:
LESSON: Last week, the students made progress towards blending
The goal of lesson for students to learn to hear a sounds to decode words and isolating sounds to break
word, segment sounds, then find and recite the letters In the previous lesson, the students worked on identifying the apart words. The students have also started to spell words
for those sounds. This will help the students learn to sight word “he.” Today, TSW work on reading the sight word from hearing the sounds in the word. Aloni can decode
spell the words. Another goal of this lesson is for book with more independence and will identify the word. The words by tapping out sounds on 2 out of 3 trials. Aloni
students to identify the sight word in the book. The students worked on tapping out sounds to decode CVC words, can also identify how to spell words by hearing the sounds
students will grasp the pattern of the words in the this continues in the lesson. The students have worked on on 5 out of 5 trials (with assistance and visuals). Ary can
repetitive text, then use this knowledge to identify spelling words by hearing sounds, which will continue with decode words on 2 out of 3 trials. With assistance, she can
which word says “he.” this lesson. spell words by hearing sounds with 100% accuracy. Both
students can identify the sight word “to” on 5 out of 6
trials.

ASSESSMENT(S)
Given a CVC word provided by the teacher RF.K.2 Demonstrate understanding of Assessment Method: Spelling CVC Words TTW provide positive verbal
to spell, TSW recognize and locate the spoken words, syllables, and phonemes Scoring guide: Checklist feedback and positive
letters that make up the word, by hearing (sounds.) Formative: TSW identify letters by hearing redirection.
the segmented sounds in the word on 2 out sounds to spell the CVC word.
of 3 trials.
Given the sight word book, TSW identify RF.K.3 Know and apply grade-level phonics Assessment Method: Identifying sight words in TTW provide verbal feedback to
the word “he” in the sentence when it is and word analysis skills in decoding words. text. students.
read aloud on 6 out of 6 trials. Read common high frequency words by Scoring guide: Tallies
sight (e.g., the of, to, you, she, my, is, are, Formative: TSW read the word “he” in the story
do, does). on each page, identifying the word with their
finger.
ACADEMIC LANGUAGE CONTENT STANDARD(S) FORMATIVE OR SUMMATIVE FEEDBACK
OBJECTIVE(S) ASSESSMENT(S)
Given a word and isolated sounds, TSW RF.K.2 Demonstrate understanding of Formative Observation: TTW observe the TTW provide authentic verbal
find and recite the letters in the word to spoken words, syllables, and phonemes students’ ability to determine the word and feedback linked to outcome of
spell it. (sounds.) spelling of the word. lesson.
Given the sight word book, TSW practice

RF.K.3 Know and apply grade-level phonics Formative Observation: TTW observe the TTW provide verbal feedback to
reading the sight word verbally when seen
and word analysis skills in decoding words. students’ ability to identify the word “he” while students.
in text. Read common high frequency words by practicing reading the text.
sight (e.g., the of, to, you, she, my, is, are,
do, does).
RESOURCES AND MATERIALS TEACHER/STUDENT USE OF TECHNOLOGY CONNECTIONS TO RESEARCH/THEORY;
Resources:
 Google Forms Student: TSW use the iPad to complete google form and 1. In this lesson, the students are learning how to
use iPad for use of letter/sound app. (ISTE Student blend isolated sounds together to create words.
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https://forms.gle/tsQriTyjoNQCQiCeA Standard 1c) According to research, it was found that
 Sight word books by Simply Kinder (n. d.) phonemic awareness helps to reach students how
 Fundations Teacher’s Manual Level K Teacher: The teacher created a short exit slip for to read. Specifically, it teachers students how to
identifying the sight word he on google forms and a sound out words. Through the tasks of phonemic
 App: Letter Sounds A to Z by Learning Press
checklist. (ISTE Teacher Standard 5a) isolation, identity, categorization, blending,
segmentation, and deletion the students will
Materials:
become successful readers.
 Sound cards
2. Using Universal Design for Learning is a great
 Letter cards way to make the process of learning available to
 iPad all students. By implementing strategies, the
 Dry erase boards and markers students will be more able to understand the
 Sight word book information that they are learning. By fostering
active learning through the use of technology and
engagement, students will be more successful in
their learning. An essential part of UDL is
making sure that every student is receiving what
they need to succeed in their learning. (Edyburn,
2010).
PROCESS/INSTRUCTIONAL STRATEGIES/LEARNING TASKS/PLANNED TARGETED

CONTENT INFORMATION: SUPPORTS DIFFERENTIATION/ACCOMMOD
Yesterday, we worked on our sight word “he” and spelling words by hearing sounds. decoding, modeling of comprehension &
Today, we are going to work on the same things, but we are also going to work on writing proper writing, mini lessons
letters! We are also going to find out that vowels can make more than one sound! Aloni Supports: Decoding instruction
(syllabication), instruction to identify
long/short vowels with visual/verbal
prompts, repetitive drill practice, hearing
sounds in words, small group repetitive
practice, modeling to reinforce
Sound Card Example: 1. Sound cards: TSW say the letter name, picture, and letter sound. Process: TTW assist students if they
 Say the letter “A” 2. Word play: TTW model the word /t/ /i/ /p/ = tip. TSW decode words by tapping have trouble by saying the letter, word,
 Say the name of the picture – “apple” out the sounds for dip, dig, and dug. TSW use the iPad app to help them and sound for the student to repeat.
 Say the sound say makes - /a/ determine sounds in the words.
Content: Repetitive drill of blending the
Word play: sounds out.
The three words that the students will
decode are words that rhyme. The only Process: TTW model the word “tip” for
sound that changes if the first phoneme. the student to work on the other words
 /d/ /i/ /p/ with assistance.
 /d/ /i/ /g/
 /d/ /u/ /g/
Short vowel a: Listen for Sounds: Process: TTW model the task for student
 Mad = /m/ /ă/ /d/  TTW say “I am going to say a word. After I say it, you tell me all the sounds in success.
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 Marked with a breve the word. So, if I say mad, you would say /m/ /a/ /d/.
 TSW break apart the word mad to /m/ /ă/ /d/
Long vowel a:  TSW break apart the word made into /m/ /ā/ /d/
 Made = /m/ /ā/ /d/  TTW ask students which word says /ă/ (short vowel) and which says /ā/ (long
Says its name vowel).
 TTW tell students that sometimes vowels will say their name. This is called a
long vowel. When the vowel says /ă/ it is a short vowel and we mark it with a
breve ˘
 Repeat with the words sight and sit and/or cap and cape.
Example for letters: Echo/Find Letters: Process: TTW model for the students
 TTW say the sound /ă/.  TTW say a sound. TSW echo the sound then point to it on their magnetic letter how to find the letter that makes the
 TSW say the sound /ă/. boards. sounds in the word.
 TSW locate the letter tile for the  TTW ask “what says /e/?” (Repeat with /a/, /i/ /o/ /u/)
sound.  Then repeat with consonants /y/, /w/, and /v/ Process: TTW provide assistance to find
the echo letters that form the word.
Example for words: Echo/Find Words:
 TTW say the word fit.  TTW say the word “bit”
 TSW echo the word.  TSW repeat the word then tap out the sounds /b/ /i/ /t/
 TSW tap out the sounds in the  TSW find the letter tiles for the sounds.
word. /f/ /i/ /t/ (TTW assist).  TTW ask a student to find the corresponding letter cards.
 TSW find the letters to match each  TSW spell the word orally. (Keep letters on lower part of board).
sound.  Repeat process with the words pig, dog, and pet.
 TTW say, “what letters made the
word fit?”
 TSW say the letters f, i, and t
Example for letter formation: Echo/Letter Formation: Process: TTW model for the students
 TTW says the sound /a/  TTW tell students that we are going to play echo letter formation. (provide dry how to find the letter that makes the
 TSW say the sound /a/ then say erase boards) sound.
that is the letter a.  TTW say a sound. EX) /y/ /f/ /h/ /k/
 TSW write the letter a on their dry  TSW echo the sound and say the letter of the sound. Process: TTW provide assistance to
erase boards. (TTW help with  TTW ask the students to write the lowercase letter on their boards. students on letter formation.
formation if needed)
Sight word book: TTW provide assistance to students

reading.
 TSW practice reading the sight word book aloud independently.
 TSW be given a Google Form to identify the sight word by checking boxes.
CLOSURE ACTIVITY:

At the end of the lesson, TSW use a google form to identify the sight word “he.” After this, the students will be asked to turn and talk to discuss short and long vowels. What makes
them different?
References:
2/21/18
Edyburn, D. L. (2010). Would You Recognize Universal Design for Learning if You Saw it? Ten Propositions for New Directions for the Second Decade of UDL. Learning
Disability Quarterly, 33(1), 33–41. doi: 10.1177/073194871003300103
Ehri, L. C., Nunes, S. R., Willows, D. M., Valeska Schuster, B., Yaghoub-Zadeh, Z., Shanahan, T. (2001). Phonemic awareness instruction helps children learn to read: Evidence
from the National Reading Panel’s meta-analysis. Reading Research Quarterly, 36(3), 250-287. Retrieved from
https://edu305.jgregorymcverry.com/readings/PhonemicAwareness.pdf
Preschool-3150071
2/21/18
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2/21/18
LESSON PLAN – Monday 3rd Grade ELA
(This week will be a lesson behind due to the snow day on 2/7/2020)
Name Lisa Reagan Content or ELA 2/3/2020

Today’s Date
Subject:
Date to be Taught: Monday, 2/10/19 Grade 3rd No. of Students 3
TSW be able to decode words and In this lesson, TSW practice 1 of 4.
spell words varying features from marking words with blends and
Central Focus of
phonics instruction on blends, suffixes. TSW identify new trick
Learning Segment or Lesson Focus Lesson ___ of ___
digraphs, closed syllables, vowel words.
Unit of Instruction
teams, and suffixes. This includes
spelling and identifying trick words.
The students have been working on marking words to show that they have blends, digraphs, closed syllables, and suffixes. The students have also
Connection to Prior been learning new vowel teams, while reinforcing the concept of R-controlled vowels and previously learned vowel teams. The students have learned
Learning or Previous glued sounds and are still working on mastery. The students have been learning trick words to help them become better at reading and spelling these
Lesson words. The students are continuing practice of spelling words with suffixes by first identifying the base word. In addition to this, the students are also
continuing practice on spelling words with blends.
The data that I have gathered for this group is from the Unit Test for Wilson Fundations. This was provided to me from Miss Martin. The data is
from Unit 9 of Fundations. It shows that Laird was able to identify 5 out of 5 sounds, 4 out of 5 words, he was able to correctly mark 5 out of 5
words, he received 4 out of 5 on the sentences with trick words, and 2 out of 5 for sentences with phonetic words (80% accuracy overall). Nicholas
Data Used to Inform
was able to identify 5 out of 5 sounds, 3 out of 5 words, able to correctly mark 5 out of 5 words, he received 4 out of 5 on the sentences with trick
Instruction
words, and 4 out of 5 for sentences with phonetic words (84% accuracy overall). Isabella was able to identify 4 out of 5 sounds, 1 out of 5 words,
correctly marked 2 out of 5 words, he received 2 out of 5 on the sentences with trick words, and 3 out of 5 for sentences with phonetic words (48%
accuracy overall).
Learning objectives stated Formative or Summative Assessment How will Feedback be
Content Standard
behaviorally including criteria Strategy Provided to Students
Given one-syllable words with blends RF.3.3 Know and apply grade- Assessment method: Decoding words Authentic verbal feedback
and suffix -s, TSW correctly draw the level phonics and word analysis Scoring guide: Checklist
markings then blend sounds to decode skills in decoding words. Formative: TSW label the markings for
Alignment of Learning
the word on 2 out of 3 trials. the word and use decoding skills to tell
Objectives, Content
the teacher the word.
Standards, and
Given sentence frames, TSW RF.3.3 Know and apply grade- Assessment method: Identifying trick Verbal feedback and
Related Assessments
correctly identify the trick word by level phonics and word analysis words. redirection
hearing and seeing the sentence, on 3 skills in decoding words. Scoring guide: Tallies
out of 3 trials. Formative: TSW identify which word
is the trick word by seeing and hearing
the sentence.
Academic Language Academic Learning objective stated Formative or Summative Assessment How will Feedback be
Content Standard
Objective behaviorally including criteria Strategy Provided to the Students
Given the words to decode, TSW RF.3.3 Know and apply grade- Formative: TTW observe the students’ TTW provide verbal
verbally produce the blends and suffix level phonics and word analysis ability to produce the blends and feedback to help students
in the word. skills in decoding words. suffix, to decode the word. identify the trick word.
TTW provide positive
redirection.
Description of Vocab:
Academic Language  Blends: Blends are two or three consonants together, each making their own sound.
Demand(s)
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 Suffix: The ending of a word, addition to the base word. In the lesson, the suffix is -s.
Expressive: Given one-syllable words with blends and suffix -s, TSW verbally explain how they marked the word to decode.
Expressive: Given the words to decode, TSW verbally articulate the blends and suffixes in words.
Receptive: Given sentence frames, TSW point to identify the trick word in the sentence.
Resources:
- Fundations Level 1 Teacher’s Manual
Resources and
Materials Required
Materials: Sound cards (letters, digraphs, glued sounds), R-Controlled vowel poster, Vowel teams poster, dry erase markers, student notebooks, dry
erase boards, sentence frames, ChromeBooks, sticky notes.
Laird: small group instruction, repeated exposure, repeat and clarify directions, modeling, shortened tasks, manipulatives, seating close to board,
visual cues
Nicholas: small group instruction, visual support, clarification, manipulatives, checklists.
Accommodations for Isabella: One on one or small group instruction, repeat and clarify directions, extended time, visual cues reinforce expectations of assignments,
IEP/504 Students modeling, sequenced strategies when applying new skills.
IEP (3 students): Small group instruction, modeling, repeat and clarify directions, visual cues, extended time, shortened tasks, sequenced strategies
when applying new skills, manipulatives
Candidate and/or Student: TSW select the word that is spelled correctly using their Chromebooks. (ISTE Student Standard 1c)
Student Use of Teacher: Creating checklist, creating and implementing exit slip (ISTE Educator Standard 5a)
Technology
Lesson Hook, Yesterday, we worked on underlining blends and learning new trick words. Tell me what trick words we learned. Today, we are going to work on
Motivation, and/or spelling and marking words with blends. We are also going to learn new trick words. We are learning this for you all to become better readers and
Instant Activity spellers! Let’s get started.
Process/Instructional Strategies/Learning
Content Information Tasks/Planned Supports (including academic language Targeted Differentiation Product
supports)
Sound Cards: Sound cards: TSW say the letter(s), name of picture, and Process: TTW assist students if they
- Letters A to Z sound of letter(s). TSW will do this for letters, digraphs, have trouble by saying the letter,
- Digraphs (wh, ch, sh, th, ck) and glued sounds. word, and sound for the student to
- Glued Sounds (all, an, am, repeat.
ang, ing, ong, ung, ank, ink,
onk, unk).
R-controlled vowels: ar, or, er, ir, R-controlled vowel: TSW recite the r-controlled vowels Process: TTW model reciting the
ur. from the poster. They will say the letters, the picture, and vowels.
 Er, ir, and ur make the the sound.
same sound.
Vowel teams: TSW recite the vowel team, picture, and
Vowel teams: ai, ay, ee, ea, ey, oi, sound the vowels make.
oy.
Make words for decoding: Process: TTW provide visuals and Product: underlining the blends.
modeling.
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 TSW decode the words with blends and plural s. TSW
tap out the sounds.
 TSW find and underline blends. (TSW also be able to
mark if the word is closed)
- The words are brings, stings, slumps, pranks, blends,
strap. (decide how many depending on time).
How, now, and down are trick Teach trick words – Reading Process: TTW repeat and clarify
words. This means that the words  TTW introduce the trick words: how, now, down directions.
cannot be sounded out.  TTW say the sentence “How are you?”
Process: TTW provide shortened
 TSW repeat.
Sentences for now and down: tasks.
1) Come down here now!  TTW write the sentence on the sentence frames.
2) Come down here now!  TTW say “I am going to circle this word (circle the
word how). Listen to the sentence and see if you can
tell me the word that I circled.
 TTW write word on the board.
 Repeat with the words now and down.
 TTW show the students the trick word flash cards for
how, now, and down. TSW read the trick words.
Teach trick words – Spelling Product: trick words added to

