ITE 603B & 604B 

Spring 2020 

Lesson Plan Study & Reflection 

Completed by​: Katie Hensley 
Lesson Plan: ​Language Arts, given on March 10, 2020 
 
Below I will provide a break-down of Domains 1, 2, and 3 of the Danielson Framework. I have 
provided a score and evidence to support that score under each subdomain. I have written my 
lesson study reflection at the end of this document.  

Domain 1: Planning & Preparation 

  Score 

1a. Demonstrates knowledge of content & pedagogy (Critical  P 

Attributes): 
● The teacher displays knowledge of the content area and 
relationships to one another. 
● The teacher knows and understands prerequisites among topics. 
● Lesson plans include a variety of pedagogical approaches. 

Evidence & Rationale​: 

This lesson plan shows my planning for and implementation of a balanced literacy lesson 
(content area and relationships). I have included three mini-lessons focusing on: (1) phonemic 
awareness, spelling, and irregular words; (2) reading comprehension: sequencing; and (3) 
reading accuracy and fluency. The three mini-lessons are delivered in a whole-group setting, 
which is interwoven with time for small group or independent instruction and work time. 

1b. Demonstrates knowledge of students (Critical Attributes):  P 

● The teacher knows the cognitive levels of students 
● The teacher is aware of cultural differences and incorporates 
these into lesson plans 
● The teacher understands the range of interests within the class 
● The teacher is aware of students with special needs 

Evidence & Rationale​: 

From the lesson plan, page 4: “​Students will be individually assessed during and after meeting
with the teacher. The teacher will use observations, conversations, student self-assessments,
and potentially written work to assess student progress. The teacher will record data in the
online ‘Conferring Notebook’.” In working one-on-one and engaging in almost daily
assessment of students, I am able to constantly gauge the cognitive levels of students and
tailor my instruction to meet these needs.

This lesson plan is structured with the Daily 5 framework. The Daily 5 framework allows
students to choose books, partners, and writing topics that are of interest and hold personal
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Spring 2020 

meaning for each student. This includes choosing materials that are of cultural interest. I feel
that my class library contains diverse materials that supports a range of interests and
represents various cultures. 

1c. Sets instructional outcomes (Critical Attributes):  P 

● Learning outcomes show rigor and high expectations 
● Learning outcomes are related to the overarching concepts and 
show what students will learn 
● Outcomes allow for different representations of learning are 
differentiated. 

Evidence & Rationale​: 

Learning objectives are listed on page 3 of the lesson plan:  

o SWBAT use narrative language (characters, setting) to describe events in a story

o SWBAT retell a fictional story in sequential order using the words “beginning,” “middle,” and
“end.”
o SWBAT read and understand decodable text of appropriate complexity for grade 1.
o SWBAT segment and blend phonemes in one-syllable words.
o SWBAT recognize and read the irregularly spelled word “because”.
o SWBAT to read text with appropriate accuracy, fluency, and expression on successive
readings.
o SWBAT plan a retelling in written form and use temporal words to signal event order.
 
These learning outcomes are directly related to the mini-lessons as outlined in the lesson plan, 
and are stated within. 
 
The Daily 5 structure offers differentiated means of demonstrating learning. Students produce 
written material that varies in format and ability. They read books and listen to books at a 
variety of levels, on a variety of topics.  

1d. Demonstrates knowledge of resources (Critical Attributes):  P 

● Resources beyond those provided by the school are used 
● The teacher seeks out additional resources, including those from 
other disciplines. 
● The teacher pursues professional learning 
● The teacher provides resources from beyond the classroom.  

Evidence & Rationale​: 

First, the teacher is a MEdT candidate. This shows that she is committed to professional 
learning. This lesson uses the Daily 5 framework. I learned of this framework during a class for 
the MEdT program. However, I acquired the book and took the initiative to read it on my own 
time, outside of class work. My students also use books, online resources, and manipulatives 
during the Daily 5. These are all things that I have used my own time and resources to build, 
none were provided by the school. I also reference resources that were purchased by the 
teacher such as the visual sight word cards and the online subscription to the Conferring 
Notebook. 
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Spring 2020 

1e. Designs coherent instruction (Critical Attributes):  P 

● Activities are aligned with learning outcomes 
● Activities provoke higher-level thinking 
● Materials are appropriately challenging 
● Instructional groups are thoughtfully organized 
● Unit plan/lesson plan is well structured and paced. 

Evidence & Rationale​: 

Each lesson plan includes a detailed breakdown of the activities and pacing of instruction. The 
materials are intentionally aligned with student levels (as shown in the above attributes). All 
activities and assessments are aligned with the lesson objectives and CCSS standards. From 
Lesson plan, page 5:  
Mini-Lesson #1: Phonemic Awareness, Spelling, and Irregular Words
Objectives:
● SWBAT read and understand decodable text of appropriate complexity for grade 1.
● SWBAT segment and blend phonemes in one-syllable words.
● SWBAT recognize and read the irregularly spelled word “because”.
Standards:
● RF.1.2d: Segment spoken single-syllable words into their complete sequence of individual
sounds (phonemes).
● RF.1.3a: Know the spelling-sound correspondences for common consonant digraphs.
● RF.1.3g: Recognize and read grade-appropriate irregularly spelled words.
Procedure:
● The teacher asks students to retrieve a dry erase board.
● The teacher reviews the focus sound of the week: /oo/ using the large whiteboard.
● The teacher asks students to write each word she says on their dry erase board.
○ The teacher reminds students that the /oo/ sound will appear in each word.
○ The teacher asks students to listen to the number of sounds and look at her fingers to
see the number of sounds. If needed, they can draw that many lines on the dry erase
board.
○ The teacher repeats the word and students write phonemes on boards or on lines.
○ The teacher demonstrates first on the whiteboard.
● The teacher dictates: moon, zoom, spoon, spook, zoo, smooth, boots, noon, room, broom
(only a few)
● Formative Assessment: ​The teacher circulates while students are writing and offers positive
praise, immediate corrective feedback, and makes observations on students who may need
extra help.
● The teacher asks students to erase boards

● Introduce “tricky word”: because

○ Show the card and ask for ideas on how to read it
○ Use visual clues
○ Explain tricky parts (e, au, se)
○ Review word.
● Ask students to return boards to storage and make their choice for the second round of Daily
5.
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Spring 2020 

● Students make choice for the second round of Daily 5 (Read to Self, Work on Writing, Read to
a partner, Listen to Reading, Word Work)
● Students gather materials and settle in a good working spot.
● The teacher announces the names of the appointments for reading/writing conferences.
● The teacher begins the timer for 15 minutes.

Instructional groups during this lesson are organized by common learning goals, instead of by reading
level. The Daily 5 promotes grouping students by strategy. For example, students who might be
working on using text features of nonfiction would be grouped together for small group instruction.
This group of students would bring their self-selected reading materials to the lesson, so each student
would ideally have reading material that is aligned with their level. This assures materials are
appropriately challenging as well. Grouping students in this way helps to avoid academic positioning
(identifying students as “above” or “below” level readers) and allows students to receive timely
instruction that matches their interest. This is not to say that students are never grouped by ability
because at times students of similar ability need to work on common skills (i.e. fluency, high
frequency words, etc.).

1f. Designs student assessments (Critical Attributes):  P 

● Learning outcomes are addressed through assessment 
● Assessment criteria are clear and is adaptable for different 
students 
● The teacher designs and uses formative assessment appropriately 

Evidence & Rationale​: 

Learning outcomes are clearly stated at the beginning of all lessons, in language that students 
can understand. From the lesson plan, page 5: 
The teacher reviews “I can statements” aligned to lesson objectives:
○ I can spell words with our focus sound /oo/
○ I can read the tricky word “because”

Students are also provided with positive praise and immediate corrective feedback. The teacher
makes observations on students who may need extra help (p. 6).

All formative assessments are clearly aligned with the learning objectives. Assessments are also used
to guide instruction during the one-on-one or small group conferences during the Daily 5 rounds.
These conferences are used to assess student progress toward goals or grade-level benchmarks. From
the lesson plan, page 6:
● Assessment: ​Students will be individually assessed during and after meeting with the teacher.
The teacher will use observations, conversations, student self-assessments, and potentially
written work to assess student progress. The teacher will record data in the online
“Conferring Notebook”.

During Daily 5, students are also given the opportunity to self-assess after every round. This is 
used as a way for students to reflect on both their learning and success in meeting the 
behavioral expectations. The students are also encouraged to set goals for their next round. I 
feel that this gives students the ability to assess their own ability to meet the learning 
objectives. Criteria are made clear each time and through continued review and modeling of 
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Spring 2020 

appropriate behavior. 
 

