Co-Teaching Lesson Plan
Teacher #1: Chinchilla Teacher #2: Abbie Manges
Class: 3rd grade Date: November 10, 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 ON-LEVEL TEXT
WITH FLUENCY.
TSWBAT USE TEXT FEATURES TO
COMPREHEND THE TEXT.
Materials: GUIDED READING LEVEL P
GUIDED READING LEVEL S
Procedures/Activities: 1:45-2:55 1. T1 calls S in group P to
the table in the front of the
classroom.
2. T1 leads a discussion
about text features.
3. S choral read the story,
and T1 asks various S to read
louder to check for fluency.
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
FLUENCY.
Teacher 2 Role
Group K and N
TSWBAT READ 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 reviews story with S.
3. T2 points out text
features, asking S for their
significance.
4. S choral read the story,
T1 rotates through group to
asks various S to read
louder to check for fluency.
5. T2 guides S in
discussion questions about
the text features to monitor
comprehension.
6. 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
Self-Evaluation:
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.
 During the second day of coteaching, I felt more comfortable with the material. The
general education teacher in the classroom suggested I try choral reading with the guided reading
groups. In this way, she said I would be able to circulate and ask specific students to read at a
greater volume to analyze their fluency. The other students would whisper read during this
period. Prior to this, I had never conducted guided reading group in this manner. I anticipated the
noise being overwhelming, especially since the students already have disabilities in reading. I
was intentional with spacing the students out so as to limit distractions while they read. I found
that I really liked the strategy of moving between the students to hear how they specifically were
reading. I felt as though I was able to get a more accurate read on the students’ fluency since I
was only focusing on him/her at that moment.
There was one student who had difficulty with all of the noise. I believe part of
this was because the general education teacher was also using the choral reading strategy with
her group at the same time. The student is assumed to have ADHD, but she is currently a
nonidentified struggling learner. At times, she would say, “I can’t think with the noise.” I quickly
retrieved headphones for her, and they seemed to assist in limiting the noise. Even as she was
reading to me, however, I was able to see that she seemed agitated and was unable to remain
focused. I had to frequently prompt her to turn back to the book or redirect her attention to the
specific word she was on. In the future, this is definitely a factor I would need to consider prior
to implementing this strategy with a group. I think it would even be beneficial to have a
designated quiet space in the class for students to go where there is a bookshelf or some object
that may serve as a divider to limit the amount of noise.