CIED 321 Primary Literacy Assessment and Instruction

Southern Illinois University Edwardsville

Literacy Lesson Plan and Commentary Assignment Description

Spring 2024
Purpose

To use developmentally appropriate assessments, instructional strategies, and teaching

materials within an integrated elementary school curriculum to foster students’ reading
and writing. This assignment is also an opportunity to earn 200 final grade points.

Directions

Students will identify developmentally appropriate literacy standards, instructional

objectives, assessment tools, instructional strategies, and teaching materials to plan and
document one 45-minute comprehensive literacy lesson. Students will use the Common
Core Standards for English Language Arts (ELA) posted on their CIED 321 Blackboard
to plan their targeted lesson. The lesson must include only one ELA lesson objective that:
a. Aligns with ONE grade appropriate ELA learning standard.
b. May align with ONE grade appropriate Culturally Responsive Teaching and
Leading learning standard.
c. Utilizes a comprehension or composition strategy for learning and communicating
d. Includes instruction in related skills of reading foundations, speaking/listening, or
language summarized by the seven literacy areas studied in this course and
included in the Common Core State Standards for English Language Arts and
Literacy.
i. Writing Composition
ii. Vocabulary and Word Study
iii. Phonemic Awareness and Word Study
iv. Phonics and Word Study
v. Spelling and Word Study
vi. Reading Fluency
vii. Reading Comprehension

A subsequent learning standard and objective may be added to the lesson if the teaching
and learning sequence includes social studies or science content. However, all assessment
tools for the lesson will be chosen for pre-assessment, formative assessment, and
summative assessment of essential literacy strategies (comprehension or composition)
and related literacy skills that align with one Common Core ELA standard.

The lesson must include only ONE literacy objective and assessment plan for students’
learning of the target Common Core ELA standard. The chosen ELA standard must be
edited to show what part of the standard will be addressed in the lesson. The stated
objective(s) must include three parts: A Audience (who? student will…or I can...), B-
Behavior (What? observable and measurable literacy strategy and language function), C-
CIED 321 Primary Literacy Assessment and Instruction
Southern Illinois University Edwardsville

Conditions (How? assessment tool description, context description, criteria for

assessment. The literacy lesson must also include specific reference to diagnostic pre-
assessments of learning that may be used prior to the lesson, formative assessment of
learning used during the lesson, and summative assessments of learning used after the
lesson.

The behavior portion of an objective should reference the essential literacy strategy and
language function demand that will occur in the lesson. In primary literacy, the
language function refers to a verb that best describes how students will use language to
communicate. Krathwahl’s or Bloom’s Taxonomy verbs such as identify, analyze,
summarize, define, explain, conclude, justify, compare, sort are often used by literacy
educators to describe the cognitive level at which students are expected to communicate.
The essential literacy strategy refers to:
a. the comprehension strategy used to comprehend what is read (i.e. predicting,
questioning, drawing inferences, identifying important information, summarizing,
monitoring…see TRW textbook pages 9-12).
b. the composition strategy used to compose what should be written (i.e. prewrite,
draft, consult, revise, edit, publish see TRW textbook pages 286-289).

The chart below shows how the essential literacy strategy of a lesson partners with the
language demands of the lesson to describe learning behavior in a variety of objectives.
Note how the behavior can be followed by a description of learning conditions in the
form of a “by statement” that includes the learning activity, assessment tool, text
discourse, text vocabulary, and text syntax.

Language Language Function Partnered with a Comprehension Strategy to

Function Describe Expected Reading Behavior
Define ...summarize characteristics, examples and non-examples of
Synthesize vocabulary word meanings to define the vocabulary word...by
Evaluate [conditions including assessment tool, text discourse, text syntax, and
text vocabulary go here]
Analyze ...identify important information in informational texts about
Explain segregation laws to explain the unearned disadvantages these laws
created...by [conditions including assessment tool, text discourse, text
syntax, and text vocabulary go here]
Apply ...visualize characters interacting in a narrative text from different
Create points of view to draw a comic strip...by [conditions including
assessment tool, text discourse, text syntax, and text vocabulary go
here]

A sample objective for a literacy lesson that meets these criteria is:
 I can [actor] recall actions (language function verb) of characters to summarize
(comprehension strategy) a story [behavior] by orally retelling (learning activity)
how each goat in the narrative (discourse/text structure) Three Billy Goats Gruff
responded to a troll using general academic vocabulary (vocabulary) in simple
sentences (syntax) [context].
CIED 321 Primary Literacy Assessment and Instruction
Southern Illinois University Edwardsville

But of course...literacy objectives are typically summarized so that children, parents,

administrators, and other school stakeholders can understand them:
 I can [actor] recall actions of characters to summarize [behavior including
comprehension or composition strategy] a story [context].

