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Artifact #2: ELA Literacy Assignment

The next artifact is the ELA Literacy Assignment, which consisted of a grade three guided reading lesson plan, a read aloud,

and activities constructed for the literacy learning centers. Literacy continues to be the cornerstone of student success. Since literacy is

so important to a student’s success in school, the literacy components of the artifacts are valuable pieces to demonstrate my ability in

planning, instructing, and assessing students’ literacy skills. In this assignment, my learning centers, as well as my guided reading

lesson are included, working together to create a rigorous classroom literacy program. The guided reading lesson demonstrates an

ability to effectively instruct students, using strategies such as modeling, questioning and group discussion. Summarizing and

notetaking through graphic organizers can have a 34% yield gain for students, learning through group engagement and shared reading

has a 23% percentile gain in student achievement (Marzano et. al, 2003). These are high-yield strategies that have been embedded

throughout the guided reading groups, to promote gains in student achievement. The literacy assignment also promotes differentiation,

as well as the use of appropriate accommodations and modifications to meet ELL and students with IEPs’ needs. This can further be

seen through the learning centers, as they are all engaging and interactive, each with varying levels of difficulty, focusing on

vocabulary, comprehension, and phonics. The learning centers demonstrate a genuine appeal to tap into students’ higher order

thinking skills, as they engage in discussions, make connections, and create presentations to share their learning. By engaging in

activities such as this, students are moving through Bloom’s Taxonomy to deepen student understanding. This artifact also
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encompasses culturally responsive pedagogy, as students are engaged in cross-curricular learning while reading non-fiction stories

about African American leaders. This is then further explored through student-centered learning as they are the leaders at the centers

and teach their peers through carousel activities and whole class presentations. Overall, this guided reading lesson demonstrates

differentiation, important literacy skills, teacher competence and an ability to create rigorous lessons beneficial to student success. The

following standards align with this artifact:

INTASC:

Standard #1: Learner Development: The teacher understands how learners grow and develop, recognizing that patterns of learning

and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and

implements developmentally appropriate and challenging learning experiences.

Standard #2: Learning Differences: The teacher uses understanding of individual differences and diverse cultures and communities

to ensure inclusive learning environments that enable each learner to meet high standards.

Standard #3: Learning Environments: The teacher works with others to create environments that support individual and

collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.

Standard #5: Application of Content: The teacher understands how to connect concepts and use differing perspectives to engage

learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

Standard #6: Assessment: The teacher understands and uses multiple methods of assessment to engage learners in their own growth,

to monitor learner progress, and to guide the teacher’s and learner’s decision making.
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Standard #7: Planning for Instruction: The teacher plans instruction that supports every student in meeting rigorous learning goals

by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners

and the community context.

Standard #8: Instructional Strategies: The teacher understands and uses a variety of instructional strategies to encourage learners to

develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

NYS Code of Ethics:

Principle 1: Educators nurture the intellectual, physical, emotional, social, and civic potential of each student.

Principle 2: Educators create, support, and maintain challenging learning environments for all.

NYS P-12 CCLS:

NYS 3RF4: Read grade-level text with sufficient accuracy and fluency to support comprehension.

NYS 4RF3a: Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and

affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

NYS 3SL1: Participate and engage effectively in a range of collaborative discussions with diverse peers and adults, expressing ideas

clearly, and building on those of others.

NYS: 3SL2: Determine the central ideas and supporting details or information presented in diverse texts and formats (e.g., including

visual, quantitative, and oral).

NYS: 3RF3d: Recognize and read grade-appropriate irregularly spelled words.

NYS: 3L4d: Use glossaries or beginning dictionaries to determine or clarify the precise meaning of key words and phrases.
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NYS: 3R3: In literary texts, describe character traits, motivations, or feelings, drawing on specific details from the text. (RL) 3SL1b:

Follow agreed-upon norms for discussions by actively listening, taking turns, and staying on topic. 3SL1c: Ask questions to check

understanding of information presented and link comments to the remarks of others.

NYS Learning Standards

Standard 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and

ideas.

Standard 4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing

meaningful word parts, and consulting general and specialized reference materials, as appropriate.

DOE Claims and AAQEP

Claim 1: Medaille College graduates know the subject matter in their certification area(s)

Claim 2: Medaille College graduates meet the needs of diverse learners through effective pedagogy and best teaching practices.

Claim 3: Medaille College graduates are caring educators.

Standard 1: Candidate/Completer Performance: 1c. Culturally responsive practice, including intersectionality of race, ethnicity, class,

gender identity and expression, sexual identity, and the impact of language acquisition and literacy development on learning. 1d.

Assessment of and for student learning, assessment and data literacy, and use of data to inform practice. 1e. Creation and development

of positive learning and work environments.

Standard 2: Candidate/Completer Professional Competence and Growth: 2c. Create productive learning environments and use

strategies to develop productive learning environments in a variety of school contexts. 2d. Support students’ growth in international

and global perspectives.

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ISTE

Student Standard 1. Empowered Learner: 1c. Students use technology to seek feedback that informs and improves their practice

and to demonstrate their learning in a variety of ways. 1d.

Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot

current technologies and are able to transfer their knowledge to explore emerging technologies.

Educator Standard 2. Leader: 2a. Shape, advance and accelerate a shared vision for empowered learning with technology by

engaging with education stakeholders. 2c. Model for colleagues the identification, exploration, evaluation, curation and adoption of

new digital resources and tools for learning.