 TSW write the trick words on the table. notebook.
 TSW add the trick words to their Student Notebooks.
Dictation (dry erase) Process: TTW provide extended Product: words spelled and marked
Words: Scrap, crafts, drifts  TTW say the word and students will repeat. time, assistance to spell the word.
 TSW tap out the sounds in the word.
 TSW spell the word verbally, then write the word.
 TSW mark these words for blends and closed syllables.
1.
In this lesson, the teacher provide feedback and praise for effort and ability. There is a debate on if younger students prefer ability
feedback or effort feedback. Younger students associate their ability with hard work. It is important to provide praise for effort, as
well as the students ability to complete the task. Both types of feedback can be a motivator for students. (Burnett & Mandel, 2010).
Connection to Research/Theory 2. In this lesson, the students will be given an exit slip to assess if they have grasped the concept of spelling words with blends. This exit
slip is constructed by the teacher candidate to assess exactly what the students had learned today. It is student focused because it
challenges the students to use the skills that they have learned. This will inform the teacher candidate of the students’ progression
towards successfully learning spelling with blends by hearing both sounds in the word. (Sterrett, Fiddner, & Gilman, 2010).
Lesson Closure TTW provide students with an exit slip. TTW provide students with a word to write on a sticky note. TSW try to spell the word correctly.
The word is “brands”
ANALYSIS OF STUDENT WORK AND REFLECTION OF TEACHING TO BE COMPLETED FOLLOWING THE TEACHING EXPERIENCE
References:
2/21/18
Burnett, P. C., & Mandel, V. (2010). Praise and Feedback in the Primary Classroom: Teachers’ and Students’ Perspectives. Australian Journal of Educational & Developmental
Psychology, 10, 145–154. Retrieved from https://files.eric.ed.gov/fulltext/EJ906941.pdf
Sterrett, W., Fiddner, P., & Gilman, C. (2010). A Reflective Look at Formative Assessment: Using Math Exit Slips to Check for Understanding. Retrieved from
https://files.eric.ed.gov/fulltext/ED512809.pdf
Wilson, B. (2013). Fundations Teacher's Manual: Level 1 (2nd ed.). Oxford, MA: Wilson Language Training Corporation.
2/21/18
3rd Grade ELA - 2/10/2020
Name: I can identify the I can decode the word. Comments:

sounds in the word.
Trial 1
Trial 2
Trial 3
I can identify the trick word. Comments:
Tallies (3)

sounds in the word.
Trial 1
Trial 2
Trial 3
Tallies (3)

sounds in the word.
Trial 1
Trial 2
Trial 3
Tallies (3)
2/21/18
LESSON PLAN – Tuesday 3rd Grade ELA

Today’s Date
Subject:
Date to be Taught: Tuesday, 2/11/19 Grade 3rd No. of Students 3
TSW be able to decode words and TSW discover that some blends 2 of 4.
spell words varying features from have 3 letters. TSW decode
Central Focus of
phonics instruction on blends, words with blends and suffix -s.
digraphs, closed syllables, vowel
Unit of Instruction
been learning new vowel teams, while reinforcing the concept of R-controlled vowels and previously learned vowel teams. The students have learned
Connection to Prior
glued sounds and are still working on mastery. The students have been learning trick words to help them become better at reading and spelling these
Learning or Previous
words. The students are continuing practice of spelling words with suffixes by first identifying the base word. In addition to this, the students are also
Lesson
continuing practice on spelling words with blends. In the previous lesson, the students learned 3 new trick words and worked on decoding words with
blends and suffix -s.
Data Used to Inform
Instruction
accuracy overall).
Content Standard
Objectives, Content
Standards, and
markings then blend sounds to decode skills in decoding words. Formative: TSW label the markings for
Related Assessments
Content Standard
Given the words to decode, TSW RF.3.3 Know and apply grade- Formative: TTW observe the students TTW provide verbal
redirection.
Vocab:
 Blends: Blends are two or three consonants together, each making their own sound.
Description of
Academic Language  Suffix: The ending of a word, addition to the base word. In the lesson, the suffix is -s.
Demand(s)
Expressive: Given the words to decode, TSW verbally articulate the blends and suffixes in words.
Resources:
Resources and
Materials Required
2/21/18
Materials: Sound cards (letters, digraphs, glued sounds), R-Controlled vowel poster, Vowel teams poster, letter cards, sentence frames, magnetic
boards, ChromeBooks
visual cues
Candidate and/or Student: TSW select the word that is spelled correctly using their Chromebooks. (ISTE Student Standard 1c)
Student Use of Teacher: Creating checklist, creating and implementing exit slip (ISTE Educator Standard 5a)
Technology
Lesson Hook, Yesterday, we worked on spelling words with blends and learning new trick words. Tell me what trick words we learned (how, now, down). Today,
Motivation, and/or we are going to work more on blends, by spelling and identifying blends in word. We are also going to work with the suffix -s. We are learning this
Instant Activity for you all to become better readers and spellers! Let’s begin!
Process/Instructional Strategies/Learning Tasks/Planned Supports

Content Information Targeted Differentiation Product
(including academic language supports)
Sound Cards: Sound cards: TSW say the letter(s), name of picture, and sound of letter(s). Process: TTW assist students if
- Letters A to Z TSW will do this for letters, digraphs, and glued sounds. they have trouble by saying the
- Digraphs (wh, ch, letter, word, and sound for the
sh, th, ck) student to repeat.
Glued Sounds (all, an,

am, ang, ing, ong, ung,
ank, ink, onk, unk).
R-controlled vowels: R-controlled vowel: TSW recite the r-controlled vowels from the poster. Process: TTW model reciting the
ar, or, er, ir, ur. They will say the letters, the picture, and the sound. vowels.
 Er, ir, and ur
make the same Vowel teams: TSW recite the vowel team, picture, and sound the vowels
sound. make.
Vowel teams: ai, ay, ee,

ea, ey, oi, oy.
Trick words: any, many, Trick word drill Process: TTW provide assistance
how, now, down - TSW recite the trick words on the cards provided. to students.
Blends: when Word of the day: STRAP Process: TTW provide assistance Product: Student notebooks with
consonants are together - TTW build the word with letter cards. to students. TTW provide visuals word of the day and sentence for
but they each make a - TTW review concept of blends. to help students sound out the word.
sound. - TTW show students the letters “str” words.
- TTW explain that some blends have 3 letters.
Blends can have 3
letters like the “str” in - TSW tap out each sound in the word. (5 taps)
the word strap. - TSW explain why the word is a closed syllable.
2/21/18
Closed syllable word: A - TSW mark the word.
word that has one vowel - TTW build the words string, drink, and splash for students to decode.
followed by a consonant - TSW add the word of the day “strap” to their Student Notebooks.
closing it in so the
- TSW create a sentence. TTW put the sentence on sentence frames.
vowel is short.
TSW add the sentence to their notebooks.
Introduce new concepts: Teach reading words with a suffix Process: TTW model how to
When marking words, - TTW make the word grunts with sound cards and yellow suffix frame. read the word with the base
the suffix should be - TSW read the base word, then read the word with the suffix. word and suffix.
circled. The based word - Repeat with words blasts, plants, trusts, drifts
should be underlined or
scooped. Mark if a Teach spelling words with a suffix
closed syllable. - TTW say the word “plants” and students will echo.
- TSW name the base word.
- TSW spell the word on the magnetic boards and add the suffix.
- TSW orally spell the words.
Echo/find letters & words Process: TTW provide extended Product: The students responses
- TTW ask what says /am/ time, assistance to spell the on the letter tiles.
- TSW provide letters on the magnetic boards. word.
- Repeat with /an/ and /onk/
- TTW dictate a word. (draft)
- TSW build the word with letter tiles.
- Repeat with grand, shrunk, scrub.
1. Using Universal Design for Learning is a great way to make the process of learning available to all students. By implementing strategies,
the students will be more able to understand the information that they are learning. By fostering active learning through the use of
technology and engagement, students will be more successful in their learning. An essential part of UDL is making sure that every student is
Connection to receiving what they need to succeed in their learning. (Edyburn, 2010).
Research/Theory 2. In this lesson, the students are learning how to blend isolated sounds together to create words. According to Ehri et al. (2001), it was found
that phonemic awareness helps to reach students how to read. Specifically, it teachers students how to sound out words. Through the tasks
of phonemic isolation, identity, categorization, blending, segmentation, and deletion the students will become successful readers.
TTW write the word “spends” on the white board. TSW rewrite and mark the word for blends and closed syllable. TSW come back to the teacher
Lesson Closure when they think that they have decoded the word. TTW gather students and ask them to turn and talk on how they found out how to decod the word,
describing the strategies that they used.
References:
2/21/18
Ehri, L. C., Nunes, S. R., Willows, D. M., Valeska Schuster, B., Yaghoub-Zadeh, Z., Shanahan, T. (2001). Phonemic awareness instruction helps children learn to read: Evidence
from the National Reading Panel’s meta-analysis. Reading Research Quarterly, 36(3), 250-287. Retrieved from
https://edu305.jgregorymcverry.com/readings/PhonemicAwareness.pdf
2/21/18
Name: I can mark the word I can decode the word. Comments:
correctly.
Trial 1
Trial 2
Trial 3
Trial 4
correctly.
Trial 1
Trial 2
Trial 3
Trial 4
correctly.
Trial 1
Trial 2
Trial 3
Trial 4
2/21/18
LESSON PLAN – Wednesday 3rd Grade ELA

