EDT 346E WEEKLY LITERACY LESSON PLAN KEY ASSESSMENT WITH TECHNOLOGY: Week 9

Teacher Candidate: Kaitlin Schultheiss

Student: Anna Snelling
Grade: 3rd
Dates: W 4/22/15 & F 4/24/15

Lesson
Plan # 9

PLAN

1st Strategy

2nd Strategy

Initial Sound Bingo. (Words

Their Way p. 186). Students have
a bingo board that has the initial
sounds of blends written in each
square. Students will be shown a
picture and must look to see if
they have the initial sound of that
picture on their board.

Word Ladders. (50 Literacy Strategies pg.

148). Students will be given a word and
then using some of the clues provided, the
student will figure out which letter will be
changed to make a new word.

1st Assessment

Addl Literacy Assessments (optional)

Strategy Title & Complete

Source; Description of
Strategy:

Assessment Title &

Complete Source

Bader Graded Reading Passages: None

3EA, 2EB, and 3EB (Bader
Reading and Language Inventory)

Description of Learner:
Include reading levels,
assessment data, any
differentiations; add new
information to each lesson
plan _____

No accommodations needed.

Wears glasses

Bader: Instructional Reading Level=2nd Grade

Developmental Spelling Inventory Spelling Stage: Early-Middle Within-Word Pattern

Stage

Running Record: If You Give A Moose a Muffin by Laura Numeroff (gr. 2.7) WPM:
65.25 Fluency: 97% (Independent)

Running Record: The Paperboy by Dav Pilkey (gr. 3.5) WPM: 73.71 Fluency: 95%
(Instructional)

Multidimensional Fluency Scale: Miss Nelson is Missing! By Harry Allard (gr. 3.2)
Demonstrated making good progress in fluency. Score of 11/16=69%. (Occasional
expressionless reading, mixture of pauses, hesitations, and uneven fast and slow reading).

Cloze Procedure: Harold's Circus by Crockett Johnson (gr. 2.5) Filled in 6/15 words in

ILKleiman spring 2015 (Adapted from www.stmartin.edu & Dr. Michelle Cosmah, EDT)

the passage=40%. This passage was on students Frustration Level.

Common Core ELA

Standard: Identify strand,
grade, number (e.g., RL4.3)
& include entire standard +
any applicable subcategory.

1st Strategy

Audience: Who (the

student)

Behavior: What
(standard)

Condition: How
(strategy & text titles)

Degree: Measureable
outcome _____

Instructional Materials,
Equipment & Technology:
List titles & sources of all of
the texts (including reading
levels), materials &
technology you & your tutee
will use during the lesson &
attach materials or photos to

2nd Strategy

RF.3.3.A Know and apply grade- RF. 3.3 Know and apply grade level phonics
level phonics and word analysis in and word analysis in decoding words.
decoding words. A. Identify and
know the meaning of the most
common prefixes and derivational
suffixes.

1st Strategy

2nd Strategy

The student will know and apply

grade-level phonics and word
analysis in decoding words and
identify the most common
prefixes while playing Initial
Sound Bingo and correctly
identifying at least 9 initial
sounds.

The student will know and apply grade level

phonics and word analysis in decoding
words by creating word ladders using the
Pop Words Ipad app and completing six
word ladders from the list that comes from
each completed round (6 rounds total).

Student Learning Objective

(central focus): ABCD

Retelling: Edwina, the Dinosaur who didnt Know she Was Extinct by Mo Willems (gr.
2.7) 3: Student retold the main idea of the passage with a few supporting details.

1st Strategy

4X4 square Bingo

cards with blends
written on them (I
made them)

2nd Strategy

Assessment(s)

IPad

Pop Words
Ipad
application

Bader Graded
Reading
Passages 3EB,
2EB, 3EA

lesson plan. _____

/sc/ /sm/
/fl/ /tw/ /bl/
/sw/ /sk/ /st/ /sl/ /fr/ /br/ /cl/
/pl/ /qu/ /gl/ /pr/ /sp/ /sn/
/gr/ /cr/

Functional Language: List

literacy terms & academic
language you will use to help
the students understand the
literacy strategies & content
(terms from the strategy &
the standard, e.g., discuss,
analyze, compare-contrast;
predict, question, decode,
etc.).