However, for this assignment the lesson’s literacy objective must be written in full. This
practice will enable you and your collaborative partners to fully envision and summarize
expectations for the lesson you will plan, document, and teach.

Using the Literacy Lesson plan template provided in this assignment description, each
teacher candidates will generate a draft of their lesson plan. The draft will be reviewed
with the course instructor for feedback prior to lesson implementation. The draft should
include direct references to diagnostic pre-assessments that could be administered to
students prior to the lesson. These pre-assessments may be found in CIED 321 course
textbooks.

Upon lesson implementation, target, acceptable, and unacceptable work samples should
be collected and referenced in commentary responses. Confidentiality of real student
work samples must be protected by removing names and other identifying demographics.

Template

Nouns and Pronouns taught through “There Was An Old Lady…”

Part 1: Lesson Overview

Tatum Baird Cooperating Teacher/School/District Date Grade

Jill Davis, Lewis-Clark Elementary, Wood 4/11/2024 2nd
River-Hartford Community District 15

Lesson, Learning Segment and/or Unit Topic: Instruction Time: 40 Minutes

Parts of Speech Review
Classroom Context:
Describe the learning community:
What do you know about the student(s), their learning, background knowledge, interest?
What are the students’ strengths or needs?

The classroom consists of 13 students, including a student who does not typically stay within the
classroom for more than an hour at a time. There are a good portion of the students who struggle
with reading and writing. Most students live in the Wood River-Hartford area. Several students
have an IEP. All students actively engage in schoolwork and other peers in the classroom. A
handful of students are out of the classroom for a few hours a day for extra support, such as speech
therapy.
CIED 321 Primary Literacy Assessment and Instruction
Southern Illinois University Edwardsville

Part 2a: Common Core State Standard for ELA-Literacy and/or Other Standards
CCSS.ELA- Use knowledge of language and its conventions when writing, speaking, reading,
LITERACY.L.2.3
or listening.
Part 2b: Lesson Objectives
A- Students B- Use + use C- defined by prompt of the mad-lib
Students will be able to use pronouns, verbs, nouns, and adjectives defined by the prompt of the
mad-lib to write their own stories following language conventions.
Part 2c: Foundational Skills Related to Objectives
What should students be able to do before you teach this lesson?
Students should be able to read and comprehend the directions on the worksheet and use a word
bank or synthesize their own words to put into the mad-lib.
What was previously taught that you can build on in this lesson?

Students have been learning about nouns and pronouns for the past few weeks. This activity will
act as a review for them. Students reviewed parts of speech through videos prior to lesson taking
place.

Part 3a: Assessment Plan

List of Possible Misconceptions

What might be possible confusions or incorrect responses for your students? List these
misconceptions here. When you design your teaching-learning sequence, be sure to address these
misconceptions before you assess student learning!

Students may have misconceptions about the meaning of sentences in the mad lib without trying to
fill in the blanks as they read.

Students may not understand the process of using the word bank to insert questions into the blank,
and they may struggle with using the same words more than once.

Part 3b: Planned Supports THIS SECTION WILL NOT BE PART OF THE LESSON PLAN
REQUIRED FOR CIED 321!!!! It will be included in the lesson plans you write next semester in
CIED 311 Differentiated Instruction, as well as other future methods courses. Planned supports
differentiate literacy instruction assessment plans and teaching-learning sequences for all learners.
They are also meet the needs of students with Individualized Education Plans (IEPs); plans based
upon Section 504 of the Federal Rehabilitation Act of 1973 (504 Plans); plans for English language
learners (ELL Plans); and plans for other diverse learning needs aligned with lesson objectives.

Part 4: Identifying Language Demands- Ways academic language is used by students.

To demonstrate understanding students need to write, speak and/or visually represent their ideas by
applying and using academic language such as general academic and subject-specific words.
CIED 321 Primary Literacy Assessment and Instruction
Southern Illinois University Edwardsville

General academic words: Adjective, verb, noun, pronoun, grammar

Subject- Specific words: List and define the Tier 3 words that students need to understand to
comprehend the content or discipline (e.g. democracy, political map, commerce). These are often
the typical vocabulary or bolded words words that are listed informational texts and teacher’s
manuals for students to define.