Today’s Date
Subject:
Date to be Taught: Wednesday, 2/12/19 Grade 3rd No. of Students 3
TSW be able to decode words and TSW work on spelling words 3 of 4.
spell words varying features from with blends and suffix -s. TSW
Central Focus of
phonics instruction on blends, decode words with multiple
digraphs, closed syllables, vowel blends and suffix -s.
Unit of Instruction
continuing practice on spelling words with blends. In the previous lesson, the students worked on identifying how to spell and read blends.
Data Used to Inform
Instruction
accuracy overall).
Content Standard
Alignment of Learning markings then blend sounds to decode skills in decoding words. Formative: TSW label the markings for
Objectives, Content the word on 3 out of 4 trials. the word and use decoding skills to tell
Standards, and the teacher the word.
Related Assessments Given teacher provided sounds, RF.3.3 Know and apply grade- Assessment method: Composition Written feedback on
words, and sentences, TSW produce level phonics and word analysis notebook checklist to review
the letters in the sounds and words by skills in decoding words. Scoring guide: Rubric following day.
writing in the composition notebook Formative: TSW write the sound,
with 80% accuracy. words, and sentence in their notebook.
Content Standard
redirection.
By doing composition notebook RF.3.3 Know and apply grade- Assessment method: Composition Written feedback on
practice, TSW write the sounds, level phonics and word analysis notebook checklist to review
words, and sentences by using blends skills in decoding words. Scoring guide: Checklist following day.
and punctuation. Formative: TSW write the sound,
words, and sentence in their notebook.
2/21/18
Vocab:
Description of  Vowel team ue: it can say two sounds, like in the words blue and rescue.
Academic Language  Vowel team ew: the vowel team says one sound, like in the word chew.
Demand(s)
Expressive: Given the composition notebook activity, TSW demonstrate their knowledge of blends by writing the correct spelling in the notebook.
Resources:
Resources and
Materials Required
erase boards, sentence frames
visual cues
Student: TSW be give time to play a virtual game for blends at the end of the lesson. TSW play the game together, as there is a option for multiple
Candidate and/or
players. (ISTE Student Standard 7b) https://www.abcya.com/games/consonant_blends
Student Use of
Technology
Teacher: Creating checklist (ISTE Educator Standard 5a)
Lesson Hook, Yesterday, we learned that some blends can contain three letters. We also practiced how to spell and decode words with blends. Today, we are going
Motivation, and/or to work more on spelling and decoding words with blends! You are learning this so that you can more easily decode words with blends and a suffix!
Instant Activity

Sound Cards: Sound cards: TSW say the letter(s), name of picture, and sound of Process: TTW assist students if they
- Letters A to Z letter(s). TSW will do this for letters, digraphs, and glued sounds. have trouble by saying the letter,
- Digraphs (wh, ch, word, and sound for the student to
sh, th, ck) repeat.
Glued Sounds (all, an,

am, ang, ing, ong, ung,
ank, ink, onk, unk).
R-controlled vowels: R-controlled vowel: TSW recite the r-controlled vowels from the Process: TTW model reciting the
ar, or, er, ir, ur. poster. They will say the letters, the picture, and the sound. vowels.
 Er, ir, and ur
make the same Vowel teams: TSW recite the vowel team, picture, and sound the
sound. vowels make.
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Vowel teams: ai, ay, ee,
ea, ey, oi, oy.
Say letters u and e. Say Teach letter-keyword-sound for UE & EW Process: TTW model reciting the
Blue. Say sound /ü/. words, TSW repeat.
- After reviewing vowel teams, TTW introduce ue and ew.
Say letters u and e. Say - The vowel team Ue can say two different sounds. Like in the
rescue. Say sound /ū/. words blue and rescue.
- The letters ew say /ü/ like in the word chew.
Say letters e and w. Say
chew. Say sound /ü/.
Make It fun
- TTW provide word of the day cards to each student.
- TTW say “stand if you have a word that starts with a blend”
- TSW read the word to confirm that it has a blend.
Blends: when Word of the day: clumps Process: TTW provide assistance to
consonants are together students. TTW provide visuals to
but they each make a - TTW build the word with letter cards. help students sound out words.
sound. - TTW review concept of blends.
- TSW tap out each sound in the word.
Closed syllable word: A
- TSW explain why the word is a closed syllable.
word that has one vowel
followed by a consonant - TSW mark the word.
closing it in so the - TTW build the words strings, drinks, and splash for students to
vowel is short. decode. TTW ask students to help each other determine the words.
- TSW add the word of the day “clumps” to their Student
Notebooks.
- TSW create a sentence. TTW put the sentence on sentence frames.
TSW add the sentence to their notebooks.
Dictation (composition book) Process: TTW provide extended time Product: Composition book with
- 3 sounds = /wh/ - TTW ask students to get out their composition books. for students to complete task. completed task.
/ung/ /unk/ - TTW dictate 3 sounds. TSW write the letters that make that sound.
- 2 review words – - TTW dictate 2 review words. TSW write the review words. Learning Environment: The students
can use the standing desks, table, or
things, kicks - TTW dictate 2 current words. TSW write the current words in the
crates.
- 2 current words – composition book.
blast, slept - TTW dictate 2 trick words. TSW write the trick words.
- 2 trick words – - TTW dictate 1 sentence. TSW repeat sentence. TSW write the
down, any sentence with correct punctuation.
- 1 sentence – Get
some stamps now?
Virtual game Environment: TSW be able to move

- TSW play a game on their Chrome Book’s to practice blends. to a comfortable spot in the room
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using the flexible seating.
1. In this lesson, the students will play a virtual game to reinforce their learning of blends in phonics instruction. According to Cheng, Lou, Kuo,
& Shih (2013), virtual games help students absorb the knowledge tested in the game. It is important that the games are easy to use and useful
towards learning tasks. Using virtual games for technological use in the lesson can increase student’s interest and motivation.
2. In this lesson, the teacher models how to do the activity for the students. In this study, many reasons for modeling were found. Many of which
Connection to
are quite beneficial for students. By modeling, the students have a preconceived expectation for the instructional activity. The teacher can
Research/Theory
model to help students create a sense of understanding and inquiry. Something that requires modeling is when teachers are introducing a new
topic, which required modeling to help students gauge into active thinkers through mimicking the teachers use of thinking aloud. Modeling is
a component found in many phonics lessons as it helps students learn before beginning the activity for their selves. (Acher, Arca, & Sanmarti,
2006)
TTW promote the learning by asking students to spell the word of the day. After spelling the word of the day, TSW be asked to spell the word
Lesson Closure
“chumps” so show if the students can indicate the change in the letter in the blend.
References:
Acher, A., Arcá, M., & Sanmarti, N. (2006). Modeling as a Teaching Learning Process for Understanding Materials: A Case Study in Primary Education. Science Education, 399–
418. doi: DOI 10.1002/sce.20196
Cheng, Y., Lou, S., Kuo, S., & Shih, R. (2013) Investigating elementary school students’ technology acceptance by applying digital game-based learning to environmental
education. Austalasian Journal of Educational Technology, 29(1), 96-110. Retrieved from https://ajet.org.au/index.php/AJET/article/view/65
2/21/18
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correctly.
Trial 1
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Trial 4
correctly.
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Trial 3
Trial 4
correctly.
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Trial 4
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LESSON PLAN – Thursday 3rd Grade ELA

Today’s Date
Subject:
Date to be Taught: Thursday, 2/13/19 Grade 3rd No. of Students 3
TSW be able to decode words and TSW decode and spell words 4 of 4.
spell words varying features from with blends and suffix -s.
Central Focus of
phonics instruction on blends,
digraphs, closed syllables, vowel
Unit of Instruction
continuing practice on spelling words with blends. In the previous lesson, the students learned the vowel teams /ue/ and /ew/.
Data Used to Inform
Instruction
accuracy overall).
Content Standard
markings and blend sounds to decode skills in decoding words. Formative: TSW label the markings for
Objectives, Content
Standards, and
Related Assessments
Given a word verbally, TSW identify RF.3.3 Know and apply grade- Assessment method: Decoding words Authentic verbal feedback
the correct spelling of the words by level phonics and word analysis Scoring guide: Checklist and positive redirection.
using blends and suffix -s, on 3 out of skills in decoding words. Formative: TSW spell the word with
4 trials. magnetic letter tiles.
Content Standard
in the word. skills in decoding words. suffix, to decode the word. identify the word. TTW
provide positive
redirection.
Given a word verbally, TSW correctly RF.3.3 Know and apply grade- Formative: TTW observe the students’ TTW provide verbal
write the word with correct spelling level phonics and word analysis ability to spell the words with blends feedback.
with blends and suffix -s. skills in decoding words. and suffix -s.
Description of Vocab:
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Academic Language
Demand(s) Expressive: Given one-syllable words with blends and suffix -s, TSW verbally explain how they marked the word to decode it.
Expressive: Given a word, TSW write the correct spelling with blends and suffix -s.
Resources:
Resources and
Materials Required
erase boards, sentence frames
visual cues
Student: TSW use their Chromebooks to play the game for blends. (ISTE Student Standard 1c)
Candidate and/or
http://www.softschools.com/language_arts/phonics/games/s_blends.jsp
Student Use of
Technology
Teacher: Creating checklist, creating and implementing exit slip (ISTE Educator Standard 5a)
Lesson Hook, Yesterday, we worked on spelling and decoding words with blends and suffix -s. Today, we are going to continue practicing this new skill. Think of a
Motivation, and/or word that starts with a blend. Let’s spell the word! Write the word on your desk and let’s mark it.
Instant Activity