Key Vocabulary: List

vocabulary from the text &/or

Deck of cards with

pictures of objects with
blends glued to each
card (each having a
match) (Words Their
Way Appendix C)
Place markers for
bingo cards (pennies)

White board

Marker

Pen

List of blends for

students
to
name
words that have the
blends (above blends)

by
Lightwood
Games

Internet
search
picture
ladder

of

Paper

Pen

6
ladders
drawn
on
paper
(I
made it)

Pen

2nd Strategy

Word Analysis

Word Analysis

Initial sounds

Decoding

Decoding

Vocabulary

Blends

Word Ladder

1st Strategy

Bader Reading
and Language
Inventory text
p. RP-28, RP25, and RP-29

to

1st Strategy

2nd Strategy

ILKleiman spring 2015 (Adapted from www.stmartin.edu & Dr. Michelle Cosmah, EDT)

activity that is at the students

instructional & frustration
level (at least 4 words).
_____

Globe

Water

Quarter

Mater

Braid

Mates

Scooter

Fates

Plus any other words that appear

through play on the application.

INSTRUCT & ENGAGE

Independent Reading: Text
must be at the students
independent reading level OR
at his/her instructional or
frustration level if you are
reading it aloud.

Literacy Assessment (NO

scaffolding):
Purpose: Why student is
completing assessment
Directions: Step-by-step,
complete instructions
Closing: Conclude the
assessment, transition to
next activity _____

Text(s): Title & Author + Reading Level:

Because of Winn-Dixie by Kate

DiCamillo (gr. 4.1)

X You read aloud

Tutee read aloud
You both read silently

Literacy Assessment

Additional Literacy Assessment(s)

Purpose: If you can remember

way back to the first week we
met, I had you read these reading
passages. I am going to ask you
to read them again so I can see all
the progress you have made since
weve met!

N/A

Directions: First I am going to

ask you a background knowledge
question of the passage you will
be reading. Then I will ask you to
read the passage. After you read
the passage, I am going to as you
to retell the story and then some
comprehension questions.
Closing: Thank you so much for
completing those passages for me!
You have improved and showed
great progress since we have been
working together! You are going

to be a rock star when you go to

fourth grade!

Literacy Strategies

Opening: Elicit students

background knowledge about
concept & strategy in
multiple ways (not just
questions). _____

1st Strategy

2nd Strategy

Who can spell the word crazy?

[Student responds: write response
on whiteboard]. Who can spell the
word crate? [Student responds:
write response on whiteboard
under the word crazy]. Who can
tell me what is similar between
these two words? [Student
responds: cr]. Correct!
(Underline cr in both words).
Both these words have the same
initial sound of /cr/.

Can you tell me what you know about a

ladder? [Student responds]. What are some
things you may use a ladder for? [Student
responds] Lets look up a ladder online so
we can know more about them! (Look up
picture of a ladder). What are some things
you notice about this ladder, like how many
steps are on it? [Student responds]. And
what direction would you go on a ladder if
you wanted to use one? [Student responds].
Yes you would go up! So here I want you to
draw a ladder. (Student draws ladder). Say
I had the word dog. Im going to write dog
on the bottom step of the ladder. (Writes
dog on bottom step of the ladder). What
letter could I change on the next step to
make it a new word? [Student responds:
varies]. Yes! Could you write that on the
next step of the ladder going up? And what
could you change from that word to make a
new word? [Student responds: varies].
Excellent! Could you write that on the next
step going up?

Lets try another. Who can spell

the word swim? [Student
responds: write response on
whiteboard]. Who can spell the
word sweet? [Student responds:
write response on whiteboard
under the word swim]. Now who
can tell me what is similar
between these two words?
[Student responds: sw]. Great!
(Underline sw in both words.)
Both these words have the same
initial sound of /sw/.
Both the /sw/ and /cr/ sounds are
two letters coming together at the
beginning of word. These are
called initial blends. Lets review
initial blends. Here I have a list
of all the initial blends. (Pass out
list). Lets go around the group
and try and think of as many

ILKleiman spring 2015 (Adapted from www.stmartin.edu & Dr. Michelle Cosmah, EDT)

words that have these initial

blends. (Allow students to
respond).

Learning Activities: [Directions for the procedures that are broken down below.] Give detailed, step-by-step
instructions on how you will implement the instructional plan in the procedures below. Describe exactly what
you & the students will do during the lesson & how you will scaffold their learning. Please use a numbered or
bulleted list.
In planning your lesson, think about:

The complete step-by-step directions & scaffolding you will provide

What kinds of questions you plan to ask

Teacher Modeling: How

you alone will describe &
demonstrate the entire
strategy to the students (no
participation from students)
including examples &
scaffolding._____

1st Strategy

Now that I know what the

initial blends are, I am going
to play Initial Sound Bingo
with Blends! Here I have my
game board (show game
board). In each square there
are two letters that make a
sound called a blend.

When Im playing bingo, I

am going to first look at the
picture of the card that the
teacher holds up. (Picks up
card:
shows
slide).
HmmmIm going think to
myselfthis is a picture of a
slide. Slide starts with sl
now I am going to look on
my board for slHere it is!
(Covers square with bingo
marker). Great!