There are no subject-specific words as this is a basic writing activity for 2nd grade. Many of the
students in this classroom are Tier-3 and require many different forms of support in school.
Swallowed- allowing food to pass down the throat
Absurd- something that is very out of the ordinary
Moral- belief in good and bad

Also describe the type of discourse (or text structure) demands students are encountering during the
lesson (i.e. problem-solution, sequence, cause-effect, or...).
There Was an Old Lady Who Swallowed A Fly incorporates a lot of sequencing throughout the
book, so students who struggle with sequencing may be prone to getting lost or disinterested in the
story.

Also describe the syntax demands students are encountering during the lesson: a) grammatical
intricacy in the form of simple sentences with one independent clause?; compound sentences with
more than one subject or predicate?; complex sentences with multiple independent clauses?; b)
lexical density in the form of excessive or minimal subject specific and/or general academic
vocabulary words per sentence?; c) excessive or minimal grammatical metaphors—verbs morphed
into nouns or nouns morphed into verbes—per sentence?; d) strong or minimal cohesion
determined by the number of clauses (or referential distance) between pronouns and their referents?

Students are working with application of knowledge with adjectives, nouns, and pronouns.

Part 5: Teaching/Learning Sequence

Elementary students should apply all literacy modalities during the lesson: (check each modality to
verify it was included in your teaching/learning sequence).
__x_ reading, __x_ writing, __x_ listening, _x__speaking, _x__viewing, _x__ visually
representing

Describe teaching and learning sequence of student instruction that includes assessment (formative
and summative) in order under the headings that follow. Be sure to include expected student
responses to all teacher prompts included in the teaching/learning sequence.
Introduction (Describe how you will engage the students to build on prior knowledge, experience,
and interest)

The lesson will begin with a short recall on previous pronoun and noun lessons, as the class has
been working their way through a unit on the topic. I will then introduce the book There Was An
Old Lady Who Swallowed A Fly and ask if the students have heard of any of the books associated
CIED 321 Primary Literacy Assessment and Instruction
Southern Illinois University Edwardsville

with it. Hopefully, many students have encountered at least one form of the book.
Development (Describe ordered activities and strategies that that promote student learning and meet
the objectives)

1. Read-aloud with the book under the projector.

2. Class discussion on the book and topics we have learned about in it (pronouns, nouns,
adjectives.)
a. Students demonstrate knowledge of language conventions through speaking and
listening.
3. Student-Volunteer will pass out mad libs to all the students
4. Directions will be read over and an example will be covered by the teacher candidate
5. Students will work in assigned pairs on the worksheet
6. After a given amount of time, students will be given the opportunity to share their mad libs
aloud or have the teacher read their mad lib to the class.
Closure (Describe student centered overview or summary of what was learned and connection to
future learning)

After the group work segment is finished, then the students will return to their desks and volunteers
can share their mad lib examples. Then, the teacher can tie up loose ends, answer questions, and
review the learning objective of the lesson.

Learning Extensions (Describe how students can apply or deepen new learning outside of school or
after the lesson is over?)

Students can elect to do more mad libs, look into the There Was an Old Lady series, which both
provide opportunities to practice with grammar conventions and sequencing. Mad libs provide
excellent practice for writing sentences, practicing grammar, and creative writing.
Part 6: Instructional Materials and Resources
List instructional materials, resources and technology needed to teach the lesson with descriptive
titles (i.e. Venn Diagram Comparing and Contrasting Mississippi River Commerce). In this
section, include APA citations for all borrowed materials and electronic resources your team used.

There Was an Old Lady Who Swallowed A Fly book

Mad Lib worksheet - There Was an Old Lady Who Swallowed A...

Projector
Smart Board

Commentary

Analysis of Teaching Effectiveness Using Self, Peer, and Professional Feedback:

CIED 321 Primary Literacy Assessment and Instruction
Southern Illinois University Edwardsville

A. Describe how the diagnostic pre-assessment tools would have enhanced your instruction.
How would these tools identify prior knowledge that is common among the students you
intend to teach? What critical differences in prior knowledge might these tools reveal?
Why would this be important to your teaching? Response to this commentary prompt
should be 1-2 pages in length and include references to information in CIED 321
textbooks.
One of the diagnostic pre-assessment tools that we could have used is screening.

