USF Elementary Education Management Routine Plan (Fall 2022)
Name: Katie Goetz
Grade Level: 5th grade
What FEAPs and/or Standards
relate to this lesson? Which FEAPs
are you planning to demonstrate
during the enactment of this routine
and explain how you plan to
demonstrate them.
Objectives-Management Routine
What is your expected outcome for
this routine?
Assessment-How will you know if
students have met your objectives?
What will you see? What will you
hear?
What background knowledge is
necessary for a student to
successfully complete this task?
You might include these
questions during your CT
interview about the routine.
◻ What classroom
rules/expectations are aligned
with this task?
◻ What procedures are in place to
help students in meeting the
rules/expectations?
Date of Routine: 10/19/2022
Plan Content
One FEAP that relates to this lesson is FEAP 2f which is, “Maintains a climate of openness, inquiry,
fairness, and support.” This FEAP was demonstrated through the small group by giving students the
opportunity to have a more personal conversation about their work. This environment of this small group
conversation was aimed to be open for students, so that they felt as though they could be comfortable
within the space. In addition to that, the routine demonstrated inquiry by giving students the opportunity
to answer questions asked of them of the text that was read within the small group. Fairness and support
were demonstrated when giving every student in the small group a chance to interact with the text and be
involved, along with supporting students in skills that they needed assistance with.
My expected outcome for this routine is that students will be able to read a passage from their textbook
with me and answer questions about this text. My objective is that students will be able to actively listen
to the text and read along with peers while identifying key components to further comprehend the text.
I will know if students have met my objectives through their actions as the lesson plan is being taught. I
will see students following along in the text with their eyes or finger to demonstrate how they are actively
listening. I will hear students reading the text when it is their turn to read, and hear them sounding out
words that they may not know. I will also hear the students answering questions asked throughout the
text.
Background knowledge which is necessary for students to successfully complete this task is prior
knowledge of the story they read the day beforehand, since students will be comparing that story with the
story being read in the small group. One classroom rule/expectation which aligns with this task is that
students should be listening to their peers while reading and following along with the text. A procedure in
place to help students in meeting this rule/expectation is a procedure the teacher taught them while
reading. This procedure consists of following along with each word in the text while either reading, or
listening to a story being read. This helps students to follow along with each word and comprehend the
text more since they can visualize the text more. A rule/expectations that I might go over with students
before engaging in this task is that students should stay on task and focused the entire time. The point of a
small group is to aid students in skills that they may need extra help with, so it is important that they are
paying attention in order to take in everything being taught to them. If students start to get off task, I
might redirect them with a different question in order to refocus the students.
USF Elementary Education Management Routine Plan (Fall 2022)
Name: Katie Goetz
Grade Level: 5th grade
◻ What rules/expectations or
procedures might you go over
with students before engaging
in this task?
Step-by-Step Plan: This is the
longest section of your
lesson/action plan (What exactly
do you plan to do and say? Be
thorough. You might refer to field
notes you have collected while
observing your CT enacting this
routine to help you plan for your
enactment of the routine.
Be sure to address all of the
following:
◻ How will you review and/or
model the classroom
rules/expectations?
◻ What will you as the teacher do
and say during the routine?
◻ What teacher talk will you use?
What will the students do and
say? What will it look like and
sound like if students are
meeting your expectations?
◻ How will you respond to
students who do not meet your
expectations?
Date of Routine: 10/19/2022
Task Implementation
Time Who is 1. I will begin by calling a group of students over to come sit at the same
9:30 responsible table with me. I will tell students, “Make sure that you bring your reading
(Teacher or textbook over, along with your journal, and a pencil!” I will wait for all
Students)? students to be sitting down with all of their materials before I tell them
Students what page in their textbook to turn to. Once I see that they are all ready
to go, I will tell them to turn to the right page and look up once they have
found that page.
9:35 Teacher 2. Once all students have turned to the correct page, I will tell them, “We are
going to be reading this story called, ‘Foul Shot’, and you guys will be able
to see how this story is similar and different compared to the story we
read yesterday called, ‘Stage Fright’. What can you guys tell me about the
story, ‘Stage Fright’?” I will then have students summarize the story that
they read yesterday so that all students are caught up and can remember
what happened in the previous story.
9:45 Teacher 3. After the students have finished summarizing the previous story, I will
then have them open up their journals and create a venn diagram. To do
this, I will tell students, “Before we start reading, I’m going to have you all
open your journals, and make a venn diagram.” I will demonstrate how to
make a venn diagram for students in case they do not know how to make
one, then I will tell them, “You will label one side of the venn diagram
with ‘Stage Fright’, and the other side will be labeled with ‘Foul Shot’,
then in the center you will write ‘Both’. So within the venn diagram we
are going to be looking at the similarities and differences between ‘Stage
Fright’, and ‘Foul Shot’.
9:50 Students 4. After the venn diagrams have been made, I will tell students, “Now we
will be taking turns reading the text. Who would like the go first?” If no
USF Elementary Education Management Routine Plan (Fall 2022)
Name: Katie Goetz

Grade Level: 5th grade Date of Routine: 10/19/2022

students want go to first, or if multiple students would like to read, I will

have them do rock paper scissors so that it is fair. Once we decide the
order in which students will be reading, we will then begin reading the
story.
9:55 Teacher 5. While students are reading the story, I might intervene to ask questions
such as, “Did the character in ‘Stage Fright’ do the same thing as this
character?”, or “How was what this character did different than what the
main character did in ‘Stage Fright’?” In addition to that, if students need
help pronouncing a word, I might help them sound it out and then give
them a definition of that word so that they understand the text better.
10:05 Students 6. Once students are finished reading the text, I will tell them, “Now that we
have read the story, what things did you notice in ‘Foul Shot’ that were
different from ‘Stage Fright’? Add it to your venn diagram on the ‘Foul
Shot’ side!” I will then give the students time to add information to their
venn diagram, and then tell them, “Now what happened in ‘Stage Fright’
that was different from ‘Foul Shot’? Go ahead and add that to your venn
diagram as well in the ‘Stage Fright’ side!”, I will then give students time
to add information to their venn diagram, and finall tell them, “What
happened in both stories that was similar? Add that to the center circle in
your venn diagram!”
10:15 Students 7. I will then conclude the small group by telling them, “Great job! If you
have anything else you would like to add, go ahead and do so now, you
have an additional 5 minutes!”