Now the teacher will hold up

smell. Im going to think to
myselfsmell starts with
smNow Im going to look
for the sm on my board
Here it is! (Covers sm on

2nd Strategy

So today I brought my Ipad and

we are going to play a really fun
game called Pop Words! First, I
am going to turn on the game
and open the application. (Open
application and follow on screen
directions).

Once I get to where I want to

begin, I am going to press start.
The timer is going to run for a
minute and a word is going to
pop up. (Word pops up).

So first Im going to read this

word: WATER. Im going to
think to myself how I want to
change this word? Oh I know! I
can change the W and put a M
and make Mater. Perfect! Now
I will continue playing. I could
also change the R with an S and
make Mates. If I keep going, I
can change the M with F and
make Fates! (Click each letter in
the word to replace it with
another letter). [Continue play

board).

until the minute is up].

Guided Practice: During

this part of the lesson, the
teacher and the students
practice together. You will
assist the students, takes turns
& participate along with the
class. _____

1st Strategy

Now I need your help to try

and get four in a row and
win Bingo! Im going to pull
another cardcan you tell
me what this card is?
[Student responds: based on
card]. And what initial blend
does that card start with?
[Student responds: based on
card]. Great, now Im going
to look for the blend on my
boardhere it is! (Covers
square with bingo marker.)

2nd Strategy

Now lets play the game

together! First I want you to
click start!

What word do you see on the

screen? [Student responds].

Lets think of a letter we could

take out of that word and switch
it with a new onehmmmm I see
one! The clue is_____ (give
student clue of the word to
change the letter). Great! Now
lets think of what we could
change again to make a new
word. What word do you see?
[Student responds: I change the
letter on the screen.]

(Continue playing with the

student back and forth giving
clues for a minute.
Repeat
guided practice if needed in
another round).

Great! I loved making words

with you! Now lets put them on
our word ladder! We are going
to look at the list and write the
first word on the bottom. (I say
the word and the student writes

Continue the guided practice of

having student name card and search
for square to cover on board until
four in a row occurs.

Great! Now we made four in

a row and we can shout out
Bingo!

Now I have finished my round of

playing. When I finished, it gave
me a list of the words that I
made! Now I am going to want
to transfer them onto my drawn
ladder. (Write each word on
each step of the ladder going
up). Here I can see the letter
changed going up the ladder
and looking at each word! This
will also allow me to see how I
got from my first word to the last
word!

ILKleiman spring 2015 (Adapted from www.stmartin.edu & Dr. Michelle Cosmah, EDT)

on the bottom stepcontinue

until ladder is filled).

Independent Practice:
Release the students to
demonstrate their ability to
complete the activity alone.
Include complete directions
that explain what students
must do to complete the
activity & meet the objective.
_____

1st Strategy

I think you are ready to play

Initial Sound Bingo on your
own! Each of you will get a
card and I am going to hold
up each picture. I want you
to think to yourself what
each picture is and think of
the blend that would be at
the beginning of that word.
When you know the blend,
look for it on your board and
cover it with one of the bingo
markers.

2nd Strategy

You are a rock star at this game!

I think it is time you play on
your own!

Remember, when you press start,

you will be given one minute to
make as many words at you can
by switching out one letter at a
time. Think of a new word each
time and that may help you find
the letter that needs to be
switched!

Also, another clue is that if you

think you can switch a letter, and
it turns out to not be a word, it
wont let you put that letter in its
place. That can help you figure
out if the word is really a word!

When the time runs out, make

sure you transfer all the words
onto the word ladder! I want
you to play the game at least 6
times and make 6 ladders.
When you are finished! You can
tell me how some of your words
changed from the bottom of the
ladder to the top of the ladder!

If you get four in a row, make

sure to say Bingo! so we
know the round is over!

Students begin play: assist where

needed.

Student continues play; assist and

give clues where needed.

Closure (Assess): How will

the students demonstrate their

1st Strategy

2nd Strategy

ability to meet the objective,

including how you will
measure & document this
ability? Attach assessment
documents to lesson plan
where appropriate. _____

That was a great game of

Bingo! I loved how you all
looked at each picture and
thought really hard about the
two letters that made up the
sound. Now I want you to
tell me some of the words
you remember that allowed
you to cover up a square on
your board. I also would
love it if you would tell me
what the blend of that word
is!

That was so much fun! I loved

how you thought of all the
different kind of words you can
make and then made six word
ladders! Tell me how some of
your words changed from
bottom to top on some of your
ladders? [Student responds].

Write Student responses here:

Write Student responses here:

Great! I really enjoyed getting

to play this activity with you!

At least 9 initial sounds were 6-word ladders means student met the
identified on students game board objective.
and covered throughout total play of
Initial Sound Bingo means student
met the objective.

ILKleiman spring 2015 (Adapted from www.stmartin.edu & Dr. Michelle Cosmah, EDT)