Educator Standard 5. Designer: 5a Use technology to create, adapt and personalize learning experiences that foster independent

learning and accommodate learner differences and needs.

ILA

Standard 1: Foundational Knowledge: 1.1 Candidates understand major theories and empirical research that describe the cognitive,

linguistic, motivational, and sociocultural foundations of reading and writing development, processes, and components, including

word recognition, language comprehension, strategic knowledge, and reading–writing connections. Standard 2: 2.1 Candidates use

foundational knowledge to design or implement an integrated, comprehensive, and balanced curriculum.

Standard 3: Assessment and Evaluation: 3.2 Candidates select, develop, administer, and interpret assessments, both traditional print

and electronic, for specific purposes.

3.3. Candidates use assessment information to plan and evaluate instruction.

Standard 4: Diversity. 4.1 Candidates create and engage their students in literacy practices that develop awareness, understanding,
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respect, and a valuing of differences in our society. Candidates recognize, understand, and value the forms of diversity that exist in

society and their importance in learning to read and write. 4.2 Candidates use a literacy curriculum and engage in instructional

practices that positively impact students’ knowledge, beliefs, and engagement with the features of diversity.

Standard 5: Literate Environment. 5.1 Candidates design a social environment that is low risk and includes choice, motivation, and

scaffolded support to optimize students’ opportunities for learning to read and write. 5.3 Candidates use routines to support reading

and writing instruction (e.g., time allocation, transitions from one activity to another, discussions, and peer feedback). 5.4 Candidates

use a variety of classroom configurations (i.e., whole class, small group, and individual) to differentiate instruction.

Standard 6: Using Responsive and Reciprocal Interactions, Interventions and Instruction. 6.3: Candidates engage in ongoing planning

and use flexible and embedded instructional and environmental arrangements and appropriate materials to support the use of

interactions, interventions, and instruction addressing developmental and academic content domains, which are adapted to meet the

needs of each and every child and their family.

CEC

Standard 1: Child Development and Early Learning: 1.3 Candidates apply knowledge of biological and environmental factors that

may support or constrain children’s early development and learning as they plan and implement early intervention and instruction. 1.4

Candidates demonstrate an understanding of characteristics, etiologies, and individual differences within and across the range of

abilities, including developmental delays and disabilities, their potential impact on children’s early development and learning, and

implications for assessment, curriculum, instruction, and intervention.

Standard 5: Application of Curriculum Frameworks:

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5.2: Academic content knowledge, and related pedagogy to plan and ensure equitable access to universally designed, developmentally

appropriate, and challenging learning experiences in natural and inclusive environments.

Initial Preparation Standards:

Initial Preparation Standards: 1.0 Beginning special education professionals understand how exceptionalities may interact with

development and learning and use this knowledge to provide meaningful and challenging learning experiences for individuals with

exceptionalities. 1.2 Beginning special education professionals understand how language, culture, and family background influence

the learning of individuals with exceptionalities.

Ontario Curriculum

Ontario Reading Fluently 3.3 Read appropriate texts at a sufficient rate and with sufficient expression to convey the sense of the text

readily to the reader and an audience.

Ontario Reading Fluently 3.2: Reading Unfamiliar Words: predict the meaning of and rapidly solve unfamiliar words using different

types of cues, including: semantic (meaning) cues (e.g., prefixes, suffixes, base words, phrases, sentences, and visuals that activate

existing knowledge of oral and written language); syntactic (language structure) cues (e.g., word order, language patterns,

punctuation); graphophonic (phonological and graphic) cues (e.g., onset and rime; syllables; similarities between words with common

spelling patterns and unknown words; words within words).

Ontario: 3R: 1.4 Demonstrate understanding of a variety of texts by identifying important ideas and some supporting details (e.g.,

restate important ideas and some related details from an informational text about early settlers; retell a story giving details about

specific elements of the text such as setting, characters, and theme). Ontario 3.2- use of phonics spell unfamiliar words using a variety
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of strategies that involve understanding sound-symbol relationships, word structure, word meanings and generalizations about

spelling. (e.g., apply knowledge of short-vowel and long-vowel patterns).

Ontario:Vocabulary 3.3- confirm spellings and word meanings or word choice using several different resources. (e.g., dictionary of

synonyms and antonyms, use of a thesaurus to find alternative words).

Ontario: 1.7 Identify specific elements of text and explain how they contribute to the meaning of the texts (narrative, setting,

characters, plot, theme). 1.8 express personal opinions about ideas presented in the text.

Ontario Teacher Ethics

CARE: The ethical standard of Care includes compassion, acceptance, interest and insight for developing students' potential. Members

express their commitment to students' well-being and learning through positive influence, professional judgment and empathy in

practice.

RESPECT: Intrinsic to the ethical standard of Respect are trust and fair-mindedness. Members honour human dignity, emotional

wellness and cognitive development. In their professional practice, they model respect for spiritual and cultural values, social justice,

confidentiality, freedom, democracy and the environment.