Sound Cards: Sound cards: TSW say the letter(s), name of picture, and sound of Process: TTW assist students if they
- Letters A to Z letter(s). TSW will do this for letters, digraphs, and glued sounds. have trouble by saying the letter,
- Digraphs (wh, ch, sh, word, and sound for the student to
th, ck) repeat.
Glued Sounds (all, an, am,

ang, ing, ong, ung, ank, ink,
onk, unk).
R-controlled vowels: ar, or, R-controlled vowel: TSW recite the r-controlled vowels from the Process: TTW model reciting the
er, ir, ur. poster. They will say the letters, the picture, and the sound. vowels.
 Er, ir, and ur make
the same sound. Vowel teams: TSW recite the vowel team, picture, and sound the
vowels make.
Vowel teams: ai, ay, ee, ea,
ey, oi, oy.
Make words for decoding/nonsense words Process: TTW provide assistance to
students. TTW provide visuals to
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- TTW make words to decode. (Slumps, blimps, split) help students sound out words.
- TTW tap out each sound, TSW tap with teacher.
- TTW blend sounds as reading word, along with finger.
- TSW find and underline blends.
- Repeat with all 3 words.
- TTW tell students that we can also decode nonsense words.

- TTW build word. TSW tap out sounds to read word. (Fland, slunk,
drast)
- TSW mark up the words to show blends and closed syllable.
- Repeat with all 3 words.
Echo/find letters & words Process: TTW provide extended

- TTW ask what says /ing/ time and wait time.
- TSW provide letters on the magnetic boards.
- Repeat with /ung/ and /unk/
- TTW dictate a word. (crunch)
- TSW build the word with letter tiles.
- Repeat with pranks, drinks, blinks.
- 3 sounds = /sh/ /all/ Dictation (Dry erase) Process: TTW provide repeated Product: The students answers
/ank/ - TTW dictate 3 sounds. TSW write the letters that make that sound. directions and clarification. TTW on dry erase boards.
- 3 current words – - TTW dictate 3 current words. TSW write the current words. provide modeling of activity. TTW
- TTW dictate 1 review words. TSW write the review word. check for correct answer and
skunks, stumps, plants
provide assistance to students that
- 1 review words –fangs - TTW dictate 2 trick words. TSW write the trick words.
need to check answer.
- 2 trick words – many, - TTW dictate 1 sentence. TSW repeat sentence. TSW write the
how sentence with correct punctuation.
- 1 sentence – I sat down
on the clump of grass.
Virtual game Environment: TSW be able to move

- TSW play a game on their Chrome Book’s to practice blends. to a comfortable spot in the room
using the flexible seating.
Connection to 1. In this lesson, the students will play a virtual game to reinforce their learning of blends in phonics instruction. According to Cheng, Lou,
Research/Theory Kuo, & Shih (2013), virtual games help students absorb the knowledge tested in the game. It is important that the games are easy to use
and useful towards learning tasks. Using virtual games for technological use in the lesson can increase student’s interest and motivation.
2. For engagement, integrated instruction can be quite beneficial to students. It was found that students that had integrated reading and
science instruction had a strong growth in reading comprehension and reading strategies. Over time, engagement in challenging tasks
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showed an increase in student learning and motivation. (Lutz, Guthrie, & Davis, 2006)
Lesson Closure TSW be asked to spell a nonsense word (brusp). TTW ask students how they determined how to spell the word. TTW ask students to identify the
blends in the word.
References:
Cheng, Y., Lou, S., Kuo, S., & Shih, R. (2013) Investigating elementary school students’ technology acceptance by applying digital game-based learning to environmental
education. Australasian Journal of Educational Technology, 29(1), 96-110. Retrieved from https://ajet.org.au/index.php/AJET/article/view/65
Lutz, S. L., Guthrie, J. T., & Davis, M. H. (2006). Scaffolding for Engagement in Elementary School Reading Instruction. The Journal of Educational Research, 100(1), 3–20.
2/21/18
Name: I can I can decode Comments: I can identify Comments

identify the the word. how to spell
sounds in the word.
the word.
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Trial 4

sounds in the word.
the word.
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Trial 3
Trial 4

sounds in the word.
the word.
Trial 1
Trial 2
Trial 3
Trial 4
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Unable to teach last week due to student being absent (Monday-Thursday) and snow day (Friday).
MONDAY 2nd MATH (Session 13)
Name: Lisa Reagan Week of: February 10th, 2020

Date of Lesson: Monday, 2/10/2020
Subject: Math – 1:00pm-2:00pm Content: Adding More Tens (Session 13)
----------------------------------------------------------------------------------------------------------------------------------------------------------------------------
Lesson Focus or Major Goal: The students will be able to mentally add 10 more or 10 less without counting. This is a goal for both students, as each of them have a tendency to
count one by one. In this lesson, the goal is for the students to understand that a ten can be added without counting one by one. This skill will help the students throughout their
schooling, while being a valuable skill to have for everyday life.
Content Standards(s):
Use place value understanding and properties of operations to add and subtract.
 1.NBT.4 Add within 100, including adding a two-digit number and a one-digit number and adding a two-digit number and a multiple of 10, using concrete models or drawings
and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; record the strategy with a written numerical method
(drawings and, when appropriate, equations) and explain the reasoning used. Understand that when adding two-digit numbers, tens are added to tens; ones are added to ones;
and sometimes it is necessary to compose a ten.
 1.NBT.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.
Data Used to Inform Instruction: Last week, the students learned how to add tens and ones. This skill was mastered according to the data. A checklist was used to determine
student progress throughout the lessons. On Wednesday, the goal measured was being able to identify the sum or difference of the problem, while understanding how to add and
subtract the tens and ones. Marchell scored 4 out of 5 on both skills, while Sophia scored 5 out of 5 on both skills. On Thursday, the goal for the students was to mentally add or
subtract tens and ones and to find which player has the greater answer. Both Marchell and Sophia scored 5 out of 5 for mentally adding and subtracting the tens and ones and
finding which player has the greater answer. On Friday, the students were given a Unifix cube card to find the amount, then rolled the die to see how many tens to add. Marchell
achieved 4 out of 5 correct for adding tens and ones to find the answer, while Sophia achieved 5 out of 5 for this goal. Both students are still working on counting on by tens,
especially when the ones place value contains the numbers 1-9. Sophia was able to identify how to count on by tens to find the new sum with 3 out of 5 trials, while Marchell was
able to do this for 1 out of 5 trials. This indicates that the students are ready to move on to mentally adding and subtracting tens.
Learning Goal and Lesson Objective:
Learning Goal: Lesson Objective: Assessment Tool:

The students will be able to add and subtract tens, Given the hundred twenty grid mat, TSW demonstrate Race by Tens & Ones Game
mentally, without counting one by one. The students will how to add or subtract tens and ones by moving the bingo
realize that one’s do not have to be counted again if only chip to the correct number with 80% accuracy.
the tens place is changing in value.
Expressive and/or Receptive Communication
a.) Communication Skill (function) for the Learning Goal
Expressive: By using hundred grid mat and bingo chip, TSW explain their reasoning of how they added or subtracted tens and ones from their current place on the mat.
Receptive: By using the hundred grid mat, TSW locate the correct number that is added or subtracted by 10s or 1s by using the bingo chip.
b.) Planned Supports
Supports that Marchell receives: Extensive repetition, extended time to process and verbally respond, redirect to attend task, manipulatives. TTW model by providing an
example before guiding the student through practice questions.
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Assessment of Student Learning:
Assessment Tool Data Collection Procedures Scoring Guide /Evaluative Criteria Feedback
Race by Tens & Ones Game Teacher Observation/Checklist 80%, 8 out of 10 attempts Verbal
Resources, Materials and Technology:

 Resources:
o Math Learning Center. (n.d.) Bridges in mathematics grade 2: Teachers guide.
o Bridges Math - Teacher Tips and Resources. (2015). Retrieved from https://sites.google.com/a/leanderisd.org/teacher-tips-and-resources/bridges.
 Materials: Numeral Cards , One Hundred Twenty Grid Mats (1 per student), Add or subtract spinners (1), Tens & Ones spinner (1), 3 dime cards, 8 penny cards, Game
markers (1 per student), Adding More Tens practice page, iPad for virtual Unifix cubes
 Technology: TSW use the iPad to work with the virtual Unifix cubes. This will help students see a visual representation of the number on the hundreds mat. (Bridges
App)
Lesson Introduction/Motivational Statement:

Yesterday, we played Race by Tens with the hundreds grid mat. Now today, we are going to begin working on adding and subtracting ten and ones. We are going to play a similar
game, but now you are subtracting both tens and ones! We are playing this game to practice adding and subtracting with both tens and ones.
Lesson:
Content Information: Tasks/Planned Supports Targeted Differentiation: Product:
(including academic language supports):
Warm Up Activity 1: Counting Dimes & Pennies Process: TSW use manipulatives
 TTW show 1 dime cards. TTW ask “how many and visuals to aid them in this
pennies?” activity.
 TTW lay out 8 penny cards. TTW ask “how many
pennies in all?”
1 dime = 10 pennies
 TSW report the total.
1 dime, 8 pennies = 18 pennies  TTW turn over the dime card to the penny side for
the students to confirm the amount.
- 1 dime card, 4 penny cards = 14
- 3 dime cards, 7 penny cards = 37 Repeat with:
- 2 dime cards, 6 penny cards = 26 - 1 dime card, 4 penny cards
- 3 dime cards, 7 penny cards
- 2 dime cards, 6 penny cards
Warm Up Activity 2: Multiples of Ten in a Line Process: TSW be given extended

time to process and verbally
 TTW deal out cards (multiples of 10) respond, redirect to attend task
 TSW line up the cards in order, then count forward
0, 10, 20, 30, 40, 50, 60, 70, 80, 90, 100 by 10s to check the sequence.
 TTW hand out the cards 13, 24, 45, and 67. (One
0, 10, 13, 20, 24, 30, 40, 45, 50, 60, 67, at a time)
70, 80, 90, 100  TSW place it between the correct decade numbers
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by moving the other cards aside to make room for
it.
Activity: Race by Tens & Ones Process: TSW be given extended

 TTW explain that we will play a game called Race respond, redirect to attend task
by Tens and Ones. This game is similar to Race by
Tens. Content: TSW be given
Example: manipulatives and visual aids to
 Instead of racing to the bottom of the grid,
Spin 30 and add: help him succeed.
players race to move their marker off the grid
- You will move 30 ahead from by adding a quantity greater than 120 or
your current place by taking 3 Process: TSW have the choice to
subtracting a quantity that results in a
jumps of 10. use the virtual Unifix cubes to help
difference less than 1.
them understand the value of the
 TTW demonstrate using the spinners.
Spin 2 and subtract: number they they are
 Tens and Ones Spinner = how many spaces adding/subtracting ten to.
- Subtract by counting back 2 from
to move
current place on grid.
 Add or subtract spinner tells to add or
subtract how many spaces
Example of a winning play: Getting
your marker off the grid  TTW demonstrate a winning game.
- Marker on 2  TTW provide students with the One Hundred
- Imagine that I spun a 3 and Twenty Grid Mat and game markers.
subtract. I would need to move  TSW pick a number between 40 and 60, then place
my marker back 3 places. I would marker on that number.
have an amount less than 0,
 TTW place marker on a different number.
meaning that I would be off the
grid.  First player that moves off the grid wins that game.
Practice Page: Adding More Tens Process: TSW use the unifix cubes Adding More Tens Practice
 TSW and teacher will both work on the practice to help them find the number that Page:
page. is 10 more.
 TTW urge students to only count by 1s and 10s, This sample will be
completed with minimal
instead of counting one by one. teacher assistance to show
what the student has
grasped from the lesson.
Closure Activity: TTW provide the students with a closure problem. They will be asked to start at the number 32, by using their unifix cubes. The students will be asked to predict
how many they will have if they add 3 tens. TTW review the correct answer and ask students to count only in tens and ones.
Research & Theory:

Loewenberg Ball, D. (1993). With an Eye on the Mathematical Horizon: Dilemmas of Teaching Elementary School Mathematics. The Elementary School Journal, 93(4), 373–
397. doi: 10.1086/461730
 In this lesson, the students work together to determine the mathematical concepts. Discourse in mathematics is essential to the students’ ability to explain their
solutions. By providing opportunities to allow discourse for the content and problem solving, the students get a better sense of how to problem solve and build a
community of learners trying to grasp the same concepts. By using different kinds of examples, the lesson will make sense to the students as visuals and real-
world examples are used to connect to the students’ prior knowledge. (Loewenberg Ball, 1993)
Sperry Smith, S. (2001). Early Childhood Mathematics (2nd ed.). Needham Heights, MA: Allyn & Bacon.
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 Using technology in lesson plans is an important aspect of 21st century learning. This source explains that technology is best implemented when combined with
classroom activities, games, and everyday objects. It is explained that technology does not replace active learning, but it is a great addition to active learning.
There is a vital understanding that virtual manipulatives must represent real-life objects. (Sperry Smith, 2001).
References:
Bridges Math - Teacher Tips and Resources. (2015). Retrieved from
https://sites.google.com/a/leanderisd.org/teacher-tips-and-
resources/bridges.
Loewenberg Ball, D. (1993). With an Eye on the Mathematical Horizon:
Dilemmas of Teaching Elementary School Mathematics. The
Elementary School Journal, 93(4), 373–397. doi:
10.1086/461730
Math Learning Center. (n.d.) Bridges in mathematics grade 2: Teachers
guide.
Sperry Smith, S. (2001). Early Childhood Mathematics (2nd ed.).
Needham Heights, MA: Allyn & Bacon.
Math Che c klis t - 1/30/2020
Name : I can count by I can add and Comments:

10s mentally subtract tens
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2/21/18
LESSON PLAN – TUESDAY 2nd MATH (Session 14)
Name: Lisa Reagan Week of: February 10th, 2020

Date of Lesson: Tuesday, 2/11/2020
Subject: Math – 1:00pm-2:00pm Content: Adding Multiples of Ten (Session 14)
----------------------------------------------------------------------------------------------------------------------------------------------------------------------------
Lesson Focus or Major Goal: The students will be able to mentally add 10 more or 10 less without counting. This is a goal for both students, as each of them have a tendency to
count one by one. In this lesson, the goal is for the students to understand that a ten can be added without counting one by one. This skill will help the students throughout their
schooling, while being a valuable skill to have for everyday life.
Content Standards(s):
Use place value understanding and properties of operations to add and subtract.
 1.NBT.4 Add within 100, including adding a two-digit number and a one-digit number and adding a two-digit number and a multiple of 10, using concrete models or drawings
and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; record the strategy with a written numerical method
(drawings and, when appropriate, equations) and explain the reasoning used. Understand that when adding two-digit numbers, tens are added to tens; ones are added to ones;
and sometimes it is necessary to compose a ten.
 1.NBT.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.
Data Used to Inform Instruction: Last week, the students learned how to add tens and ones. This skill was mastered according to the data. A checklist was used to determine
student progress throughout the lessons. On Wednesday, the goal measured was being able to identify the sum or difference of the problem, while understanding how to add and
subtract the tens and ones. Marchell scored 4 out of 5 on both skills, while Sophia scored 5 out of 5 on both skills. On Thursday, the goal for the students was to mentally add or
subtract tens and ones and to find which player has the greater answer. Both Marchell and Sophia scored 5 out of 5 for mentally adding and subtracting the tens and ones and
finding which player has the greater answer. On Friday, the students were given a Unifix cube card to find the amount, then rolled the die to see how many tens to add. Marchell
achieved 4 out of 5 correct for adding tens and ones to find the answer, while Sophia achieved 5 out of 5 for this goal. Both students are still working on counting on by tens,
especially when the ones place value contains the numbers 1-9. Sophia was able to identify how to count on by tens to find the new sum with 3 out of 5 trials, while Marchell was
able to do this for 1 out of 5 trials. This indicates that the students are ready to move on to mentally adding and subtracting tens.
Learning Goal and Lesson Objective:

Learning Goal: Lesson Objective: Assessment Tool:
The students will be able to add and subtract tens, Given the hundred twenty grid mat, TSW demonstrate Race by Tens & Ones Game
mentally, without counting one by one. The students will how to add or subtract tens and ones by moving the bingo
realize that one’s do not have to be counted again if only chip to the correct number with 80% accuracy.
the tens place is changing in value.
Expressive and/or Receptive Communication

c.) Communication Skill (function) for the Learning Goal
Expressive: By using hundred grid mat and bingo chip, TSW explain their reasoning of how they added or subtracted tens and ones from their current place on the mat.
Receptive: By using the hundred grid mat, TSW locate the correct number that is added or subtracted by 10s or 1s by using the bingo chip.
d.) Planned Supports
Supports that Marchell receives: Extensive repetition, extended time to process and verbally respond, redirect to attend task, manipulatives. TTW model by providing an
example before guiding the student through practice questions.
Assessment of Student Learning:
2/21/18
Assessment Tool Data Collection Procedures Scoring Guide /Evaluative Criteria Feedback
Race by Tens & Ones Game Teacher Observation/Checklist 90%, 9 out of 10 attempts Verbal
Resources, Materials and Technology:

 Resources:
o Math Learning Center. (n.d.) Bridges in mathematics grade 2: Teachers guide.
o Bridges Math - Teacher Tips and Resources. (2015). Retrieved from https://sites.google.com/a/leanderisd.org/teacher-tips-and-resources/bridges.
 Materials: Numeral Cards , One Hundred Twenty Grid Mats (1 per student), Add or subtract spinners (1), Tens & Ones spinner (1), 5 dime cards, 6 penny cards, Shoebox
(Piggybank), Game markers (1 per student), Adding Multiples of Tens practice page
 Technology: TSW use the iPad to work with the virtual Unifix cubes. This will help students see a visual representation of the number on the hundreds mat. (Bridges
App)
Lesson Introduction/Motivational Statement:

Yesterday, we played Race by Tens with the hundreds grid mat. Now today, we are going to begin working on adding and subtracting ten and ones. We are going to play a similar
game, but now you are subtracting both tens and ones! We are playing this game to practice adding and subtracting with both tens and ones.
Lesson:
Content Information: Tasks/Planned Supports Targeted Differentiation: Product:
(including academic language supports):
Warm Up Activity: The Piggybank Process: TSW use manipulatives
and visuals to aid them in this
 TTW show the shoebox bank. TTW explain that activity.
we are going to use it to work with dimes and
pennies.
1 dime card and 3 penny cards = 13
 TTW display 1 dime card and 3 pennies. TTW ask
1 dime card and 3 penny cards, add 1 “How many pennies?”
dime card = 23  TSW give their answers and put the cards in the
bank.
 TTW show another dime card and put it into the
bank. TTW ask “Now, how many pennies in all?”
 TSW respond, then we will empty the bank to
1 dime card, 5 penny cards = 15 check their answer.
1 dime card and 5 penny cards, add 2  TTW repeat this with:
dime card = 35  1 dime card and 5 penny cards, then add 2
dime card.
2 dime cards, 1 penny card = 21  2 dime cards and 1 penny card, then add 1
Add 1 dime cards = 31 dime cards
 2 dime cards, 6 penny card, then add 3 dime
2 dime cards, 6 penny cards = 26 cards
Add 3 dime cards = 56
Warm Up Activity 2: Multiples of Ten in a Line Process: TSW be given extended

2/21/18
 TTW deal out cards (multiples of 10) respond, redirect to attend task
0, 10, 20, 30, 40, 50, 60, 70, 80, 90, 100  TSW line up the cards in order, then count forward
by 10s to check the sequence.
 TTW hand out the cards 22, 48, 66, and 84(One at
0, 10, 20, 22, 30, 40, 48, 50, 60, 65, 70, a time)
80, 84, 90, 100  TSW place it between the correct decade numbers
by moving the other cards aside to make room for
it.
Example: Activity: Race by Tens & Ones Process: TSW be given extended
Spin 30 and add: time to process and verbally
- You will move 30 ahead from  TTW explain that we will play a game called respond, redirect to attend task
your current place by taking 3 Race by Tens and Ones. This game is similar to
jumps of 10. Race by Tens. Content: TSW be given
manipulatives and visual aids to
 Instead of racing to the bottom of the grid,
Spin 2 and subtract: help him succeed.
players race to move their marker off the
- Subtract by counting back 2 from
grid by adding a quantity greater than 120
current place on grid. Process: TSW have the choice to
or subtracting a quantity that results in a
use the virtual Unifix cubes to help
difference less than 1.
Example of a winning play: them understand the value of the
 TTW demonstrate using the spinners. number they are adding/subtracting
Getting your marker off the grid  Tens and Ones Spinner = how many spaces ten to.
- Marker on 2 to move
Imagine that I spun a 3 and subtract. I  Add or subtract spinner tells to add or
would need to move my marker back 3 subtract how many spaces
places. I would have an amount less than  TTW demonstrate a winning game.
0, meaning that I would be off the grid.  TTW provide students with the One Hundred
Twenty Grid Mat and game markers
 Each student will pick a number from 40-60.
 First player that moves off the grid wins that
game.
Practice Page: Adding Multiple of Ten (Exit Slip) Process: TSW use the grid mat to Adding Multiples of Ten
find ten more. Practice Page:
 TSW and teacher will both work on the practice
page. This sample will be
 TTW urge students to only count by 1s and 10s, completed with minimal
teacher assistance to show
instead of counting one by one. TTW use the grid what the student has
mat to aid them in the process of finding ten grasped from the lesson.
more.
2/21/18
Closure Activity: TTW provide the student with a question to end the lesson. The students will be asked to predict what 23 is when adding 50. The students will take a moment to
think about this, counting by tens to get the number 73. TTW use unifix cubes to show the students the answer.
Research & Theory:

 Using Universal Design for Learning is a great way to make the process of learning available to all students. By implementing strategies, the students will be
more able to understand the information that they are learning. By fostering active learning through the use of technology and engagement, students will be more
successful in their learning. An essential part of UDL is making sure that every student is receiving what they need to succeed in their learning. (Edyburn, 2010).
 In this lesson, the students will be given an exit slip to assess if they have grasped the concept of adding tens. This exit slip is constructed by the teacher
candidate to assess exactly what the students had learned today. It is student focused because it challenges the students to use their ability to use the splitting
strategy for adding. This will inform the teacher candidate of the students’ progression towards successfully learning a new strategy to add. (Sterrett, Fiddner, &
Gilman, 2010).
References:
Bridges Math - Teacher Tips and Resources. (2015). Retrieved from https://sites.google.com/a/leanderisd.org/teacher-tips-and-resources/bridges.
Math Learning Center. (n.d.) Bridges in mathematics grade 2: Teachers guide.
Name : I can count by I can add and Comments:

10s mentally subtract tens &
ones
Trial 1
Trial 2
Trial 3
Trial 4
Trial 5
Trial 6
Trial 7
Trial 8
Trial 9
2/21/18
Trial 10
LESSON PLAN – WEDNESDAY 2nd MATH (Session 15 Progress Monitoring)

Date: February 12th, 2020 Time: 1:00-2:00pm Grade Level: 2nd & 3rd Grade Room #: 111
LESSON FOCUS or MAJOR GOAL: LEARNING OBJECTIVES:

The students will be able to mentally add 10 more or 10 less without counting. This is a
goal for both students. In this lesson, the goal is for the students to understand that a ten Given dime and penny cards, TSW determine the number of pennies in all on 3 out of 4
can be added without counting one by one. This skill will help the students throughout trials.
their schooling, while being a valuable skill to have for everyday life.
Given a number, TSW demonstrate their knowledge of counting on by 10 on 5 out of 6
CONTENT STANDARDS: trials.
 1.NBT.4 Add within 100, including adding a two-digit number and a one-digit
number and adding a two-digit number and a multiple of 10, using concrete models Given pictured Unifix cubes, TSW demonstrate how to add tens and ones on 2 out of 2
or drawings and strategies based on place value, properties of operations, and/or the trials.
relationship between addition and subtraction; record the strategy with a written
numerical method (drawings and, when appropriate, equations) and explain the - Expressive: Given the dime and penny cards, TSW verbally express the amount
reasoning used. Understand that when adding two-digit numbers, tens are added to of pennies in all.
tens; ones are added to ones; and sometimes it is necessary to compose a ten. - Expressive: Given a number, TSW write the number that is 10 more.
 1.NBT.5 Given a two-digit number, mentally find 10 more or 10 less than the
number, without having to count; explain the reasoning used.
DATA USED TO INFORM INSTRUCTION: MATERIALS and RESOURCES:

Last week, the students worked on counting by tens, by adding and subtracting tens. Materials:
Marchell still relies on counting aloud. He is close to mastery of understanding that we do  3 dime cards, 8 penny cards
not have to recount the ones again when we add or subtract 10. This is a skill that Sophia  Shoebox
has already mastered prior to the lessons. Marchell can write addition and subtraction  Progress monitoring record sheet
questions with 100% accuracy, with minimal assistance. Sophia can write equations on 2  Scoring guide from Bridges
out of 3 trials, making minor errors. Sophia can count by 10s mentally with 70%  Chromebook/iPad
accuracy, while Marchell can do so with 50% accuracy. Sophia can add and subtract tens Resources:
with 80% accuracy and Marchell can do so with 60% accuracy. Marchell requires  Math Learning Center. (n.d.) Bridges in mathematics grade 2: Teachers guide.
manipulatives and modeling to be more successful.  TSW work on a virtual game for adding 10s
https://www.mathgames.com/skill/1.36-add-tens
 Math Review:
https://docs.google.com/presentation/d/1WDTWBcwYJNDk20QK4gdrxWBVi
a6P2NS8QxPjUsHNBCQ/edit?usp=sharing
ASSESSMENT TOOL DATA COLLECTION PROCEDURES SCORING GUIDE/EVALUATION CRITERIA FEEDBACK

Individual interview Teacher observation/checklist 3 out of 4 trials Verbal
Written Progress Checklist 5 out of 6 questions Verbal
Written Progress Checklist 2 out of 2 problems Verbal
CONTENT INFORMATION: INSTRUCTIONAL STRATEGIES/LEARNING TARGETED DIFFERENTIATION:

2/21/18
TASKS/PLANNED SUPPORTS (including expressive and/or
receptive communication supports):
Hook: Yesterday, we played the race to ten game. You have both Supports that Marchell receives: Extensive repetition, extended
been learning about how to count by tens, by knowing the tens time to process and verbally respond, redirect to attend task,
and one’s place in two-digit numbers. Today, we are going to test manipulatives. TTW model by providing an example before
your knowledge! While I work with one of you, the other will go guiding the student through practice questions.
on Math Games on their Chromebook to work on counting by 10
games.
Dime = 10 Math review: Process: TTW provide assistance and modeling to help students.
Penny = 1
 TTW use Google Slides for interactive review. Process: Extended time will be given, redirection to task
1 dime + 4 pennies = 14  https://docs.google.com/presentation/d/1WDTWBcwYJ
2 dime + 4 pennies = 24 (add 1 dime) NDk20QK4gdrxWBVia6P2NS8QxPjUsHNBCQ/edit?
3 dimes + 7 pennies = 37 usp=sharing
5 dimes + 7 pennies = 57 (add 2 dimes)
20 +10 = 30
50+10=60
45+10=55
62+10=72
37+10=47
22+11= 33
14+32= 46
 1 dime + 8 pennies = 18 Individual Interview: Process: TTW provide extra time for the student to respond.
 2 dimes + 4 pennies = 24  TTW display 1 dime card. TTW ask “How many
 3 dimes + 5 pennies = 52 pennies?”
 2 dimes + 6 pennies = 26  TSW respond and place card in the bank.
 TTW show 8 pennies. TTW say, “If we added these
pennies to those in the bank, how many would there be
in all?
 TSW respond and teacher records answer.
Repeat with 2 dime + 4 pennies, 3 dimes + 5 pennies, 2 dimes +

6 pennies.
2/21/18
Question 1: Written Progress Monitoring: o TSW use the iPad to work with the virtual
A) 10 + 10 = 20 Unifix cubes. This will help students see a
B) 40 + 10 = 50 Question 1. visual representation of the number on the
C) 90 + 10 = 100  TTW read directions. “Write the number that is 10 hundreds mat. (Bridges App)
D) 78 + 10 = 88 more.” Then provide time for task.
E) 61 + 10 = 71  TTW make note of how student finds answer. Is it found
F) 53 + 10 = 63 easily? Is the student having difficulty?
Question 2: Question 2.
a) 46 + 20 = 66  TTW ask the student to solve the two addition
b) 18 + 30 = 48 equations.
 The equations are 46 + 20 = ___, 18 + 30 = ____
 TTW watch to see if the student is using the jumping
strategy or the splitting strategy.
If time allows:
TSW play the game from the previous day called Race by Tens
and Ones.
CLOSURE ACTIVITY:
TTW provide each student with a number to add 10 to. One student will be given the number 42 and the other 23. TTW ask students to add 20 to the same number. TTW ask the
students to explain how they found the answers.
References:
Math Learning Center. (n.d.) Bridges in mathematics grade 2: Teachers guide.
Math Games. (n.d.) Add tens. Retrieved from https://www.mathgames.com/skill/1.36-add-tens
2/21/18
Name : I can tell the I write the I can add Comments:

amount of number that 2-digit
pennies and is 10 more. numbers.
dimes.
Trial 1
Trial 2
Trial 3
Trial 4
Trial 5
Trial 6
2/21/18

Week 5 Lps - Reagan

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LESSON PLAN– Monday Kinder ELA (Lesson from snow day on Friday, 2/7)

Name: Lisa Reagan Cooperating Teacher: Molly Martin

LESSON FOCUS or MAJOR GOAL: LEARNING OBJECTIVES:

DATA USED TO INFORM INSTRUCTION: MATERIALS and RESOURCES:

ASSESSMENT TOOL DATA COLLECTION PROCEDURES SCORING GUIDE/EVALUATION FEEDBACK

Sight word book Tallies 6 out of 6 trials Verbal

CONTENT INFORMATION: INSTRUCTIONAL STRATEGIES/LEARNING TASKS/PLANNED TARGETED DIFFERENTIATION:

Learning Press (2017) Letter Sounds A to Z App. Retrieved from https://www.allaboutlearningpress.com/letter-sounds-app/

Name: Lisa Reagan Cooperating Teacher: Molly Martin

LEARNING OBJECTIVE(S) CONTENT STANDARD(S) FORMATIVE OR SUMMATIVE FEEDBACK

PROCESS/INSTRUCTIONAL STRATEGIES/LEARNING TARGETED

Who was in this story? Storytime: Process: TTW provide assistance to

Sight word book Process: TTW provide assistance to

CLOSURE ACTIVITY:

Name: Lisa Reagan Cooperating Teacher: Molly Martin

LEARNING OBJECTIVE(S) CONTENT STANDARD(S) FORMATIVE OR SUMMATIVE FEEDBACK

RESOURCES AND MATERIALS TEACHER/STUDENT USE OF TECHNOLOGY CONNECTIONS TO RESEARCH/THEORY;

Learning Press. (2017). Letter Sounds A to Z App. Retrieved from https://www.allaboutlearningpress.com/letter-sounds-app/

Name: I can identify the I can identify the Comments:

I can identify the sight word “he.” Comments:

Name: I can identify the I can identify the Comments:

I can identify the sight word “he.” Comments:

Name: Lisa Reagan Cooperating Teacher: Molly Martin

LEARNING OBJECTIVE(S) CONTENT STANDARD(S) FORMATIVE OR SUMMATIVE FEEDBACK

Given the sight word book, TSW practice

PROCESS/INSTRUCTIONAL STRATEGIES/LEARNING TASKS/PLANNED TARGETED

Sight word book: TTW provide assistance to students

CLOSURE ACTIVITY:

Learning Press (2017) Letter Sounds A to Z App. Retrieved from https://www.allaboutlearningpress.com/letter-sounds-app/

Name Lisa Reagan Content or ELA 2/3/2020

Teach trick words – Spelling Product: trick words added to

Name: I can identify the I can decode the word. Comments:

I can identify the trick word. Comments:

Name: I can identify the I can decode the word. Comments:

I can identify the trick word. Comments:

Name: I can identify the I can decode the word. Comments:

I can identify the trick word. Comments:

Name Lisa Reagan Content or ELA 2/3/2020

Process/Instructional Strategies/Learning Tasks/Planned Supports

Glued Sounds (all, an,

Vowel teams: ai, ay, ee,

Name Lisa Reagan Content or ELA 2/3/2020

Process/Instructional Strategies/Learning Tasks/Planned Supports

Glued Sounds (all, an,

Virtual game Environment: TSW be able to move

Name Lisa Reagan Content or ELA 2/3/2020

Process/Instructional Strategies/Learning Tasks/Planned Supports

Glued Sounds (all, an, am,

- TTW tell students that we can also decode nonsense words.

Echo/find letters & words Process: TTW provide extended

Virtual game Environment: TSW be able to move

Name: I can I can decode Comments: I can identify Comments

Name: I can I can decode Comments: I can identify Comments

Name: I can I can decode Comments: I can identify Comments

MONDAY 2nd MATH (Session 13)

Name: Lisa Reagan Week of: February 10th, 2020

Learning Goal and Lesson Objective:

Learning Goal: Lesson Objective: Assessment Tool:

Resources, Materials and Technology:

Lesson Introduction/Motivational Statement:

Warm Up Activity 2: Multiples of Ten in a Line Process: TSW be given extended

Activity: Race by Tens & Ones Process: TSW be given extended

Research & Theory: