Alexa Knoderer

Ms. Noens
ED 434
2/3/21

Week 3 LP
Schedule: Belzer moved from 7 periods a day to Block Scheduling. Monday and
Wednesday, students go to periods 1,3, 5, and 7. Tuesday and Thursday students go to
periods 2, 4, 6 and then go back to their first period teacher for advisory which is
technically 8th period.
Friday:
1st: Reading
2nd: ELA (Zoom with ELA teacher)
3rd: ELA Intervention
4th: Prep
5th: ELA intervention
6th: ELA (Zoom with ELA teacher)
7th: RTI
Monday and Wednesday (Odd days: Periods 1,3,5,7 from friday schedule)
1st Block: Reading
2nd and 3rd blocks: ELA Intervention (SPED teacher leads: working on comprehension,
fluency, and writing: below grade level support)
4th: RTI
Tuesday and Thursday (Even days: Periods 2, 4, 6, 8-advisory from friday
schedule)
1st block: ELA Intervention (ELA teacher leads-we are push-in support)
2nd: Prep
3rd: ELA intervention (ELA teacher leads-we are push-in support)
4th: Advisory

LP: Headings and format are the exact same that I used during ED 433. During ED 433,
we moved away from the template/graphic organizer planning method to using
something more like what I’ve used down below.
Standards:
Reading:
1) 8.RN.1: Read a variety of nonfiction within a range of complexity appropriate for grades
6-8
2) 8.RL.1: Read a variety of literature within a range of complexity appropriate for grades 6-
8
3) 8.RN.2.1: Analyze what a text says explicitly and draw inferences from the text through
citing several pieces of textual evidence
4) 8.RL.2.1: same as above
ELA Intervention (SPED is lead teacher):
 1) 8.RL.1: Reading a variety of literature within a range of complexity appropriate for
grades 6-8
2) 8.RV.2.1: Use context to determine or clarify the meaning of words and phrases
3) 8.RL.2.1: Analyze what a text says explicitly as well as draw inferences from the text
through strong and supportive textual evidence.
ELA (ELA Teacher is Lead):
1) 8.RL.1: Reading a variety of literature within a range of complexity appropriate for
grades 6-8
2) 8.RL.2.2: Cite the textual evidence that most strongly supports an analysis of what a text
says explicitly as well as inferences drawn from the text.
3) 8.W.6.1: Demonstrate command of English grammar and usage

Unit:
Reading: SRA or Lexia
ELA Intervention: “Red Kayak” by Priscilla Cummings
ELA: “Long Way Down” by Jason Reynolds

Enduring Understandings:
Reading:
1) Students will understand why reading is fundamental to success in all other academic
areas.
2) Students will understand that there are strategies that can be used to help them make
meaning or decode words
ELA Intervention:
1) Students will understand that reading comprehension is essential for all academic
coursework especially as they move into high school.
2) Students will understand that there are strategies they can use for comprehending a
text.
3) Students will understand how to use context clues and other information in the text to
make meaning of unfamiliar words or phrases.
ELA:
1) Students will understand that when making a claim it is important to cite evidence that
supports your claim or assertion.
2) Students will understand that extended response questions are important to practice
prior to ILEARN and high school coursework.
3) Students will understand that they must develop writing stamina in order to answer
extended response questions using the RACE strategy.

Essential Questions:
Reading:
1) What reading strategies can I use when I don’t understand?
2) What sounds/words/ect are still challenging for me?
3) How is reading connected to all other academic subjects?
 ELA Intervention:
1) What strategies can I use to help me better understand a text?
2) How can I use context clues to determine the meaning of an unknown word or phrase?
ELA:
1) How can I use textual evidence to support my claims about a text?
2) What parts of the RACE process and of writing mechanics am I still struggling with?
3) How can I build my writing stamina so that I can answer extended response questions?

Objectives:
Reading:
1) Students will be able to identify and decode letter-sound combinations
2) Students will be able to decode words in isolation
3) Students will be able to read a text
4) Students will be able to listen to a recording and identify errors in their own
reading
5) Students will be able to answer text based questions
ELA Intervention:
1) Students will be able to read/listen to a text and correctly answer comprehension and
vocabulary questions based on the text with at least 70% accuracy
ELA:
1) Students will be able to read/listen to a text and answer comprehension questions that
require 3-5 paragraph responses
2) Students will be able to use the RACE strategy to answer these open-ended, written
questions
a) R: Restate Question
b) A: Answer Question
c) C: Cite Evidence
d) E: Explain

Monday Agenda:
Reading (1st block):
Students using the SRA program will continue self paced lessons (Word Attack, Story
Reading Questions, Reading Checkpoints 2x, Workbook)
Students using the Lexia program will continue using the Lexia Software
a) They should log 60 minutes during the 90 minute block
ELA Intervention (2x (2nd and 3rd block):
1) 20 Minutes of Reading Plus Software
2) “Red Kayak” read-aloud
3) Start Quiz

Tuesday Agenda:
ELA: (NOT lead teacher (1st and 3rd blocks))
1) 20 Minutes of Read Theory
 2) “Long Way Down” Read-aloud
3) Whole group example of writing tasks using RACE strategy
4) Work time on Canvas writing assignment: TOR students will be put in break-
out rooms to receive support
Advisory (4th Block):
1) Naviance: Career Awareness Programs

Wednesday Agenda:
Reading:
1) Students using the SRA program will continue self paced lessons (Word Attack, Story
Reading Questions, Reading Checkpoints 2x, Workbook)
2) Students using the Lexia program will continue using the Lexia Software
b) They should log 60 minutes during the 90 minute block
ELA Intervention (2x):
1) 20 Minutes of Reading Plus Software
2) Finish Red Kayak Quiz if not done
3) Retake Quiz if less than 75 percent
4) If done with all and score above 70 percent: Go back to Reading Plus (if not done with 2
units)
5) If done with everything else: check missing assignments for your name and go back and
finish them, also check missing assignments for ELA

Thursday Agenda:
ELA: (NOT lead teacher (1st and 3rd blocks))
5) 20 Minutes of Read Theory
6) “Long Way Down” Read-aloud
7) Whole group example of writing tasks using RACE strategy
8) Work time on Canvas writing assignment: TOR students will be put in break-
out rooms to receive support
Advisory: (4th Block)
1) Continuing Lesson in Second Steps: Where does Stress come from?

Friday Agenda (Full virtual Catch up Day-students go to all 7 classes):

Reading: (Period 1)
1) Finish any incomplete SRA lessons on Canvas
2) Lexia
ELA: (Periods 2 and 6)
1) Students will Zoom with ELA content area teacher
2) Complete any missing or incomplete work
ELA Intervention: (Periods 3 and 5)
1) Students need to finish lessons on Reading Plus
2) If all weekly lessons on completed, students need to complete any missing or incomplete
assignments