Medaille College Department of Education

Lesson Plan

Teacher Candidate’s Name: Priyanka Prasad Date: February 8th,

2021
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Context for Learning (edTPA)

Where is the school where you are teaching located? City: Suburb: ✓ Town: Rural:

Grade level: 3 Number of students in the class: 18

Students with IEPs/504 Plans

Complete the charts below to summarize required or needed supports, accommodations, or modifications for your students that will affect your
instruction in this learning segment.
IEPs/504 Plans: Number of Supports, Accommodations, Modifications, Pertinent
Classifications/Needs Students IEP Goals
Student with Autism Spectrum Disorder - IEP with 1 ● Literacy goal: “Student X will recognize beginning
accommodation needs sounds in words”.
● Speech goal: “Student X will identify common nouns
by answering ‘What is this’ and ‘yes/no’ questions
through the use of pictures in the text”.
● The student receives 1:1 EA support, redirection and
modification of learning tasks.
Students with Specific Language Needs
Language Needs Number of Supports, Accommodations, Modifications
Students
English as a second language learner 2 ● ESL out-of-class support
● Students will be given extra time to complete
assignments, with more 1:1 support as necessary.

Students with Other Learning Needs

Other Learning Needs Numbers of Supports, Accommodations, Modifications
Students
Reading just under grade Level 6 ● Extra time to complete work, breaking text into small
sections, working in partners
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Attention Deficit Hyperactivity Disorder (Reading at grade 1 ● Fidget toy during discussions, preferential seating,
level) redirection

Lesson ______ of a ______ Day Learning Segment

Subject and Lesson Topic: Guided Reading Lesson

Grade Level: Grade 3 Lesson Duration: 30 minutes

Central Focus of the Learning Segment

The central focus is an understanding that you want your students to develop. It is a description of the important identifiable theme, essential
question, or topic within the curriculum that is the purpose of the instruction of the learning segment (Making Good Choices, 2016).
Through a guided reading lesson, students will develop fluency reading independently, learning to decode unfamiliar words using a variety of
cueing systems and they will then answer discussion questions to check their comprehension and later present their findings to the class.
Knowing Your Learners
Using Prior Knowledge
What do you know about your students’ prior academic learning as it relates to the central focus? (edTPA Handbook, Task 1, Prompt 2a)

Most of the students have been engaged in PM Benchmark reading groups from Kindergarten to grade 2. Most of the class began Kindergarten
at our school, however we have some students in the class who are new to the country and speak some English. Literacy in our classroom begins
with independent book looks during the morning, to allow students to explore their interests. At the end of the day, students are engaged in a
whole class read aloud, where I read a novel, while they engage in critical thinking and group discussions. Students are familiar with the
different literacy block expectations and have their Guided Reading Strategy Star located on their desk, along with their personal dictionaries
they have created. There is also a word wall up in our classroom. Our current novel in the novel study is “Wonder” by R.J. Palacio. At the end
of the novel, students complete different engaging activities and get to watch the movie of the book as a fun Friday treat. In September, I used
the Benchmark Assessment, along with observations and running records to group students into guided reading groups, according to their
instructional reading level, and continue to monitor their growth. This has been done in an attempt to build fluency, comprehension and
independent reading skills, while students work in smaller groups as part of a whole reading program.
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How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

I will be using the information about my students by differentiating instruction using data collection from my running records to provide support
through Guided Reading mini-lessons using Learning A-Z Classroom Guided Reading. The class will be divided into their small guided
reading groups (which were determined based on similar strengths and needs), where I will give a thorough introduction of the leveled reader
book, ask students questions that will guide them to start thinking about the text, review key vocabulary that will be necessary for students’
success, and provide students with support as they read independently. I will be providing students with support as they read by reinforcing
effective reading behaviors and prompting them to engage in problem solving strategies. Students will also have access to their personal
dictionaries and their Guided Reading Strategy Star and be encouraged to use decoding and phonics strategies to sound out unfamiliar words.

Using Student Assets

What do you know about your students’ personal, cultural, and/or community assets as they relate to the central focus? (edTPA Handbook, Task
1, Prompt 2b)

My class is very diverse and several of the students in my class come from a Jamaican or Syrian background, with both parents working full-
time. Some children in the classroom attend our Breakfast Program in the morning, and most are eligible to attend, based on low socio-
economic income. Most of our students have been in the school since Kindergarten, and many have older siblings who also attend our K-8
school. All of the students live nearby and often walk to our suburban school with their siblings. Overall, most students in the class are quieter,
but work well as problem solvers when working in groups. Because many of the students are shy and quiet, we often do a lot of group work and
presentations to make them feel more comfortable and gain confidence in engaging in classroom discussions. The class also overall enjoys
having hands-on learning opportunities. 70% of the students are at grade level for reading. We have a few that have difficulties because of ESL
and spend 1 hour a week with the ESL Teacher (out of class), and some that fall in-between grade 2 and grade 3 reading levels. Our class also
participates in a Reading Buddies program, where we meet bi-weekly with our 7th grade friends and engage in reading or STEM activities.
The students enjoy this as they get to learn and interact with other, older students and build meaningful relationships. Our student on an IEP
enjoys hands-on learning and loves animals. Using animals in his learning is often a positive reinforcer for him.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

Using this valuable knowledge, I will choose materials and resources that are mindful of culturally responsive teaching so that students can
relate to material and build confidence in their reading fluency. In addition, I will also be choosing books that are level-based, but also that relate
to a similar theme, so that students can come together as a whole class, at the end of the end of the leveled reader unit, to have a whole class
discussion about their learning and make connections. I will also be incorporating several hands-on and collaborative learning opportunities
for the students to be engaged. Lastly, I will be making use of Reading Buddies to get their mentors to work with them on finding interactive
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media (YouTube Videos for kids and other interactive books), that talk further about the topic students are reading in their assigned guided
reading groups. This will encourage students to build on the material using different tools and in a more interactive, collaborative way. For our
student on an IEP, his reading buddy will be helping him find interactive songs on Youtube related to the text he is focusing on (Old
MacDonald, and other animal songs), while also engaging in file folder activities to help him build his speech language skills.

Students are grouped into Group 1, Group 2 or Group 3. Each group has a fun name to promote a positive image and group identification. A
common problem found amongst both students and parents is that students feel that they are being labelled and placed in a “slower” group. The
purpose of these group titles are to allow students to build a positive association with their group. These groups also come together at the end of
the leveled reading units to teach each other about the contents that they learned in their stories. This provides them with an opportunity to be
experts in their books, in an attempt to take the negative feelings of being in a lower reading group.

Group 1 The Quality Cookies: “Jazz Greats” (Leveled Reader Q) - Elizabeth, Becky, Beatrice, Jermain, Aisha (ESL), Abaan (ESL)
Group 2 The Reading Rockets: “Bessie Coleman” (Leveled Reader R) - Sohan, Diamond, Rochelle, Syed, Vihaan, Eric
Group 3 The Smarties Delights: “Harriet Tubman” (Leveled Reader S) - Aiza, Monaco, Anushka, Aaron, Tissha, Jovian
Student on IEP: - Aurenen: Is not part of a leveled reader group and has accommodation- He reads Leveled Reader AA with Educational
Assistant Support. He will be reading the book “Farm Animals”.

Curriculum Standards
Three areas of standards guided reading will focus on include: reading fluency, decoding words and comprehension. Below is a list of both the
NYS standards and Ontario standards they fall under.

Reading Fluently:
NYS 3RF4: Read grade-level text with sufficient accuracy and fluency to support comprehension.
Ontario Reading Fluently 3.3 Read appropriate texts at a sufficient rate and with sufficient expression to convey the sense of the text readily to
the reader and an audience.

Decoding Words:
NYS 4RF3a: Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to
read accurately unfamiliar multisyllabic words in context and out of context.
Ontario Reading Fluently 3.2: Reading Unfamiliar Words: predict the meaning of and rapidly solve unfamiliar words using different
types of cues, including: semantic (meaning) cues (e.g., prefixes, suffixes, base words, phrases, sentences, and visuals that activate existing
knowl-
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edge of oral and written language); syntactic (language structure) cues (e.g., word order, language patterns, punctuation); graphophonic
(phonological and graphic) cues (e.g., onset and rime; syllables; similarities between words with common spelling patterns and unknown words;
words within words).

Comprehension:
NYS 3SL1: Participate and engage effectively in a range of collaborative discussions with diverse peers and adults, expressing ideas clearly, and
building on those of others.
Ontario: 3R: 1.4 Demonstrate understanding of a variety of texts by identifying important ideas and some supporting details (e.g., restate
important ideas and some related details from an informational text about early settlers; retell a story giving details about
specific elements of the text such as setting, characters, and theme)
NYS: 3SL2: Determine the central ideas and supporting details or information presented in diverse texts and formats (e.g., including visual,
quantitative, and oral).
Objectives Assessment Modifications to Assessments
Using Bloom’s Taxonomy, include Using formal and/or informal assessment tools, how will If applicable, explain how you will
statements that identify what students you evaluate and document your students’ progress on adapt assessments to allow students
will be able to do by the end of the each of the objectives? with specific needs to demonstrate their
lesson and are aligned to the standards learning.
identified above. (edTPA Task 1, Prompt 5b)
Students will be able to use reading Informal Assessments include: ● Students are grouped according to
strategies to read their leveled reader ● Teacher observations their strengths and needs, through
A-Z book with at least 90% accuracy ● Running Record to monitor student progress their leveled reading groups.
and answer text-based questions scored ● Oral text-based questions and group discussions ● I will model fluent reading to
using a rubric. students and assist students with
Formal Assessment includes: their fluency during the guided
● Grading student on fluency for reading a chosen reading lesson, on an as-needed
passage of the text, at the end of the guided reading basis.
book lessons. ● We will review cueing strategies
● Students in Group 1 will be completing a graphic prior to beginning the reading.
organizer that asks for the main idea for each chapter, ● Sentence frames will be provided
followed by explaining the important details. It will be for our ELL students for answering
graded using a short-response question rubric. the text-based questions sheet.
● Students will do a peer teaching/collaborative ● Think/Pair/Share for students to
teaching presentation (at the end of the learning think about the text.
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segment) where they will share their learning of the
contents of the book (key African-American
members) with the class.
● The student with an IEP will be completing a
matching game for beginning sounds.
● The student with an IEP will be
provided with 1:1 support
● The student with an IEP will be
given visual cards to help build
speech sentence fluency.

Academic Language Demands Instructional Supports

(edTPA Task 1, Prompt 4c)
Function
Looking at your standards
and objectives, choose the
one Bloom’s word that best
describes the active learning
essential for students to
develop understanding of
concepts within your lesson.
Vocabulary
Key words and phrases
students need to be able to
understand and use
Recite
Group 1: “Jazz Greats”
slave, plantation, racism, jazz, melodic,
inspired, improvised, scat, bebop,
composer, spontaneity
Group 2: “Harriet Tubman”
slave, plantation, meager, abolitionists,
Underground Railroad, perilous
Group 3: “Bessie Coleman”
racism, unthinkable, sharecroppers,
manicurist, enlist, discrimintation, biplane,
triumphant, barnstormer
Strategies teachers provide to help learners understand, use, and
practice the concepts (edTPA Task 1, Prompt 4d)
Recite: Students will be provided small group learning time and
1:1 reading time throughout the week to practice reading fluently.
I will also be providing them with modeling to show students
effective reading. They will be given their Reading Strategy
Star to refer to while reading to practice good reading strategies.
I will also be getting students to read some parts of the passage
out loud as a group, so students can also hear their peers engage
in effective reading.
● Direct Instruction/ Academic Vocabulary: I will be
reviewing the words with students in the introduction
piece of the guided reading lesson.
● Hands-on-Learning: I will be doing a “Break The Egg”
Word activity with students. (See Break The Egg Activity
Attached). Encourage group discussions while doing the
“Egg Activity” to learn about new words.
● Notebooking: Students add the new words to their “My
Dictionary”which they create in a portfolio-type style, as
they add words from September, throughout the year,
adding new words that we either discuss in Guided
Reading Groups, or other whole class or independent
learning activities.

Syntax
Describe ways in which
students will organize
language (symbols, words,
phrases) to convey meaning.
Discourse
How members of a discipline
talk, write, and participate in
knowledge construction and
communicate their
understanding of the concepts
Group 1: Students will work in pairs to
complete a cryptogram puzzle by the text
and the definitions provided.
Group 2 & 3: Students will be examining
words through a crossword puzzle using
the text to help with definitions.
Student on IEP: Student will match
animals from the book to 3D manipulatives
of toy animals to deepen his understanding.
He will also engage in a matching game to
help match beginning sounds/letters with
each animal in the book.
Groups 1, 2, 3: Students will be reading
the book orally to enhance their reading
fluency. They will also be completing a
worksheet individually to solidify their
understanding of the text, and be engaged
in small group discussions after reading the
text.
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● Word Splash: for the bigger words like “racism” and
“slave” for students to think about what these words
mean.
● Independent Vocabulary Sheet: Following the guided
reading lesson, students will be provided in-class time
during literacy blocks to complete the attached vocabulary
sheets for each guided reading group. This will help them
become more familiar with the words and its definitions.
The vocabulary sheets are either crossword puzzles or
cryptograms, making it more engaging for students.
● Close Read: Some parts of the text may be confusing or
difficult for students to understand, so I will use a close
read instructional practice for these parts.
● Hands on Learning/Practice: The use of interactive
puzzles will allow students to practice using the words
they have learned.
● Modelling: I will model think alouds for students during
the guided reading lesson.
● Guided Strategy Star
I will facilitate and support small group discussion and provide
students with language/sentence frames to help support
questions during the group discussions. I will also be reinforcing
effort and providing recognition for students as they attempt to
participate in group discussions.
Hands on learning: The student with an IEP will be provided
with “Yes” and “No” picture cards to help them visualize the
questions.
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The whole class will then present their

findings from their books to the class and
help in teaching their peers about the
content.

Student on IEP: will answer yes/no

questions about the book.
Instructional Process Accommodations and/or Modifications
and/or Supports
Anticipatory Set/Motivator ● Assist students in gathering materials
● Introduction: Get students’ attention after drama/dance class: “Macaroni and Cheese!” and getting set up, as necessary.
Students reply: “Everybody freeze!” “Awesome. We will be beginning our literacy ● Students in their learning areas can
centers in the next 5 minutes and I need everybody to look around, put away anything ask group members for assistance if
that doesn’t belong on our desks, get a quick drink if needed and then get ready to move needed .(collaborative learning).
to our learning centers for today. I will be reading with Group 1, my Quality Cookies ● Guided reading groups are based on
today, and the rest of the class will be moving to the appropriate centers. Please check similar reading levels
the schedule in the front of the board to make sure you are at the right center. I will now ● Student on an IEP has 1:1 EA support
be setting the timer”. ● Visual timer at front of the class for
setup time
● Behavior Management Reminders: Today’s literacy centers need to be at a voice volume ● Visual lights to show the volume
of 2- remember that means partner voices. And, to recap, if you need to ask me a meter for the literacy block (see
question what do we do? … That’s right, remember ‘3 before me’ and the rules for picture attached).
silently asking me a question while I work with the reading groups. I will come around ● Fidget toys available at the front of
and check how everyone is doing when I have a chance.” the classroom for anyone who needs
it.
● Review the literacy centers: “There are 3 different literacy centers this week. (1) You ● Reminders of quiet work and silent
may be placed at a comprehension station, where you and 3 friends will be working on questions chart at the front of the
an interactive board game. Questions will be based on our novel study “Wonder” and the class (see picture attached).
book is also with the game. Please make sure to grab your devices for this game. (2) The
vocab lab will have students working in pairs to do a synonym dominoes game and an
antonyms dominoes game. If you are working at the vocab lab, please make sure to either
grab a device or a dictionary and take your leveled reader books with you because all of
the words are from our texts for this unit. (3) The last station is Batter’s Up where we
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will be practicing our letter blends in pairs as well. Remember, we will all get a turn at
every station this week. Please stay at your assigned station and if you and your group
have completed the activity at least twice then you may return to your own desk and
continue working on any unfinished work from earlier today with our literacy work. Can
someone remind the class what our 2 jobs this afternoon include? …Perfect! And after
the literacy block, we may be spending some time outside. Does anyone have any
questions?”

