Teacher Candidate: Michelle Pallazza

Student:
Grade: Second
Dates: W 4/22/15 & F 4/24/15

Lesson
Plan # 9

PLAN

1st Strategy

2nd Strategy

Story Board (50 Literacy Strategies

p. 131). Student will create story board
by correctly placing pictures in
sequential
order
to
show
comprehension for story just read.

Making Words (50 Literacy Strategies

p. 71) Student will make words using
PowerPoint on computer to create smaller
words out of one large word.

1st Assessment

Addl Literacy Assessments (optional)

Strategy Title &

Complete Source;
Description of Strategy:

Assessment Title &

Complete Source

Bader
Reading
Inventory text

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

Common Core ELA

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

Student Learning

and

Language n/a

Bader: Instructional Reading Level: first grade

DSA: early-middle within word pattern
Multidimensional Fluency Scale: total score of 9 shows that student is making
progress towards fluency.
Running Record: 68 WMP, 94% accuracy rate the only four mistakes were
graphophonetic
Retell: 1/6 no recall or minimal recall of only a fact or two from the passage.
Cloze Procedure: 9/12 correct (with word bank) giving him a 75%.
Bader: Instructional Reading Level: ________ (Will add after assessment).

1st Strategy

2nd Strategy

RL.2.5 Describe the overall structure of

a story, including describing how the
beginning introduces the story and the
ending concludes the action.

RF.2.3 Know and apply grade-level

phonics and word analysis skills in
decoding words. (F) Recognize and read
grade-appropriate irregularly spelled
words.

1st Strategy

2nd Strategy

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

Objective (central
focus): ABCD

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
lesson plan. _____

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,

Student will describe the overall

structure of If You Give a Pig a
Pancake, including describing how the
beginning introduces the story and the
ending concludes the action by placing
pre-printed pictures from book in
sequential order with 12 out of 16
pictures correctly placed giving him a
75%.

1st Strategy

If You Give a Pig a

Pancake by Laura
Numeroff (gr. 2.8)
Pre-printed
pictures of story
(teacher created).

Student will apply grade-level phonics

and word analysis skills in decoding
irregularly spelled words by creating
smaller words from a larger word using
PowerPoint in a Making Words lesson
with at least one word in the 1 letter
section, two words in the 2 letter section,
six words in the 3 letter section, six words
in the 4 letter section, and one word in the
5 or more letter section.

2nd Strategy

Assessment(s)

Laptop

Number of letters
recording
sheet
(teacher created)

Bader Reading
and Language
Inventory
reading
passages

Pencil

Maxs Words by
Kate Banks (gr. 2.4)

Bananagrams letter
tiles for opening

1st Strategy

2nd Strategy

sequence

vocabulary

story board

decoding

analyze

making words

question, decode, etc.).

Key Vocabulary: List

vocabulary from the text
&/or activity that is at the
students instructional &
frustration level (at least 4
words). _____

1st Strategy

2nd Strategy

homesick

collection

decorate

rapidly

wallpaper

slithered

tap shoes

arrange

scrambled

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

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

You read aloud

Maxs Words by Kate Banks (gr. 2.4)

Tutee read aloud

If You Give a Pig a Pancake by Laura

Numeroff (gr. 2.8)

You both read silently

(What will you read?_____

Bugs for Lunch by Margery Facklam (gr.

1.5)

______________________)

The Big Red Detective by Gail Herman (gr.

1.9)
Literacy Assessment

Purpose: Since this is my last week

with you, this will be the last
assessment I will give you. I am going
to give you the same one as the first
time I met you so that I can see how
much youve learned since we started
reading together.

Additional Literacy Assessment(s)

n/a

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

next activity _____

Directions: I am going to have you

read these passages out loud to me
while I follow along on my own copy.
Once you have finished reading it, I
will ask you to retell the story to me
and I will ask you some questions
about the story. Just like I said before,
this is the same thing I had you do the
first time we met and that way I can see
what you have gotten better at.
Closing: Great job. Thank you so
much for doing this for me. I am so
happy that you were able to retell the
story to me and answer questions
about the story. You must have learned
a lot because you really did a great
job.

Literacy Strategies

Opening: Elicit students

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

1st Strategy

A couple months ago I had you do a

story board with the story about the
bear wanting to keep a child as a pet.
We are going to do the story board
again but this time with the book, If
You Give a Pig a Pancake. Can you
remind me what we do for a story
board?
Student responds.
Right, we put the pictures in order of
how they happen in the story. That is
called sequencing the pictures. Can
you remind me what the parts of a
story are?
Student responds.
Yep, beginning, middle, and end. If we
can start from there, we can fill in the
details in between those main parts of
the story.

2nd Strategy

Today we are going to make smaller

words out of a larger word. This activity
is called making words. Using your name,
show me what words you could make
using just those letters.
Student uses letter tiles to create words
from name.
Great! You can make a lot of words using
your name. What if you we did just your
first name? We would only get a few
words, huh? Well today we will be
creating words from one larger word on
my computer using the PowerPoint
program. You will get to move the letters
around to create smaller words out of the
one big word.

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

2nd Strategy

I am going to read the story If You Give

a Pig a Pancake to you and then have
you put the pictures from the book in
order of how it happened in the story.
Teacher reads book.
Ok so I am going to look for the
beginning of the story which I
remember is the girl giving the pig a
pancake. So I will place that picture
first. Now I will look for the last picture
which I remember is ALSO the girl
giving the pig a pancake except I
remember she looked really tired after
the long day so I know that picture of
the pig with the pancake will have the
girl laying her head down on the table.
Since this one is the last picture, I will
place it all the way at the other end of
the table at the end.

First I am going to read you a story

called Maxs Words where a little boy
hears about his two brothers who have
collections of coins and stamps and he
wants some. Before starting, lets talk
about what a collection is; a collection is
a group of the same type of thing.
Teacher reads book, stopping to explain
words from certain pages (rapidly,
slithered, arranged, & scrambled).
Now that I have read the book and we
have learned new vocabulary words, I
am going to show you what to do on the
computer to create new words using one
larger word. Here at the top I have the
word VOCABULARY. I am going to
click on them to and move each letter
down to create a new word. Once I have
a new word with my letters on the
PowerPoint, I will record it on my
recording sheet. I will start with a one
letter word. A. Now I will click on the
A and move it down below. Now that I
have it on the computer, I will record it
on my sheet in the one letter words
column. Now I will move the A back
up so I can use it again for my next word.
Now let me try for a two letter word. I
will move the B and the Y down to
say by. Now I will record it on my
recording sheet in the two letter words
column. Before I move those two letters
back up, I already know a three letter
word that I can create by just adding one

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

letter to the two I already have. I will

move the Y over and put U in
between. Now I have a homophone of
by and turned it into buy. I will
record that in my three letter word
column and put all of those letters back
up. For my four letter word I am going to
click on the B, U, R, and Y to
write bury. I will record it on my sheet
under the four letter words column. Now
I will move all of those letters back up
and look for a five letter or more word.
For that I will click on the C, U,
R, L, and Y to write curly. Now I
will record it on my five letters or more
words column and move them back 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

2nd Strategy

Can you think of what happened when

the pig got the pancake at the beginning
of the story?
Student responds.
Right, he wanted syrup. Can you find
the picture that would tell us he has
syrup for his pancakes and place it
where it belongs.
Student finds picture and places it next
to first picture.
Exactly right! Lets do one more picture
together and then have you do the rest
on your own. So after the pig gets syrup
for his pancake, what happens next?
Student responds.
Right. He gets sticky. Can you find the
picture on the table that would match
the one from the story about the pig
getting sticky and place it in the correct
order?
Student finds correct picture and places
it in correct order.
You got it. Now Ill have you do the rest
on your own.
Teacher continues scaffolding as
needed.

Can you help me to think of another

word I can create from the word
vocabulary?
Student response varies.
Right. So I will click on which letters to
create that word?
Student responds.
Exactly. Can you click on them to move
them down and write that word for me?
Student moves letters to create word of
his choice.
Ok now which column do I record that
word in?
Student responds.
Fantastic. You got it. Now can you
remember what else we should do now
that we have created a word and
recorded it?
Student responds.
Correct, move the letters back up so we
can see them all in order to search for
new words. Do you want to try working
on another one or would you like to
move on and work on your own word?
Student responds. Teacher continues
scaffolding if student wants more
examples with assistance or moves on to
independent practice if student wants to
move on.

