Co-Teaching Lesson Plan
Teacher #1: Chinchilla Teacher #2: Abbie Manges
Class: 3rd grade Date: November 9, 2021
Content Area: ELA Model: Parallel Teaching
Lesson Component/ Time Teacher 1 Role
Activity Allotment
PA Core Standards: Group P and S
CC.1.1.3.E
Read with accuracy and
fluency to support
comprehension:
CC.1.2.3.G
Use information gained
from text features to
demonstrate understanding
of a text.
Lesson Objectives: TSWBAT READ WITH THE ON-
LEVEL TEXT WITH FLUENCY.
TSWBAT USE TEXT FEATURES TO
COMPREHEND THE TEXT.
Materials: GUIDED READING LEVEL P
GUIDED READING LEVEL S
Procedures/Activities: 1:45- 1. T1 calls S in group P to
2:55pm the table in the front of the
classroom.
2. T1 leads a discussion to
build background
information about the text
and briefly discuss key
vocabulary words.
3. S take turns reading the
pages of the story. T1
supports as needed.
4. T1 guides S in discussion
questions about the text
features to monitor
comprehension.
5. T1 repeats for other S in
guided reading level S.
Assessment: READ THE ON-LEVEL TEXT WITH
Teacher 2 Role
Group K and N
TSWBAT READ WITH THE ON-
LEVEL TEXT WITH FLUENCY.
TSWBAT USE TEXT FEATURES
TO COMPREHEND THE TEXT.
GUIDED READING LEVEL K
GUIDED READING LEVEL N
1. T2 calls S in group K to
table in the back of the
classroom.
2. T2 leads a discussion to
build background
information about the text
and briefly discuss key
vocabulary words.
3. S whisper read the story
while T2 reads the text
aloud.
4. T2 guides S in
discussion questions about
the text features to monitor
comprehension.
5. T2 repeats for S in level
N.
READ THE ON-LEVEL TEXT WITH
 FLUENCY.
T WILL INFORMALLY ASSESS S
PERFORMANCE THROUGH
OBSERVATIONS DURING THE
GUIDED READING PERIOD,
DOCUMENTING PROGRESS ON A
CHECKLIST.
USE TEXT FEATURES TO
COMPREHEND THE STORY.
T WILL INFORMALLY ASSESS S
PERFORMANCE DURING THE
DISCUSSION PERIOD OF THE
GUIDED READING IN ORDER TO
DETERMINE COMPREHENSION AND
USE OF TEXT FEATURES. T WILL
GIVE NUMEROUS S TIME TO
RESPOND.
Differentiated
Instruction
LEARNING ENVIRONMENT:
S BROKEN INTO SMALL GROUPS
TO READ THE STORIES.
PROCESS:
S WORK ON THE SAME READING
SKILL AT TEXTS OF DIFFERENT
LEVELS.
Modifications and/or
Accommodations
FLUENCY.
T WILL INFORMALLY ASSESS S
PERFORMANCE THROUGH
OBSERVATIONS DURING THE
GUIDED READING PERIOD,
DOCUMENTING PROGRESS ON A
CHECKLIST.
USE TEXT FEATURES TO
COMPREHEND THE STORY.
T WILL INFORMALLY ASSESS S
PERFORMANCE DURING THE
DISCUSSION PERIOD OF THE
GUIDED READING IN ORDER TO
DETERMINE COMPREHENSION
AND USE OF TEXT FEATURES. T
WILL GIVE NUMEROUS S TIME
TO RESPOND.
T2 works with the S who
have SLD in reading,
giving repeated directions
and extended processing
time.
Self-Evaluation:

The structure of this co-teaching experience was parallel teaching. I was eager to engage
in this method as I have only participated in “one teach, one assist” models prior to this. The
lesson took place during the ELA period in 3rd grade, where there are 5 students in the class with
SLD in reading and 3 nonidentified struggling learners. The inclusion learning support teacher’s
aide is always in the classroom during this period to conduct the guided reading rotations with
the general education teacher. As noted above, the aide works with the lowest two groups which
include the students with SLD and nonidentified struggling learners.
Having had experience leading guided reading groups in the general education
placement, I felt comfortable taking over the lesson rather quickly. The students were engaged
and the time appeared to be productive. Although level K and level N sound relatively close on
the scale, I was surprised to see what a drastic difference there was between the two groups.
Since there were two guided reading groups happening at once, we were able to meet with each
group for roughly 25 minutes. In the general education classroom, it was organized so that I was
the only one conducting guided reading, and therefore I often only had approximately 12 minutes
per group. The increase in time enables me to cover a much greater amount of content with the
students. I found myself with extra time at the end of the period in which I was able to go back
through the material we had read to give students a deeper look at the text features in the story. I
do not believe the guided reading would be as beneficial if the aide was not in the classroom to
parallel teach with the general education teacher.