● Monitor: Make sure students are where they need to be and have the materials needed.
Then begin a guided reading lesson.
Instructional Procedures ● Guided Reading groups are
Group #1: Elizabeth, Becky, Beatrice, Jermain, Aisha (ESL), Abaan (ESL) differentiated to meet the students’
Book: “Jazz Greats” (Leveled Reader Q) -Quality Cookies needs.
● Students have their ‘Reading
(1) First, I will introduce the text by asking students about their knowledge on music: Strategy Star’ to reinforce reading
● “I want us all to take a look at the cover of the book. What do we see? What do we think strategies for new or unfamiliar
the book will be about?” Draw students attention to the singer, microphone and music. word(s).
● “How many of us enjoy listening to music, whether it’s at home or at school?” Possible
answers: I do! I like to dance to music. “That’s great! I love to dance as well. What kind
of music do you listen to? Do you have a favorite singer?” Possible Answers: Yes! I love
Justin Bieber, and I also like to listen to Indian music because my dad sings and plays
the tabla. “Oh wow! That’s amazing. You’re so lucky! You get to listen to music in two
different languages and you understand them both! So Bollywood music is a genre of
music. Just like Justin Bieber sings a lot of Pop songs. Pop is also a genre of music. Just
like books and movies have genres, songs also have genres.”
● “How many of us have heard the word ‘jazz’ before? What does it mean? Can anyone
guess what jazz is based on the picture in the front cover?” Possible Answer: Is it a kind
of music? “Yes! Jazz is its own style or genre of music. And the book we are going to be
reading is all about Jazz.”
(2) Then, I will introduce the vocabulary for this text by asking students to think about specific ● Hands-on-learning & Collaborative
words in the text: Learning: Students will be doing a
● “So for today’s text, we have some vocabulary which is written on this handout for us to hands-on vocabulary activity, where
start thinking about.” Share group handout with focus vocabulary. “Are there any words they will be unscrambling the letters
 18

that stand out to you? Are there any words you don’t recognize? Does anyone know what in their egg to build one of the focus
racism is and what slaves were? Have a group discussion about this using a word splash. words. They work together as a small
● “We will be doing our “Vocabulary Egg” activity. In each egg, students have one of the group to problem-solve.
following words. We can work together to build the word using the scrabble pieces
inside the egg. For example, I open my egg and find the letters “z, j, z, a”. What word
from this group of words do you think it makes? Jazz! Excellent! What clues did you use
to figure that out? Okay. So, now it’s your turn. Open your eggs and see if we can work
together to turn our scrambled eggs into unscrambled eggs!” Have a brief discussion
about each word.
● “Now that we have become a bit more familiar with these words, I want us to keep our
ears and eyes open for them when we see them in the text today.”
● Important vocabulary include: slave, plantation, racism, jazz, melodic, inspired,
improvised, scat, bebop, woo, composer, spontaneity.
(3) Next, I will introduce the text using the pictures, and the structure of the book.
● “Now I want us to all turn to page 3. What do you notice? Do you remember what this is
called?” Possible Answer: Table of contents. “What is the purpose of a table of contents?
That’s right! A table of contents tells us what the book will be about. So, we can see this
book will tell us about the history of jazz and then look at some famous jazz artists.”
● “I want us all to turn to page 20 of the book. What do we notice in the picture? What
instruments are the jazz musicians holding? Do any of you play any instruments or
know anyone who does play instruments? So a saxophone is an instrument you see in
jazz music.” Ask students about their experiences with these instruments, and other ● Go slowly, and ask students if they
instruments. have any questions or need
● “Can we all turn to page 10? What do we notice on this page that is similar to the cover?” clarifications.
Possible Answer: It is the same lady. “That’s right! Can someone read her name for us?
Ella Fitzgerald that’s right. She is one of the jazz artists this book will be telling us
about.”
(4) I will then model fluent reading:
● “I would like everyone to turn to page 4. As I read the beginning of this text, I want us to
think about how I am reading and what strategies I am using: ‘The Roots of Jazz. Can
you name a kind of music that was invented in America? It’s a kind of music that gets
people moving. It can be fast and wild, or it can be slow and melodic.’ What do you
notice about my reading?”
 19

● Possible answer: You read with energy and it doesn’t sound choppy. ● Partner work
● “Excellent! When we read, we want to make sure we are pausing when we see commas, ● Visual timer
and stopping for a breath when we see periods. Imagine reading an entire page and not
stopping for any breaks! We also want to read with expression, and when we see a
question mark, we make sure to ask the sentence as a question.”
● “We also want to make sure we use our finger to help us guide along the book”
● “Do you guys also see any words you might not recognize or words that are bolded?
What do you think the word melodic means? Let’s turn to the glossary. Remember,
glossaries can help us learn the meanings to words.”
(5) Students Independently Read: Now, it’s your turn! Get ready to put those reading goggles on
and start your whisper reading. Remember, you have your Guided Reading Strategy Star to
remind you of ways you can read effectively. I will actively listen to monitor students’ reading
progress.

(6) Following the reading, I will engage students in a group discussion about the story. I ask
them questions like the following:
● What did we learn in this text? What do we now know about jazz music?
● Who were some of the famous jazz singers we see in the book?
● Can someone tell me what the link between racism and jazz music was in the text? Did
you like this book? What were some things you found challenging about the book?
● Asking these questions will allow me to clarify any misunderstandings students may
have about the text, check for their understanding, and learn about what they enjoyed or
found challenging about the text.