Screening can significantly enhance instructional practices by providing valuable insights

into students’ prior knowledge, skills, and needs. A diagnostic assessment is intended to

identify students’ specific strengths, and challenges, as well as their independent and

instructional levels of reading, writing, and spelling. Diagnostic assessments are given on

an as-needed basis, and they are typically administered in a one-to-one setting. After

giving the assessment, we then could have used that information to tailor the instructional

content to meet the specific needs of the student. This tool can also be used to see if the

whole class is struggling with certain concepts so you would be able to adjust the lesson

plan to be able to focus on these areas. Another great thing that this too can do is help

differentiate instructions. This data can help accommodate diverse learning needs within

the classroom. If the screening shows that the student has a wide range of prior

knowledge among the student, then the teacher could make differentiated assignments to

ensure that all students are appropriately challenged. Lastly, the pre-assessment not only

tells you where the students are with prior information but it can also be used to monitor

student progress throughout upcoming units. By looking back at the information that the

pre-assessment data the teacher will be able to adjust instruction as needed and provide

timely feedback (Gehsmann and Templeton).

B. Describe elements of teaching this plan that were effective in supporting student learning.
Give specific evidence and reasoning from your teaching and student work samples to
support your claims of success. Response to this commentary prompt should be 1-2 pages
CIED 321 Primary Literacy Assessment and Instruction
Southern Illinois University Edwardsville

in length and include references to information in CIED 321 textbooks.

o During the lesson, Tatum did an excellent job supporting students in the learning
process. Tatum read aloud a book for the first part of the lesson: “There Was an
Old Lady Who Swallowed A….” and during the story, she supported students by
engaging them in the story. To engage them she would stop at certain parts of the
books and ask students questions. She would also give students time to give
reactions to this silly story, this helped to keep the spirits lighthearted and fun!
“When students are motivated and engaged readers, they can overcome what
otherwise are often challenging obstacles to the rate and extent of their literacy
development…” (Gehsmann & Templeton, 2022, pg. 17). Once she was done
reading the book to the class, she asked the students how they felt about the book
and what they thought of it. This motivated a lot of excitement and engagement
from the class! The time after reading the book was so important to her lesson
because it gave students the time to understand why the book was funny and what
made it funny. Therefore, allowing students to understand how good funny stories
are written. This relates to the author’s craft in a way; “Author’s craft lessons
show students how writers do what they do, and support students in becoming in
their own right” (Gehsmann & Templeton, 2022, pg. 375). This perfectly moved
into students creating their own stories in the Mad Lib format. The Mad Lib
format worked so incredibly well for students as it gave them a solid story to add
to and to be creative with. “Make Reading Social Design literacy activities that
create social connections for students.” [In the “Strategies for Your Classroom;
Moving Theory into Practice; Motivation and Engagement in Your Classroom”
section] (Gehsmann & Templeton, 2022, pg. 480). Giving students choices in the
words they were choosing to fill their story with helped them be engaged in what
they were doing and connect to the story they had just read. You could hear
laughter all around the classroom as they were creating their silly stories, which
was so awesome! Tatum was also walking around the classroom seeing what
students were writing, keeping them engaged, and helping them if they got stuck.
This helped to guide students in the right direction and feel supported through
their writing process. Before she gave the students the Mad Lib pages, she
CIED 321 Primary Literacy Assessment and Instruction
Southern Illinois University Edwardsville

reviewed each part of speech and how it would be used in their stories. This set
the students up for success in writing their own stories. At the end of her lesson,
she gave a handful of students the opportunity to share their silly stories with the
class. The students did so well with their stories and had the whole classroom
laughing as they read them. This helped to provide students with confidence when
it comes to writing and public speaking. Tatum made the classroom an overall
supportive environment which led to student success with little to no issues during
the lesson!

