Sample Co-Teaching Lesson Plan (Direct Instruction)

Teachers:
Wendall Joe
Subject:
2
nd
Grade Fluency
Standard:
3. Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

Objective (Explicit):
I will read text orally with accuracy and expression by demonstrating the ability to read a passage.
Evidence of Mastery (Measurable):
Include a copy of the lesson assessment.
Provide exemplar student responses with the level of detail you expect to see.
Assign value to each portion of the response
Exceeds (4): Student demonstrates ability to read a paragraph text with 100% accuracy, expression, and rate.
Meets (3): Student demonstrates ability to read a paragraph text with 80% accuracy and expression.
Approaches (2): Students demonstrates ability to read a paragraph text with less than 80% accuracy and limited expression.
Falls Far Below (1): Student reads with limited accuracy and limited expression.


Sub-objectives, SWBAT (Sequenced from basic to complex):
How will you review past learning and make connections to previous lessons?
What skills and content are needed to ultimately master this lesson objective?
How is this objective relevant to students, their lives, and/or the real world?
SW will understand concepts of reading with accuracy, rate, and expression.
SW will understand the concept of readers theater.
SW complete a readers theater.
Key vocabulary: Readers Theater Materials: SMART Board, Text copies of three little pigs, and
readers theater script both copies obtained on
www.readinga-z.com
Opening (state objectives, connect to previous learning, and make relevant to real life)
How will you activate student interest?
How will you connect to past learning?
How will you present the objective in an engaging and student-friendly way?
How will you communicate its importance and make the content relevant to your students?
I will begin the lesson by reading the students a text with great expression and prosody. I will then read the same text
like a robot (poor prosody). I will then ask the student which sounded better and why. This is where we will start the
discussion on the importance of reading with accuracy and expression.

I
n
s
t
r
u
c
t
i
o
n
a
l

I
n
p
u
t

Teacher Will:
How will you model/explain/demonstrate all
knowledge/skills required of the objective?
What types of visuals will you use?
How will you address misunderstandings or common
student errors?
How will you check for understanding?
How will you explain and model behavioral
expectations?
Is there enough detail in this section so that another
person could teach it?
Student Will:
What will students be doing to actively capture and process
the new material?
How will students be engaged?


I will start by reading the State Standard and have the
students read the objective together (both will be on SMART
Board). I then hand out the Three Little Pigs story book.
I will continue on from the opening through. I will explain the
importance of reading with accuracy, rate, and expression.
When reading with expression and rate I explain the
importance of punctuation marks and how they serve as
indicators to stop or to show a deep expression. I will then
read passages from the The Three Little Pigs story. I will
read a passages from the story in monotone (with poor
express or rate), and re-read the passage with better
expression, rate, and accuracy.
We will then finish reading the book working on prosody.
Students will be expected participate in at least 40% of the
text reading (student volunteers and student sticks will be
drawn). For parts in the story that have conversation with the
pig and wolf (ex: Little pig, little, let come in, says the wolf.
SW follow along with The Three Little Pigs Story
SW will distinguish the difference between reading with accuracy,
rate, and expression based on my model reading of the story.
SW will actively participate in readings in the story. Student will
participate in reading selected lines in the story with their shoulder
partner (ex: Little pig, little, let come in, says the wolf. Not by the
hair of my chinny, chin, chin! said the pig).

Not by the hair of my chinny, chin, chin! said the pig). Stop
the lesson and have students practice saying this verse with
their shoulder partner where one student is the pig and the
other is the wolf.

Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?
Single teacher
Differentiation Strategy
What accommodations/modifications will you include for specific students?
Do you anticipate any students who will need an additional challenge?
For students who many need accommodations I will provide one-on-one assistance when it is time to partner read the story. For
students who need an additional challenge I will provide high leveled reading book version of The Three Little Pigs. Once they have
completed the initial reading they may try reading aloud a higher leveled book.
G
u
i
d
e
d

P
r
a
c
t
i
c
e

Teacher Will:
How will you ensure that all students have multiple
opportunities to practice new content and skills?
What types of questions can you ask students as you
are observing them practice?
How/when will you check for understanding?
How will you provide guidance to all students as they
practice?
How will you explain and model behavioral
expectations?
Is there enough detail in this section so that another
person could facilitate this practice?
Student Will:
How will students practice all knowledge/skills required of the
objective, with your support, such that they continue to
internalize the sub-objectives?
How will students be engaged?
How will you elicit student-to-student interaction?
How are students practicing in ways that align to independent
practice?



I will hand out the Three Little Pigs readers theater script. I
will then explain the concept of readers theater and how they
need to act out certain parts of the script. I will mode the first
three lines of the script for them to visualize how it works. I
will then check for understanding and make sure everyone
knows what to do.
I will then assign the characters (narrator, mother pig, first
little pig, second little pig, third little pig, and big bad wolf). I
will give the student 5 minutes to review and practice their
parts.
We will then complete the readers theater and during this
process I will provide academic feedback on their ability to
demonstrate reading with accuracy, rate, and expression.
At the end of the readers theater we will have a class
discussion on how accuracy, rate, and expression brought the
story to life.

SW will review the Three Little Pigs script and view me model how
to read with prosody.
SW will then practice reading their lines with accuracy, rate, and
expression with their shoulder partner.
SW will perform the readers theater and make note of any
academic feedback I give them after their reading.
SW will actively participate in the ending discussion on the
importance of reading with accuracy, rate, and expression. We will
talk about how the story brought to life, and becoming stronger in
these areas (accuracy, rate, and expression) will make it come to
life in their minds.
Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?
Singe Teacher
Differentiation Strategy
What accommodations/modifications will you include for specific students?
Do you anticipate any students who will need an additional challenge?
How can you utilize grouping strategies?
For students who may need accommodation I assign them roles that are not as difficult (such as mother pig). If they choose other
characters that have more difficult lines I will be a part of that group the help them read if they struggle. Students that my need
additional challenge will be given a separate readers theater script (higher leveled) that they can attempt with other students if others
finish early.
I
n
d
e
p
e
n
d
e
n
t

P
r
a
c
t
i
c
e

Teacher Will:
How will you plan to coach and correct during this practice?
How will you provide opportunities for remediation and
extension?
How will you clearly state and model academic and
behavioral expectations?
Did you provide enough detail so that another person could
facilitate the practice?
Student Will:
How will students independently practice the knowledge and skills
required by the objective?
How will students be engaged?
How are students are practicing in ways that align to assessment?
How are students using self-assessment to guide their own
learning?
How are you supporting students giving feedback to one another?


At the end of the readers theater I will call student to back
where I will give them paragraph reading (Sams Diary)
assessment.
Student will be asked to read (demonstrate) the paragraph
(88 words) with proper accuracy, rate, and expression. I will
remind them how we preformed the reading during the story
SW read the 88 word paragraph aloud to myself.
SW will read the paragraph with proper accuracy, rate, and
expression.
SW will have an open discussion with me regarding their
performance.
text and readers theater.
I will take a record of their ability to read with accuracy, rate,
and expression.
I will provide academic feedback at the end of the read based
on their performance.
Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?
Differentiation Strategy
What accommodations/modifications will you include for specific students?
Do you anticipate any students who will need an additional challenge?
Student who may need special accommodation will be given a lower leveled reading assessment. Students who may need a
challenge will be given a higher level reading text if they read the initial assessment text with 100 percent accuracy, rate, and
expression.
Closing/Student Reflection/Real-life connections:
How will students summarize and state the significance of what they learned?
Why will students be engaged?
I will close the lesson by asking how they felt about the readers theater and if it helped them read with accuracy, rate, and
expression. I will ask them to hold up 1 finger for I mastered it, 2 fingers for I got it, and 3 fingers for I need a little more help