Domain 2: Classroom Environment 

   
Score 

2a. Creating an environment of respect & rapport (Critical Attributes):  P 

● Talk is respectful 
● Students are willing to share 
● Teacher connects with individuals 
● Students are respectful 

Evidence & Rationale​: 

 
I always use respectful and positive communication in my classroom. Although this lesson plan is not
scripted, I use words such as ‘please’ and ‘thank you’. ​ I also encourage respectful communication 
between students. When learning routines for the Daily 5, students are explicitly taught ways to 
communicate and share respectfully. For example, when reading to a partner, students are 
taught how to select a partner without hurting feelings, how to sit so that both partners can see 
and read from the shared book, how to choose who reads first, and how to help one another 
read without shaming. During the Daily 5, I also have the time and space to work with 
individuals. This allows me to connect with each student on a regular basis. It is a time for me to 
offer instruction and take assessments, but it is also a time to share feelings, opinions, and 
personal details. Students all self-assess and reflect together, so they share in their successes 
and struggles. 

2b. Establishing a culture for learning (Critical Attributes):  P 

● The teacher communicates the importance of the content 
● The teacher sets high expectations 
● Students work hard to complete high quality work 
● Teacher requires precise use of language 

Evidence & Rationale​: 

One way that I communicate the importance of the content is by providing the learning objectives to
the students. I also vocalize them at the start of each lesson. During our Daily 5 work, we use a shared
vocabulary. The students are introduced to the language when learning the routines and are expected
to use it. For example, a student might say “I would like a writing conference today, please,” as
opposed to “can you help me?”. I also display I-charts that show the importance and expectations for
each Daily 5 choice. For example, the “work on writing” chart says that it helps students be better
readers and writers. Building stamina to be able to read or write for 15 minutes while following the
expectations is a high expectation, yet attainable, for first-graders, in my opinion.
 

2c. Managing classroom procedures (Critical Attributes):  P 

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Spring 2020 

● Students are engaged during independent and small-group 

work 
● Transitions between activities are smooth 
● Routines for distribution and collection run smoothly 
● Class routines run smoothly 

Evidence & Rationale​: 

I provide students with a choice in where they sit, and if they want to work independently or in small
groups. This is not explicitly reflected within the lesson plans, however, my students work on routines
and procedures for selecting a spot where they can do their best work throughout the year. Students
are also able to choose from 5 activities. I feel that the choices offered help students to remain
engaged. As a part of our Daily 5 build-up, students work hard to learn the routines and how to move
quickly and quietly from task to task. The lessons are made to be short, which is in-line with current
science on the attention span of young children.
 

2d. Managing student behavior (Critical Attributes):  P 

● Standards of conduct are established and implemented 
● Student behavior is appropriate 
● Teacher monitors student behavior 
● Teacher’s response to misbehavior is effective 

Evidence & Rationale​: 

Codes of conduct are well established in my classroom. Students are explicitly taught 
procedures and behaviors over the course of weeks/months. These behaviors are modeled by 
both the teacher and the students. Students know that if any student is not following our 
expectations, the Daily 5 round is immediately ended and students must then engage in 
self-reflection. This works well because it helps students to use best behavior so that they do 
not disappoint their classmates. As a teacher, I am always monitoring behavior, however, I have 
found that with appropriate time spent on learning and practicing routines and allowing a lot of 
student choice, there is not as much misbehavior. My response to misbehavior is quiet, private 
reproach delivered with neutrality. 

2e. Organizing physical space (Critical Attributes):  P 

● The classroom is safe 
● All students can hear and see 
● Classroom is arranged to support instructional goals and 
activities 
● Teacher uses appropriate technology 

Evidence & Rationale​: 

My classroom procedures (not explicitly stated in lesson plan) ensure that my classroom is safe. 
I have desks and tables arranged to encourage places for individual and group work. I also 
have comfortable seating throughout the classroom. My students and I have developed 
routines to ensure that they know that they are free to sit in a space where they can do their 
best work. That means that they are empowered to move if they cannot see or hear. I use my 
space intentionally. In my lesson plans, I note that I have students meet on the front carpet or 
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Spring 2020 

on the side carpet. This allows use of different resources. The side carpet is near the focus wall 
that has vocabulary and learning objectives posted. This allows me to review these items. The 
front carpet is near the document camera and interactive whiteboard. This allows me to make 
appropriate use of these tools. Students also know where to find tools needed for learning 
(headphones, letter tiles, notebooks, library books, etc.).  
 