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. _____

Closure (Assess): How

will the students
demonstrate their ability
to meet the objective,
including how you will
measure & document this
ability? Attach
assessment documents to
lesson plan where
appropriate. _____

1st Strategy

2nd Strategy

Now that we have the first three

pictures correctly placed and the last
picture placed at the end of the table,
you are going to keep filling in the
details by putting the rest of the pictures
in the correct order of how they
happened in the story.
Teacher goes back to guided practice
and continues more scaffolding if
needed.

Alright,
your
word
will
be
COLLECTION just like what we read
from the book. I wrote out numbers on
your recording sheet because I want you
to find at least that many words for that
column. But I bet you can find more than
I did and will go beyond me! Remember
to click on the letter and drag it down
below the larger word to create smaller
words. I find it helpful to place the letters
back before finding new words but if you
dont want to do that, you dont have to.
Fill in all of the lines with numbers and
you can keep going if you find more. Are
you ready to work on your own?
Student responds. Teacher continues
scaffolding if still needed.

1st Strategy

2nd Strategy

Alright we are going to use the book to

do a picture walk and check the
sequence of the story of how you placed
the picture cards. You did a great job
and I am very happy at how much work
you put into it and how well you did.

Lets go over your words that you found

and see if you found any that I couldnt
find! Wow! You have a lot of great words
on here. I knew you would find more than
me and go beyond the numbers. That is
great. You put all of the words in the
correct column and you found at least
Student shows they met the objective by the amount that I wanted you to. Thanks
correctly placing 12 out of the 16 so much for helping me with this activity!
pictures from the story. Record which
number of pictures were incorrectly Student shows they met the objective by
placed below:
placing correctly spelled words in the
correct column and having one word for
the 1 letter words column, two words for
the 2 letter words column, six words for
both the 3 and 4 letter words column and
one word in the 5 or more letter words
column.

Point deductions for writing errors, not following directions, etc.: ____ points
Comments:

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

EVALUATION CRITERIA

Accomplished (4)

Skilled (3)

Developing (2)

Ineffective or Not
Met (1 or 0)

Demonstrates
understanding of
effective literacy
instruction

Provides correct,
brief description of
strategy (1-2
sentences) &
complete title &
source of strategy;
provides accurate
description of
students
instructional &
independent reading
abilities, as well as
ongoing, correct
literacy
assessments

Provides general,
brief description of
strategy & complete
title &/or complete
source of strategy;
provides general
information of
students reading
levels

Provides incomplete
description of
strategy &/or
incomplete title &/or
incomplete source
of strategy or 1 of
these elements is
absent; special
needs &/or
accommodations
information is
incomplete

Activity description
&/or special needs
&/or
accommodations
information is
incomplete,
inaccurate &/or
absent

Demonstrates
understanding of
Common Core &
Student
Performance
Objectives

Appropriate CCSS
ELA standard (grade
level & content) is
selected &
completely cited;
objective is in
correct ABCD format
(4 features)

Appropriate CCSS
ELA standard (grade
level & content) is
selected &/or
completely cited;
objective contains
3+ correct of ABCD
format

CCSS ELA standard

(grade level or
content is
appropriate) is
selected or
completely cited;
&/or objective
contains 2+ correct
of ABCD format

CCSS ELA standard

is inappropriate
either grade level
&/or content
incomplete, &/or
absent; objective is
incomplete,
inappropriate,
unclear &/or absent

Lists contain all

necessary texts,
technology &
materials other
included in lesson
plan, including titles,
reading levels &
sources (with at
least one title
included for
independent
reading); all
materials are
correct, complete &

Lists contain
technology element
& all but 1-3
necessary materials
included in lesson
plan &/or only 1-3
missing titles,
reading levels &/or
sources (with at
least one title
included for
independent
reading); all
materials are

Lists contain >3

missing but
necessary materials
included in lesson
plan &/or >1-3
missing titles,
reading levels &/or
sources; &/or
strategy materials
are attached

Instructional
materials lists &/or
materials
themselves are
incomplete,
inappropriate,
unclear &/or absent

Audience
Behavior
Condition
Degree

Demonstrates
effective
instructional
planning:
Instructional
Materials
Attach materials to
this lesson plan that
you will distribute to
your student

clear; strategy
materials are
attached

correct, complete
&/or clear; strategy
materials are
attached

Demonstrates
understanding of
functional
language & key
vocabulary

Lists of functional
language & key
vocabulary are
appropriate &
complete &
integrated into
lesson plan

