Lesson 6 For Portfolio

Comprehensive Lesson Plan
Be sure to include a copy of the passage, sort, and any other instructional materials you intend to use as part of this lesson plan submission.
READ 670: Instructional Reader Lesson Plan
Lesson 6: Comprehensive Lesson

Child: XXXX Tutor: Sierra Date: 4/14/2021 Content Area: Science Lesson #: 6 of 6 in sequence
Paasch
Unit EQ: How do we know if something is worth fighting for?
Objective: Provide a statement of what students will be able to do AS A RESULT of (rather than AS PART OF) this lesson.
The student will be able to describe how waste management can positively impact the environment.
Lesson Assmt: Describe how you will collect evidence that individual students have indeed met the lesson objective:
XXXX will write a persuasive letter explaining to administration how waste management can positively impact our environment and health and how
we can implement some of these practices into our school building.
Fluency (10 minutes beginning; 5 minutes end)

REFLECT RESPOND PROGRESS MONITOR
to Inform Planning with Targeted Instruction for Student Outcomes
(show your thinking: T responsive planning) (show your thinking: implementation of high quality instruction) (show your thinking: S response to instruction)
Cold Reads ONLY: PASSAGE name: PASSAGE Level (independent level): This Week’s Rates:
Rate # Errors (Review TRR chart from last session. Discuss rate/fluency goals.) Rate # Errors
(wpm) ● Timed Repeated Reading (TRR) (wpm (acc)
Lesson 1 Ask student what she remembers about a fluent reader. )
Lesson 2 98 15 1. Teacher Model 1st Read (cold) 94 3
Lesson 3 98 2 a. Read aloud the passage to the student. 2nd Read (hot) 103 1
Lesson 4 100 7 b. Model good inflection and speed (not too fast, not too slow). 3rd Read (hot) 122 1
c. emphasize importance of pausing at commas and even longer for periods
Lesson 5 86 4
d. emphasize inflection with dialogue based on how the dialogue tag says to
Lesson 6 94 3 ● Did the student graph the results?
read it (shouted, whispered, exclaimed, etc)
No
2. Silent Read
● Justification for today’s ● Did the student reach the goal for
a. The child reads the passage silently for practice, underlining difficult words.
fluency plan: today?
Discuss.
Yes
3. COLD Read Aloud for Timing
XXXX initial cold read from lesson ● What will you do next as a result of
a. Time his/her reading rate.
five had a significant decrease today’s student outcomes?
b. Student completes the TRR chart.
in words per minute, so I did not I will post assess using the WRC
c. Emphasize rate growth and error decrease.
want to increase the passage passages.
level. ● Return here AT THE END OF THE LESSON
4. HOT Read Aloud for Timing (same as steps a. – c. in #3)
5. 3rd HOT Read Aloud for Timing (same as steps a. – c. in #3)
● What is the new goal, or

student outcome, you hope
to achieve by the end of
today’s fluency work?
She will improve her words per

minute by 15 words from the
cold read to the hot read and
maintain the words per minute
from the second to third cold
read after a gap in time before
the third cold read.
Word Knowledge (15 minutes)

(show your thinking: T responsive planning) (show your thinking: implementation of high quality instruction) (show your thinking: S response to instruction)
Justify why you selected this sort:

Word Study Stage: Syllable Juncture (☐Early ☐Mid ☐Late) ● This sort was a focus of syllable juncture
FEATURES SORTED: VCV long vs. VCCV(doublet) short vs. VCCV(different) short patterns with VCV and VCCV words.
After 4 weeks of inflected endings
and showing mastery in these sorts, I Syllable Juncture
● Do errors tend to cluster around a
have moved onto the next feature a. Introduce and Model
particular weakness?
a. Intro words, exclude words children cannot read.
focus in syllable and affixes which is ● If WWP:
b. Model how to sort:
the syllable juncture in VCV and o ☐Sound ☐Pattern ☐Position
i. by pattern (VCV and VCCV doublet and different) ● If SA:
VCCV patterns. Last week, we just
o Previously learned patterns in
focused on VCV and VCCV doublet This week we are sorting your words by VCV patterns and VCCV patterns. As you ☐LN ☐WWP
patterns, so this week, I am adding in may remember from last week, the VCV words we have make the long vowel ▪ Which features?
the VCCV different pattern which still sound while the VCCV words make the short vowel sound. o ☐Doubling
makes the short vowel sound. o ☐Syllable Juncture
This week, we are adding in two different types of VCCV words, the doublet which o ☐Other
means the two consonants are the same and doubled while the VCCV different
● Student completed the sort .
● How did your student do on the last sort? means the two consonant letters are different letters.
yes
Blind Sort Results:
● Comments:
Features % correct Lets start by marking on our word the vowel and consonant patterns we see.
Lesson 1
Doublin In the word silent, I see a vowel (i) consonant (l) and then another vowel (e). When I Blind Sort Results:
g, say the word silent, I hear a long isound. This is going to go in the category VCV % correct
nothing because of the pattern and it makes a long vowel sound. We had this pattern last Today 100
inflecte week with a VCV word that makes a long vowel sound.
d 100 Comments:
endings She was very confident in her ability to
Now, I am going to try the word happen. This has a vowel (a) consonant (p)
with
consonant (p) vowel (e). When I say the word happen I hear a short a sound. This is explain why she put each word in each
base
going in the VCCV category because it has a short vowel sound and follows the category.
VC or
VCC VCCV pattern. Repeat for better. We also had this category last week. The only
words thing that is different is we are labeling whether or not the two consonants in the
and middle of the word are the same(doublet) or different.
Lesson 2 The next word we are going to look at is number. I see a vowel (u), consonant (m),
consonant (b), and vowel (e). When I say the word number, I hear a short vowel
Doublin
g, sound /u/. The two consonants I have are different, so this is goign to go in the
nothing, VCCV different header because it follows that pattern of VCCV different and
e-drop makes the short vowel sound.
100
with -ed
inflecte Now, lets look at a few words together. I want you to put the vowels and
d consonants V and C under the letters in the word water. Do you hear a long or short
endings vowel? Which category would that go in? I noticed that the vowels and consonant
make a VCV, but it doesn’t have a long vowel sound, so where could we put this?
Lesson 3
Plurals, s Repeat guided practice for female, fever, follow, funny, problem, after.
100
and es
Lesson 4 inflected Now that I have shown you how to sort, and we have done some together, I want
endings you to try the rest on your own. As you sort, make sure you say the word, underline
with words 100
the letters, and explain why it goes in each feature header.
that end in
y
Lesson 5 syllab
I do-blue
le juncture
VCV and
100 We do-red
VCCV You do-green
Lesson 6 syllable VCV VCCV doublet VCCV different oddball
juncture 100
with VCV, silent happen number water
VCCV
female better winter
doublet,
and VCCV fever follow problem
different
moment funny after
● What will you emphasize next based on yellow finger

the previous lesson (error clusters)?
the final tutoring session is post assessments, if pattern sister
I were to continue tutoring with her, I would
focus on syllable juncture with words that bottom chapter
have VCCCV and VV patterns.
pillow member
● Would FastReads be beneficial?
blanket
yes
b. Sort and Check

a. Students read each word aloud.
b. Student writes the letters C and V under the word to determine if it is
VCV or VCCV doublet or VCCV different . Student will put either a
short or long vowel symbol above the vowel to note if it is short or long.
c. Place feature headers in top of column.
d. Student sorts independently.
e. Student compares word card back to header.
f. Student checks work and explains choices.
c. Reflect
a. Student provides summary statement regarding features.
d. Blind Writing Sort (use 6-10 words)
I will use the following words for my blind writing sort:
- fever
- even
- follow
- better
- pillow
- member
- sister
- winter
- busy
- water
Comprehension (30 minutes)

Justify why you selected this
strategy?
I chose that XXXX would

work on visualizing because
she has been working on
summarizing, but she often
stops and thinks about
what she is trying to say.
With chunking the text and

visualizing throughout, she
will be able to make big
idea connections by the
end of the article.
Comp (Select the comprehension strategy focus area) Was the student independent in
using the strategy?
Strat: (Below, look for techniques you can use to support the independent use of this strategy.)
Visualizi not yet, she could use another

week of practice, but it was
ng
beneficial to refer back to and
she was able to discuss what she
drew

What is your intended outcome as a Discussion Organizing Writing Vocabulary
RESULT of this reading (tied to Think-Pair-Share Power Thinking Summarizing Word Map How independent was your
obj/assmt)? Authentic Questions Pattern Puzzles Sum It Up Concept of Definition student today with these tools?
● The student will be able to explain Seed Discussions Graphic Organizers Framed Paragraph Map
the big ideas of waste Group Pattern Puzzles Venn Diagram/Comparison Writing Template Graphic Organizers She needed a lot of scaffolding
management by using vocabulary Group Graphic Selective Journal/Learning Log Sentence/Word during this lesson because she
words to drive explanation. Organizers Underlining/Highlighting RAFT Expansion did not fully understand how
Carousel Column Notes Spool Paper Word Combining the big paper should help her
Which of the tools to the right will you Gallery Walk History Frame/Story Map Sentence Synthesis Capsule Vocabulary
after reading; although, she did
use in the Concentric Circles Sticky Notes Word Combining Semantic Feature
refer back to it often during the
B-D-A reading to scaffold Clock Buddies Opinion-Proof/Conclusion-Sup Analysis
writing portion of the lesson.
meaning-making so that the student Group QARs port Journal/Learning Log

successfully attains the outcome Capsule Vocabulary Problem-Solution
Semantic Feature Analysis
(obj/assmt)?
●
highlighted
How independent was your student last

time with these tools?
● I am using different tools this
week except highlighting. She was
a lot more effective of a highlighter
this time.
BEFORE READING, VIEWING, OR TEACHER STUDENTS

LISTENING ● focusing attention, laying groundwork, creating interest, ● strategies to get STUDENTS thinking about what
(~5 MINUTES) sparking curiosity…think of it as setting the stage/setting they already know
them up for success ● cause STUDENTS to bring to mind similar ways of
● make sure students “get” the purpose (not just agenda) thinking, an analogous idea, or previously-learned
of today; what it will result in or lead to; the “why” of what content or concepts
they’ll be doing ● STUDENTS are caused to think about that element
of today’s learning that is most close to or familiar
We will be watching a video on the three R’s of reduce, to them
reuse, and recycle to activate her prior knowledge.
What prior knowledge does your student How will you activate the learner’s prior knowledge related to this topic? ● This topic was .
have on this topic? 1. Setting the Hook
a. Briefly describe what you will do to “hook” the reader’s prior knowledge to the new What about the “hook” was
Recycling bins engaging for the student?
information to come in the DURING reading portion of the lesson.
cutting up plastic to save the animals
I am going to show XXXX a graphic of ways to help protect the Earth. She will discuss and brainstorm
How did the “hook” connect the
some ways she can help protect the Earth. This is making connections to other things that she has
How will you create a common new knowledge to come in the
experience or “knowledge base” from been learning over the past 5 weeks.
DURING with the child’s prior
which to build upon before reading? 2. Vocabulary Review
knowledge?
What holes need filling? a. Before reading, go over some words that may be troublesome. Talk about how they
are pronounced, connect to word study if possible, look for ways to break word apart, Vocabulary Difficulty level?:
and talk about meaning if unknown. List the words below.
too easy
Words and page #s:
greenhouse gases: gases in the air that heat up the atmosphere; they are bad for the environment if
there is too much (p. 1)
carbon footprint: things you do that release carbon dioxide in the air (p. 1)
recyclables: items that you can recycle (p. 3)
DURING READING, VIEWING, OR ● strategy(ies) for student active engagement with the new content that’s coming from the text
● what are students doing WHILE reading, viewing, or listening (i.e., techniques)?
LISTENING
(~15 MINUTES)
Text Title: Reading Level: Text Format: Diversity & Accommodations
Big Question: How Newsela Level 660L paper article
can kids help the Differentiated by reading ability: ☐
planet?
Genre: Nonfiction
Justify why you selected this specific Comp Technique: Which comp technique will best help the reader “place hold” new information while ● Success with comp
technique/tool for the DURING reading? reading? The specific information gathered with this technique is what you will use in the AFTER reading techniques?
(so it should line up with your objective). ● yes because she was able
I chose to focus on visualization because
to refer back to it the next
it will allow her to draw what she is
She will chunk the article into sections and focus on making visualizations in each section. She will draw day to use in her writing
reading and be able to come back to it
her visualization quickly after each chunk and explain what her visualization is and connect it to teh ● Level of independence?
and utilize that information to make
essential question of “What can I do to make an impact on Earth?” she needed scaffolds
connections in her writing. The pictures
she draws will make the connection for throughout the lesson
Technique (list above):
her own understanding of what she read. ● Does the student know
What will the student do to placehold new information while reading?: when to use this type of
The reader must be DOING something ● How will this specific tool help the student gather the information (s)he needs from the technique on his own (in
while reading. How will you make this text? In other words, explain how this tool used in the DURING will be used as a means for
clear BEFORE letting him read constructing meaning in the AFTER section (i.e., if (s)he wrote on sticky notes, what will which circumstances it
independently? works best)?
you do with the sticky notes in the AFTER with this new bits of information? Move them
into a graphic organizer?)? ● she would need more
I will model the first section of the text
assistance with this
and draw the picture to go along with
strategy as we only
what I read. I will use the think aloud At the conclusion of the comprehension portion of the lesson, she will use the ideas from her
focused on it for a brief
method to make it clear with justification visualizations to add information to her letter to the administration.
why I am doing what I am doing. period of time