Domain 3: Instruction 
   
Score 

3a. Communicating with students (Critical Attributes):  P 

● Learning objectives are clearly stated 
● Explanations are clear and invites student participation 
● Teacher gives strategies that students might use 
● Students show understanding through engagement with task 
● Teacher models processes to be followed 
● Teacher uses vocabulary correctly and appropriately 

Evidence & Rationale​: 

In my lesson plan, I state the learning objectives at the start of each mini-lesson. From the 
lesson plan, page 7: 
● The teacher reviews “I can statements” aligned to lesson objectives:
○ I can retell a story in order using beginning, middle, and end.
○ I can use what I know about characters and setting to retell a story.
 
In this lesson, I used the 5-finger retell method. I encouraged students to use their five fingers 
to tell the characters, setting, beginning, middle, and end. I modelled this strategy and used 
grade-appropriate vocabulary (characters, setting). In the lesson, I encouraged students to use 
this method when reading on their own. This method helps emergent readers with 
comprehension.  
 
In mini-lesson 3, on page 9, I use two different modes of modelling. I use echo reading to 
encourage students to model their reading after my example of fluency and intonation. I also 
model how to complete a graphic organizer. In both of these activities, students are active 
participants.  

3b. Using questioning and discussion techniques (Critical Attributes):  P 

● The teacher uses open ended questions 
● The teacher makes use of wait time 
● Students are able to talk to one another, without teacher 
mediation 
● Teacher actively engages most students in the discussion and 
asks students to justify reasoning 
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Spring 2020 

Evidence & Rationale​: 

In the lesson plan, I note that I will use think-alouds during mini-lesson 2. This would be a time when I
would be asking open ended questions about the text. I would anticipate that students would have a
variety of responses. I would also be asking for evidence from the text during these times. For
example, I may ask a student to describe the setting and ask what clues they had from the text or the
pictures as a justification for their answer. During the Daily 5 rounds, students are allowed to work
independently or quietly with a partner. From the lesson plan, page 4:
All students will be engaged in authentic, compelling, and personally interesting reading and writing
activities. Students will be reading, writing, or listening the whole time. Students will remain in one
spot. Students will be silent or engaged in quiet partner reading/writing. Students will gather and
return all materials to the proper location. Individuals will meet with the teacher to work on target
skills or strategies at their instructional level.

3c. Engaging students in learning (Critical Attributes):  P 

● Students are intellectually engaged 
● Learning involves higher level thinking 
● Students are motivated and persistent 
● Materials and resources are engaging and support learning 
goals 
● Pacing is appropriate 
● Teacher uses groupings that are suitable to task 

Evidence & Rationale​: 

There is bountiful research that shows that students who have choices that reflect their interests and
identities are more intellectually engaged. The Daily 5 structure is based on this premise and allows
students to enter a cycle of learning, active experimentation, and reflection. This helps them to
remain engaged and motivated. As I have already mentioned, building and maintaining stamina with
independent reading and writing requires students to be persistent. In regards to pacing, I try to keep
mini-lessons under 10 minutes so as to keep the attention of my students. My guideline is minutes of
direct instruction are equivalent to age in years. I have also discussed groupings in sections above.
Groupings during this lesson plan would be based on the strategy or task, and not necessarily on
reading level.  

3d. Using assessment in instruction (Critical Attributes):  P 

● The teacher makes standards of high-quality work clear to 
students. 
● Evidence of student understanding is clear 
● Students are involved in assessment and invited to make 
improvements 
● Feedback includes specific and timely guidance 

Evidence & Rationale​: 

The standards of high quality work are made clear to students through the use of I-charts (see 
reflection below) and through the sharing of exemplars. For example, when students create 
written work during Daily 5 that is of exceptional quality they are asked to share with the class. 
Students are also given feedback on their work through individual reading and writing 
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Spring 2020 

conferences. As the Daily 5 provides uninterrupted time for me to meet with multiple students 
on a daily basis, this feedback is timely and is specific to their needs at that time. All feedback 
is recorded by the teacher in her “conferring notebook.” Here is an example from the day of 
this lesson for a small group:  
 

 
After every round of the Daily 5, students are invited to engage in self-assessment and 
reflection. After considering their progress in meeting expectations, students are asked to set a 
goal for improvement during the following round. From page 5 of the lesson plan: 
Assessment: ​The teacher asks students to self-assess their performance during Daily 5 round 1.
● Students place 1-4 fingers to chest to assess their work and focus:
○ 1-did not meet expectations
○ 2-met some, but not most expectations
○ 3-met most, but not all expectations
○ 4-met all expectations
● The teacher asks students to set a goal for improvement for the next round.
● Formative Assessment​: The teacher observes self-assessments and determines if routines
and expectations require review.
 