C. Reflecting on your lesson implementation, what elements of the lesson were not
effective? What could have been done differently? Why would these new ideas work?
Give specific evidence from teaching experience, cooperating teacher’s feedback, student
work samples, and your CIED 321 textbooks to support your claims about ineffective and
effective instruction. Response to this commentary prompt should be 1-2 pages in length
and include references to information in CIED 321 textbooks.
The lesson was aligned with standards and was used as a chance for formative assessment before

the students moved to a summative assessment over the unit of parts of speech. The formative

assessments used were discussion, observation, and a worksheet designed by the teacher

candidate. The lesson followed the interactive read-aloud model as described in page 87 by

Gehsmann and Templeton to better support literacy instruction. The read-aloud aids in teaching

fluent reading, exposing children to on-grade-level vocabulary. The read-aloud model was

chosen due to the number of emergent and beginning readers in the classroom who benefit from

the read-aloud model. The students were invited to co-construct the meaning of the text and

after the read-aloud concluded, were put into pairs to work together on creating their own version

of the text through the means of a mad lib.

The read-aloud model directly connected to the mentor text, There Was An Old Lady Who

Swallowed a Fly, where the use of a formative assessment provided a structured and scaffolded

experience for the students to write sentences using a word bank and their knowledge of the parts

of speech listed (Gehsmann & Templeton 2022, pg. 97).

CIED 321 Primary Literacy Assessment and Instruction
Southern Illinois University Edwardsville

At the end of the lesson, sharing time was used for students to read aloud their work for a short

review of the lesson and a fun activity. Sharing time also incorporates reading, speaking, and

listening skills practice. However, the share time model would be most effectively used if the

teacher candidate had asked students what they had felt like they learned and how they felt the

mad libs had gone (Gehsmann & Templeton 2022, pg. 96).

D. Make suggestions for what and how you teach next. Give specific evidence and
reasoning to support your claims for the future. Response to this commentary prompt
should be 1-2 pages in length and include references to information in CIED 321
textbooks.
For this lesson, Tatum began by reading a book called There Was an Old Lady Who

Swallowed a Fly. The students were very excited when Tatum pulled out the book to read to

them. Once the book was finished, the students began doing a Madlib that pertained to the

book. Students would fill in the blanks with either a noun, verb, adjective, or pronoun. This

lesson acted as a review for the students since they have been learning about nouns and

pronouns for the last few weeks. This is an important key to this lesson that the students have

been learning about nouns and pronouns as it will be a huge part of the lesson. The next step in

moving on from this lesson would be word sort. Word sorts are a basic staple of word study

instruction and it’s something you’ll probably do with your students nearly every day (TRW, p.

470). This is why taking the next step in teaching another lesson about word sorting is

extremely important. Students would sort words that are nouns, pronouns, and adjectives into

what part of speech they fall into. Specifically for these students in second grade, it is

important to consider all the levels that each student is at. From the knowledge we have of the

students, student two is known to be an exceptional student who excels in reading and math.

For a student like this and beginning to do a word sort, you may wish to make your sorts more
CIED 321 Primary Literacy Assessment and Instruction
Southern Illinois University Edwardsville

challenging, and you can do so by adding more categories or less obvious contrasts (TRW, p.

470). If a student is not at the level of student 2, there are other options too. If a word sort is

too difficult, you can reduce the number of categories, reduce the total number of words, use

categories of words from previous weeks, or use the sort for more than one week of instruction

(TRW, p.470). Completing a word sort with these students is helpful for them as they are

learning nouns and pronouns, and many modifications can be made for any type of learner.

2. Self-Reflection ...Choose at least 3 events from your lesson implementation and provide
analysis in the chart below.
What I saw and heard What it means Instructional Alternatives
with References