(7) Independent work: Graphic Organizer, Vocabulary Sheet (partners), and personal dictionary.
● “We have a graphic organizer we will be working on for the remainder of the period,
and when you are done, there is a fun partner activity using our new words. We will be
doing a word puzzle to solve for new words, and then we will add our new vocabulary
words to our personal dictionaries through notebooking. So to recap: we will first take a
movement break and get some wiggles out, and then we have 3 jobs: 1. graphic
organizer 2. word puzzle and 3. add our words to the dictionary.”
● “Before we get started, I just want to make sure that we go over the graphic organizer
together. Can everyone take a look at the worksheet? Let’s read the instructions together.
 20

“Write the main ideas and the important details for each of the chapters listed on the
chart. At the bottom, write a summary about a chapter of your choice”. So the first one
says, Ella Fitzgerald. What page can we find her chapter? How do you know? Yes that’s
right! Using the table of contents.”
● “Perfect! So I want us all to take a quick stretch, go get some water if you need to, get
some wiggles out and then come back in the next 2 minutes and get started on your
work.”
● “Tomorrow we will meet again and go over the text again. Then, we can start putting our
group presentation together.”
● “While you get settled, I will be taking a walk around to see the rest of the groups.
(During this time, I make sure students are on task, and answer any questions they may
have. I also spend a bit of time with the student on an IEP to review his book with him
and ask him yes/no questions and ask him to match the animals to the letter sounds. This
activity is done repeatedly through the week.”
Closure
I will wrap up the literacy block by reviewing things that went well and things that we could
improve on as a whole class, with both the Learning Areas and Guided Reading groups.
● “We all did a great job of working together to solve problems. I noticed friends were
helping each other when someone would get stuck.”
● “I also really liked the way we used classroom resources instead of coming to me right
away. I saw students using their Strategy Star, personal dictionaries and the word
wall. This is excellent!”
● “What were some of the things you enjoyed during today’s literacy block?”
● Possible Answers: We really liked the ipad game! It was a little hard with the questions
though. I like working in groups and partners.
● “That’s great to hear! It can be fun working with devices. Yes, reading comprehension
questions can be tricky. Remember, we can always use the book to try to find the
answers, or we can ask our friends too. Yes! It can be a lot more fun when we work with
friends during learning. We can learn from them and we can also be teachers too.”
“Everybody did a great job of working hard today! I think after recess we can spend some extra
time outside doing some outdoor learning. Don’t worry if you haven’t finished your word work,
we will get some time tomorrow to finish it. Remember, we will work on these activities for the
rest of the week and then on Friday we can all come together and do a group share to see what
 21

all of our books had in common! Can we all put our things away and get ready for lunch? We
have 5 minutes, I’ll put our visual timer on.”

List all materials and/or technology tools required for the lesson.
Key instructional materials must be attached. These materials might include such items as class handouts, assignments, slides, and interactive
white-board images.

❏ Leveled Reader Books “Jazz Greats”, “Harriet Tubman”, “Bessie Coleman” and “Farm Animals”
❏ Reading Comprehension Activity Worksheet for the guided reading groups
❏ Vocabulary words bank for guided reading group
❏ 4 devices for the interactive board game (or 1 shared device may be used)
❏ Vocabulary Dominoes Activity - Learning Areas literacy center
❏ Device for simple online dictionary for vocabulary dominoes
❏ Baseball Game - Learning Areas literacy center
❏ Tokens for baseball game
❏ Visual Timer
❏ Fidget Toys bin
❏ 3D Animals for IEP student
❏ Yes/No question bank and visuals for IEP student
❏ Visual for “Volume Level”
❏ Visual for “Silent Questions”
❏ Vocabulary Scrabble Eggs Activity

The following pages will include images of the resources needed for this lesson plan:

Contents:
1. 4 leveled reader guided reading books for each group of students and the student on an IEP
2. Reading Comprehension worksheet for guided reading group
 22

3. Vocabulary Worksheet for selected guided reading group

4. Literacy Center Activities:
a. Chart Outlining each literacy center
b. Baseball Digraph
c. Synonym Dominoes
d. Reading Comprehension for classroom novel
5. Tools Needed for lesson with me:
a. Scrabble Vocabulary Eggs
b. Vocabulary sheet overview
c. Guided Reading Strategy Star
6. Student with Special Needs Resources:
a. 3D Animals for matching
b. Yes/No question prompts
7. Classroom Visuals and tools:
a. Volume Meter
b. Silent Questions
c. Rubric for Guided Reading Short Answer Response

1. The 4 leveled reader books are as follows:

23
 24

2. Reading Comprehension Worksheet (For Assessment): Leveled Reader for Level Q:

“Jazz Greats”

Guided Reading Group: Extension Activity for Vocabulary: “Jazz Greats”