3e. Demonstrating flexibility and responsiveness (Critical Attributes):  P 

● The teacher includes student interests and questions into the 
lesson 
● The teacher provides other approaches to try when students 
have difficulty 
● In reflecting, the teacher provides evidence of multiple 
approaches to meet student needs 
● The teacher makes adjustments as needed 

Evidence & Rationale​: 

During individual conferences during Daily 5, students are asked to bring their self-selected 
books and writing. This allows me to focus on providing feedback that is related to those things 
that students have chosen. For example, I may listen to students read aloud from the book they 
have selected. This gives me the opportunity to offer suggestions and feedback on their 
fluency and accuracy, but also on their choices (that book might be too hard, too easy, etc.). I 
can also use their interests to make suggestions on future choices or recommend a book that 
matches both interests and needs. In this lesson plan I mention studying the tricky word 
because. I purchased special high-frequency word cards that include visual clues and 
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Spring 2020 

movements to help students learn these words. This was done as an alternative approach to 
meet student needs. These cards appeal to visual and kinesthetic learners. Similarly, in word 
work, students have the choice between multiple manipulatives to practice words. Here is an 
example of student work: 
 

 
 
Here is another example of a student using a ribbon to spell words in the air. This is another 
example of making adjustments to meet the needs of students: 
 

 
 

Lesson Reflection 
By now, I am sure that I have made my opinions on the Daily 5 framework clear to all

that will listen. After carefully considering the Danielson Domains, it has become apparent to

me that the Daily 5 has helped me to meet the standards at the proficient level. I want to note
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Spring 2020 
that I understand that the Daily 5 is not necessarily the right solution for all teachers or all

students. However, after completing this exercise, it is clear that it worked for my current class

of first-graders and me. I have listed evidence to support my ratings under each category

above.

The lesson plan that was submitted for this observation was less detailed than many of

my other lesson plans. I did that intentionally. Danielson Domain 3e identifies the critical

attributes of responsiveness and flexibility. On this lesson plan for mini-lesson (p. 7), I do not

indicate which story I am going to read. I did it so that I can choose a story that is based on

previous formative assessments. For example, if formative assessments indicate that my

students need to use a straightforward narrative, that’s what I would choose. If previous

assessments show me that they are ready for a story with a more complicated plot and setting,

I will make that adjustment. It also allows me to use the information I gather from individual

reading and writing conferences to inform my instruction. In my opinion, my previous Master’s

work and years of experience as a children’s librarian give me the ability to make on-the-spot

adjustments in this way.

I do think that without seeing the Daily 5 framework in action, it may be challenging to

see explicit evidence of some of the Danielson Domains. I tried to provide proof above under

every category. However, it was difficult for me to provide evidence directly from the lesson

plans for some of the items because the evidence is built into the process. Managing student

behavior, for example, is something that requires building routines and practicing expectations

for months. The expectations are continually being reviewed and reworked, as problems arise.

As I mentioned, my students and I write and revise I-charts that outline the expectations. We
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use these all year to guide behavior. My I-charts are at school, but here is an example from the

Daily 5 webpage:

(The Daily CAFE, n.d.)

I did not find any of the domains particularly challenging. However, I want to continue

to use the Danielson framework to improve my teaching practice. Although my school does not

use this as a means of evaluating teacher performance, I do think that it has been a valuable

tool to reflect upon my teaching. It provides definite objectives and gives good examples of

how to move from one level of proficiency to the next. I want to continue to develop myself in

all areas. I want to be in the distinguished category for all of the domains. I know that this might

take years of making improvements and adjustments. I think that in considering this

framework, I have been able to see examples of things that I can do better and also examples of

how to go about making improvements.

I plan to use what I have learned this year from my OJT experience and my MEdT

experience to prepare for the next school year. I will use the Danielson framework to consider

how I am explicitly planning for teaching in the proficient or distinguished categories. I know
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that I will be teaching a new group of students and that our regular routines and procedures

might look different after COVID-19. However, I think that many of the domains in Danielson

require building classroom community, routines, and expectations from day one. I hope that by

having a solid plan and critically reflecting on my practice, I can provide the best possible

classroom environment for myself and my students.

Reference:

The Daily CAFE. (n.d.). ​10 steps to launch read to self​.

https://www.thedailycafe.com/daily-5/read-self/10-steps-launch-read-self