 Tatum allowed the  This means that  If Tatum wanted to

students, while she
was reading, to make
observations and state
their different
opinions when she
paused during
different parts of the
book.
 While observing
students write, it was
observed that some
students made their
Mad Lib follow just
how the story read
(same characters and
reactions). While
Tatum allowed
students to be fully
engaged with the
book. It also helped to
keep the kids engaged
with the reading and
allowed for little time
for students to
become unfocused. It
also allowed students
to use their listening
skills to help them
make observations
and inferences.
 This means that the
students were all
actively engaged in
the story and that they
followed along so
switch this part up,
she could have
planned questions
marked in different
parts of the book to
even further students’
thinking. What she did
was great! However,
Children’s Literacy
Initiative says,
“Answering open-
ended questions and
having conversations
about books improve
children’s listening
and speaking skills,
CIED 321 Primary Literacy Assessment and Instruction
Southern Illinois University Edwardsville
others took their story
a completely different
route.
 While students were
reading aloud, you
could tell that some of
them had a hard time
understanding the
meaning of periods
and commons and
how to use them
while reading aloud.
 This means that
well that they could
recite what happened.
It also shows us how
some students excel
more in writing and
creative elements than
others. The students
who followed the
book’s storyline
showed great listening
and reciting skills. At
the same time, the
students who took a
different route showed
great creativity and
imaginative skills.
students have not yet
built that awareness  An alternate approach
when reading or while
reading aloud when it
comes to grammatical
pauses. It shows that
it will be something
that students will need
more practice on as
well in order to
become more fluent
speakers when
reading writing aloud.
deepen their
comprehension,
encourage higher-
level thinking, and
develop their
vocabulary”
(Children’s Literacy
Initiative, 2016).
Tatum did this
smoothly but if she
wanted to work on
specific skills with her
students she could
narrow her questions
even more.
to this could be having
students make their
own story entirely. An
author from Reading
Rockets says,
“Writing allows
children to express
their thoughts,
creativity, and
uniqueness. It is a
fundamental way in
which children learn
to think critically,
organize and
communicate ideas,
and make thinking
visible and
permanent” (Reading
Rockets, Launching
Your Readers, 2024).
I think that Tatum’s
activity perfectly met
this but by having
CIED 321 Primary Literacy Assessment and Instruction
Southern Illinois University Edwardsville

students make their

own story entirely I
think we would see
even more creativity
emerge. That said, I
think the students who
struggle on this front
would have a hard
time fulfilling this
activity.
 An alternate approach
to students reading
aloud, offered by
Tatum, was having
Tatum read it to the
class. This was
offered to alleviate the
nerves of reading
aloud to the class, but
I also think it would
benefit students to
hear Tatum taking
those grammatical
pauses. Another
approach to this would
be correcting the
students after they
have read aloud.
Although this is more
of a time-consuming
route, it does help
them to understand
what the pause or lack
of pause is doing to
their writing.
Internation Literacy
Association gives a
helpful way to help
students, “Another
strategy I use with
CIED 321 Primary Literacy Assessment and Instruction
Southern Illinois University Edwardsville

students as early as
first grade is to write
down the misreads
they make while they
are reading. I then
read it back to them
and have them follow
along. I will read what
they said, not what the
text actually says.
They catch on quickly
that what they said
was not correct. They
tell me that what I
read was wrong. The
students start to get
their eyes on the word
and read more
carefully, paying extra
attention to what they
are reading”
(International Literacy
Association, Jennifer
Johnson, 2016).

3. Analysis of Three (3) Students’ Learning of the Lesson Objective During/After the
Lesson
Student 1: Student 1 was able to read the instructions and fill out the form without any issues.
Student one was also able to understand nouns, pronouns, adjectives, verbs and properly use
them.

Student 2: Student 2 completed the assessment with ease, although redirection and explanation
CIED 321 Primary Literacy Assessment and Instruction
Southern Illinois University Edwardsville

was needed for the use of pronouns in the mad lib. Outside of the mad lib, the student used all
listed parts of speech correctly and understood their use in sentences, thus meeting the objective
of the lesson.

Student 3: Student 3 worked with a partner to fill out the form that consisted of “productive
struggle”. This student needed some redirection and help but did complete the madlib accurately.

E. Summarize how each student met the lesson objective and give specific evidence that
supports your claims..
F. Describe specific feedback you gave to each of the students as a result of your findings
and explain how each student can use this feedback in the future.
G. Describe how you could use other assessments to inform your group’s literacy
instruction.

Student 1
1. The first student is an on-grade-level student but struggles with reading and writing. She
demonstrates high levels of comprehension in reading but struggles to decode words and can
become very anxious/frustrated during reading. However, she is VERY motivated to do well in
school, and a little encouragement and feedback is all she needs to get back on track. Student one
and their partner were some of the few students who understood the pronoun portion of the mad
lib right away. They were able to complete the mad lib with 100% accuracy to the directions of
the mad lib.

2. For this student since they were able to breeze through this activity I didn’t have much
CIED 321 Primary Literacy Assessment and Instruction
Southern Illinois University Edwardsville

feedback. In the future, if I were to do this activity again then I would encourage the student to
find words that were not given to them on the paper to fill out their Mad lib.

3. For student one I could have used other assessments to see that the student was going to have
an easy time getting through this assignment. I could have then used the information to make an
assignment to meet the student’s readiness level.