Learning Areas: Literacy Center Activities:
Word Study (Phonics)
Sta Ontario 3.2- use of phonics
nda spell unfamiliar words using a
rds variety of strategies that
involve understanding sound-
symbol relationships, word
structure, word meanings and
generalizations about spelling.
(e.g., apply knowledge of
Vocabulary
Ontario:Vocabulary 3.3- confirm
spellings and word meanings or
word choice using several different
resources. (e.g., dictionary of
synonyms and antonyms, use of a
thesaurus to find alternative words).
25
Comprehension
Ontario: 1.7 Identify
specific elements of text
and explain how they
contribute to the meaning
of the texts (narrative,
setting, characters, plot,
theme). 1.8 express
personal opinions about

short-vowel and long-vowel
patterns).
NYS: 3RF3d: Recognize and
read grade-appropriate
irregularly spelled words.
Obj
ecti The student will identify
ve variant correspondences in
words.
Dir Students identify vowel
ecti digraphs in words by playing a
ons baseball game. (Partner game)
1. Place game board, vowel
digraph reference baseball bat,
baseball word cards face
down, and game pieces at the
center.
2. Student one, the pitcher,
selects the top baseball word
card and reads the word aloud
(concealing it from student
two).
NYS: 3L4d: Use glossaries or
beginning dictionaries to determine
or clarify the precise meaning of
key words and phrases.
The student will identify synonyms.
Students identify synonyms by
playing a domino game. (Can be
done in partners, or groups of 3-4
students).
1. Divide the synonym domino
cards equally amongst the students.
2. The students with the “START”
card begins by placing the START
domino on the table, and reads
the word on the other end of the
domino (i.e., small).
3. All students look for a domino
with a synonym (i.e., little) and
connect it to the domino on the
table.
26
ideas presented in the text.
NYS: 3R3: In literary
texts, describe character
traits, motivations, or
feelings, drawing on
specific details from the
text. (RL)
3SL1b: Follow agreed-
upon norms for
discussions by actively
listening, taking turns, and
staying on topic. 3SL1c:
Ask questions to check
understanding of
information presented and
link comments to the
remarks of others.
The student will respond
to questions about the text
and identify the setting,
characters and purpose of
the text.
Students practice
comprehension skills by
playing a digital board
game about a class novel
study of “Wonder” which
was as a whole group read
aloud. 3 students are ideal
for this game so it does
not get crowded.
Students are to choose
which colour game piece
they would like to be.
They then take turns
rolling (either a real
classroom die) or the

3. Student two, the batter,
repeats the word, identifies the
vowel sound, and vowel
digraph (using the vowel
digraph baseball bat if
needed). For example, student
repeats
“toast, /o/, oa”.
4. If correct, advances to base.
If incorrect, pitcher states
correct vowel digraph and the
batter receives an out.
5. Continue to move around
the bases as vowel digraphs
are correctly identified.
6. After three outs or two runs,
switch roles. Depending on
time, innings may be limited.
7. Peer evaluation
Item ● Vowel digraph reference
s baseball bat
● Word baseball game board
● Baseball pattern (enough
for all of the words)
● Word cards
● Game pieces (counters)
Activity #1: Baseball Digraph
4. Students continue to search for
the next synonym to match the
domino card.
5. Continue until all the dominoes
are connected.
6. Peer evaluation
● Synonym domino cards
● Online thesaurus or dictionary
27
digital die by pausing at
any given time the dice
that appears in the
slideshow. They move
their game piece by the
number represented on the
dice. Then, they answer
the question on the
number they land on. It is
like a regular board game,
but because it is digital, it
can be easily manipulated
by the teacher to tailor
towards any unit or book
study.
● Technology (ipad or
tablet)
● Google Slides
● Real dice (or digital)
● Real game piece
(counters) or digital
ones in the slideshow
 28

This activity is taken from Florida Center for Reading Research. After printing the activity, I
made it more engaging and durable for students’ use by coloring it and also laminating it and
assembling it into a file folder activity. By laminating and assembling it into a file folder activity,
this game can be used multiple times through the years and will hold sturdy. Below is an image
of the assembled game.

Activity #2: Synonym Dominoes:

This activity has also been taken from the Florida Center for Reading Research. I have modified
this activity to examine words specific to the texts being read in class. The words are from the
guided reading leveled books and students are able to use a dictionary or thesaurus to complete
the game. This activity can easily be modified to use words specific to students’ reading level
and/or unit of study. In order to make the activity more durable and engaging, it is made on
construction paper and laminated.
 29

Activity #3: Board Game for “Wonder” (Comprehension):

This activity was individually created on Google Slides. It is easy to manipulate for different unit
studies, and for different class novels. It is a great activity to keep students engaged and can be
very effective for evaluating students’ reading comprehension of a text. Since it is an activity on
a digital platform, it allows students an opportunity to work with technology, develop
technological skills, and also hear and see different videos inserted into the Google Slides game.
Below is the example of the board game. Attached with this assignment, you can find the link to
the Google Slides presentation and the PDF version of each slide for your reference. The link to
the entire presentation is here:
https://docs.google.com/presentation/d/1MITAxtZr7kSU7hUZmgDt82ufGxZQ5Y4y2LDrlEx9Tgs/
edit?usp=sharing
 30

5. Guided Reading Lesson with me:

a. Scrabble Egg Activity: b. Vocabulary
Bank

Guided Reading Strategy Star:

 31

6. Resources for Student with Special Needs:

 32

Question Prompts:
1. Is this a pig?
2. Is this a dog?
3. Is this a horse?
4. Is this a cow?
5. Is the cow pink?
6. Is the pig pink?
7. Does a horse say neigh?
8. Does a horse eat hay?
9. Does a pig roll in mud?
10. Is this a chicken?
11. Which one is the chicken?
 33

12. Which one is the horse?

13. Which one is the dog?
14. Show me the pig.
15. Show me the cat.

Classroom Tools:
Volume Meter
Silent Questions

https://www.classcraft.com/blog/quiet-a-noisy-classroom/ Teachers Pay Teachers

Resource

The rubric students will be assessed on, for their reading comprehension questions:
34