Justify why you planned your stopping Remember: Instructional readers need to be working on SILENT reading. You should have 2 copies of ● Text difficulty level:
points based on your student’s needs. what is to be read—your copy and your student copy. You will do a DR-TA for this portion…making on level; not too easy or
predictions, reading silently to a predetermined stopping point, and then discussing for clarification. heard
REPEAT as necessary to get through the assigned chapter/reading. ● Does the student
What level of success did your student
self-monitor while reading?
experience last week in the DURING DR-TA Reading: yes, the stopping to draw
reading with the accommodations and
List the stopping points for discussion below; list the questions you will ask at each stopping point. pictures helped her visualize
scaffolds you put in place to address
How does your questioning build towards the outcome goal for the AFTER reading? stop at the ● TOTAL PAGES READ: 3
identified diverse needs?

bottom of each page before moving onto the next page and ask one of the questions below and ●
discuss what she highlighted.

What are the big ideas/themes discussed as a result of this reading?

how does a carbon footprint effect what you do as a student?
Is this something we could do at school?
How does planting something make a difference?
Could you include this in your letter to admin?
Which one would you want to include at school, reduce or reuse? Could we do both?
What does go green for life mean to you?
AFTER READING, VIEWING, OR ● how will students apply new knowledge in a new way?
● how will students check to see if their understanding is correct?
LISTENING
● how will students be prompted to reflect on what they learned?
(~10 MINUTES)
● how will students be prompted to reflect on how they learned it?
What level of success did your student Remember: Students should be providing you with evidence that they have LEARNED SOMETHING NEW from this lesson. This should tie in ● How engaged and
to your assessment above.
experience AFTER reading with the motivated was the student?
accommodations you put in place to
What will students DO with the “place holders” collected in the DURING reading phase?
address identified diverse needs? ● How successful was the
She will review each of her highlighted terms and written ideas on her paper before moving into
student on the assessment?
writing which will be the assessment piece.
Please Note: The Assessment occurs in
the After Phase! The point is to see what How will you make his/her thinking visible? ● Other Comments:
has been learned as a result of the she will answer the writing prompt.
reading, so it must come after one reads.
● Confirm that your assessment Describe any other parts of the activity/process below.
happens here or in the Writing
section: ☐ YES
● Confirm that your obj listed above
What will you use to assess learning of the objectives? How will you know your student has mastered
matches your assessment listed here
(i.e., made visible) the objective?
(i.e., what you said you were going to
teach, you actually assess for here or
in the Writing section): ☐ YES
Writing (15 minutes)

What level of success did your student Writing Focus: List the writing focus area(s): ● Writing was completed:
experience with connecting the ideas yes
from the readings to writing last week? XXXX will answer the following prompt: ● Level of success
Very successful using vocabulary to connecting reading
Focus Areas:
persuade someone “Write a persuasive letter to the administration about how and concepts to writing:
☐Voice ☐Conventions
why we should participate in waste management. Use your Comments:
☐Ideas ☐Organization vocabulary knowledge and big ideas from your reading to help She needs a lot of work
☐Presentation ☐Word Choice you.” with editing, so that will be a
☐Sentence Fluency
focus next week.

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Comprehensive Lesson Plan

Lesson 6: Comprehensive Lesson

Fluency (10 minutes beginning; 5 minutes end)

● What is the new goal, or

She will improve her words per

Word Knowledge (15 minutes)

Justify why you selected this sort:

● What will you emphasize next based on yellow finger

b. Sort and Check

d. Blind Writing Sort (use 6-10 words)

I will use the following words for my blind writing sort:

Comprehension (30 minutes)

I chose that XXXX would

With chunking the text and

Visualizi not yet, she could use another

How independent was your student last

BEFORE READING, VIEWING, OR TEACHER STUDENTS

recyclables: items that you can recycle (p. 3)

What are the big ideas/themes discussed as a result of this reading?

Writing (15 minutes)

REFLECT RESPOND PROGRESS MONITOR

to Inform Planning with Targeted Instruction for Student Outcomes

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