Student 2
1. The second student met the lesson objectives and went beyond the lesson into learning extensions.
Student 2 is an exceptional student, who excels in core subjects of the second grade. Not only was this
student able to successfully create sentences with proper adherence to language conventions, but the
student began to write his own freeform end to the mad lib with no assistance. The student used more
words from his own thoughts than from the word bank and chose words that fit into the categories of
nouns, verbs, and adjectives correctly.

2. I would encourage this student towards other learning extensions of this lesson, or writing a creative
story based on the prompt. The student has a lot of ideas about stories and such, so encouraging him
towards engaging in his creativity and practicing writing independently would benefit the student
immensely.

3. I would gather more forms of formative assessment for this student, but I ultimately think he is ready
for summative assessment. He demonstrates mastery of most of the parts of speech and was just
unfamiliar with the format of the mad lib. In his own sentences, he demonstrated mastery of pronouns
as a part of speech even though he struggled with that on the mad lib.

Student 3
1. The student is an emergent reader and writer. She demonstrates developmentally appropriate
speaking and listening skills but is a grade or two behind in her core subjects, reading and math.
This student is not motivated towards schoolwork but since this lesson included working with
partners, the student was more motivated to do it. The student was able to complete the Madlib
with help and support. It was a productive struggle to get there.

2. For student 3, I was able to give feedback on one part of the Madlib. Instead of writing just
they or them, the student wrote both words in the blank. Since this student was able to complete
this with little help, I would also encourage them to use words outside of the word bank next
time.

3. For student 3 I could also use other assessments to see that the student would be able to
complete this activity fairly easily. If I had gathered other assessments, then I would have been
able to give this student something to meet their readiness level.
CIED 321 Primary Literacy Assessment and Instruction
Southern Illinois University Edwardsville

Literacy Lesson Plan and Commentary Scoring Guide

200 Final Grade Points

Lesson Plan and Materials

Lesson plan includes accurate and aligned standard, objective, teaching strategies, and assessments that enable: 1)
preassessment, formative assessment, and summative assessment; 2) an understanding of the lesson’s language
demands; 3) a detailed, “first person” teaching and learning sequence section including expected student response;
4) meaningful use of writing and assignment template conventions. A complete appendix includes required
instruction artifacts and materials (45-50 points)

Lesson plan elements and materials present, well written, accurate and aligned, but plans for assessment, meeting
language demands, or executing a teaching and learning sequence are incomplete (35-44 points)

Lesson plan elements and materials are not present, well written, accurate, or aligned, and multiple sections of the
plan are incomplete (0-34 points)

Commentary Claims
Accurate and meaningful claims are present for diagnostic assessment procedures, teaching effectiveness, analysis
of team member teaching, analysis of 3 students’ learning, and needs for future instruction. (45-50 points)

Accurate and meaningful claims are not present for all commentary prompts (35-44 points)

Accurate and meaningful claims are not present for multiple commentary prompts (0-34 points)

Commentary Evidence
Evidence gathered from assessment and instruction supports claims that are made about diagnostic assessment
procedures, teaching effectiveness, analysis of team member teaching, analysis of 3 students’ learning, and needs for
future instruction. (45-50 points)

Evidence for claims is not present for all commentary prompts (35-44 points)

Evidence for claims is not present for multiple commentary prompts (0-34 points)

Commentary Reasoning
Textbook reasoning, including but not limited to direct references to assigned reading, explains claims about
diagnostic assessment procedures, teaching effectiveness, analysis of team member teaching, analysis of 3 students’
learning, and needs for future instruction (45-50 points)

Textbook reasoning for claims is not present for all commentary prompts (35-44 points)

Textbook reasoning for claims is not present for multiple commentary prompts (0-34 points)
CIED 321 Primary Literacy Assessment and Instruction
Southern Illinois University Edwardsville
CIED 321 Primary Literacy Assessment and Instruction
Southern Illinois University Edwardsville
CIED 321 Primary Literacy Assessment and Instruction
Southern Illinois University Edwardsville

The lesson was aligned with standards and was used as a chance for formative assessment before the
students moved to a summative assessment over the unit of parts of speech. The formative
assessments used were discussion, observation, and a worksheet designed by the teacher candidate.
The lesson followed the interactive read-aloud model as described in page 87 by Gehssman and
Templeton to better support literacy instruction. The read-aloud aids in teaching fluent reading,
exposing children to on-grade-level vocabulary. The read-aloud model was chosen due to the