Lists of functional
language &/or key
vocabulary are
appropriate &/or
complete &
integrated into
lesson plan

Lists of functional
language or key
vocabulary are
appropriate or
complete &
integrated into
lesson plan

Lists of functional
language &/or key
vocabulary are
incomplete,
inappropriate,
unclear &/or absent

Demonstrates
ability to elicit
students
background
knowledge

Both openings
appropriately elicit
students
background
knowledge &
prepares them to
learn strategy &
content in multiple
ways (not just
questions)

Both openings
appropriately elicits
students
background
knowledge &
prepares them to
learn strategy &
content (no yes/no
questions)

One or both
openings elicit
students
background
knowledge &/or
prepare them to
learn strategy &/or
content

One or both
openings are
incomplete,
inappropriate,
unclear &/or absent
for either or both
strategies

You provide
complete & correct
step-by-step
directions of the
activity, provide
complete examples
& model each step
ALONE for both
strategies; modeling
of technology
element is present &
correct

You provide
complete and
correct step-by-step
directions of the
activity, provide
examples & model
>75% of the steps
ALONE for both
strategies; modeling
of technology
element is present &
correct

You provide
incomplete but
correct step-by-step
directions of the
activity &/or
examples &/or
model < 75% of the
steps ALONE for
either or both
strategies; modeling
of technology
element is
incomplete &/or
incorrect

Modeling is
incomplete,
inappropriate,
unclear &/or absent
for either or both
strategies; modeling
of technology
element is
inappropriate or
absent

Guided practice
includes roles for
you & students with
complete directions
with you scaffolding
the activity by
participating WITH

Guided practice
includes roles for
you & students with
general directions
with you scaffolding
the activity by
participating WITH

Guided practice
includes role for
students with no role
for you &/or you are
monitoring but not
participating, &/or
the directions are

Guided practice is
incomplete,
inappropriate,
unclear &/or absent
for either or both
strategies; guided
practice of

From your students

responses, you
should be able to
determine if they
have sufficient
background
knowledge to
complete the
strategies & meet
the objectives

Demonstrates
understanding of
scaffolded
instruction
through modeling
of activity
Your modeling must
demonstrate the
activity & match the
objective

Demonstrates
understanding of
scaffolding
through gradual
release with
guided practice

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

Your guided
practice must
demonstrate include
each step of the
activity & match the
objective

the students for both

strategies; guided
practice of
technology element
is present & correct

the students for

either or both
strategies; guided
practice of
technology element
is present & correct

incomplete
directions for either
or both strategies;
guided practice of
technology element
is incomplete &/or
incorrect

technology element
is inappropriate or
absent

Demonstrates
understanding of
scaffolding &
gradual release
with independent
practice

Independent
practice allows
students to
demonstrate ability
to complete the
activity ALONE, with
you providing
complete directions
for both strategies;
independent
practice of
technology element
is present & correct

Independent
practice allows
students to
demonstrate ability
to complete the
activity ALONE, with
you providing
general directions
for either or both
strategies:
independent
practice of
technology element
is present & correct

Independent
practice allows
students to
demonstrate ability
to complete the
activity with your
assistance &/or with
you providing some
directions for either
or both strategies;
independent
technology element
is incomplete &/or
incorrect

Independent
practice is
incomplete,
inappropriate,
unclear &/or absent
for either or both
strategies;
independent
practice of
technology element
is inappropriate or
absent

Closure requires
students to
demonstrate
measurable ability to
meet the objective
for both strategies

Closure requires
students to
demonstrate ability
to meet the
objective for either
or both strategies

Closure requires
students to
demonstrate
understanding of the
objective for either
or both strategies

Closure is
incomplete,
inappropriate,
unclear &/or absent
for either or both
strategies

Assessment is
research-based &
evaluates students
abilities in
comprehension,
word study &/or
fluency; you provide
complete purpose of
assessment, clear &
complete directions
& closing with

Assessment is
research-based &
evaluates students
abilities in
comprehension,
word study &/or
fluency; you provide
complete purpose of
assessment, clear
&/or complete
directions & closing

Assessment is
research-based &
evaluates students
abilities in
comprehension,
word study &/or
fluency; you provide
general purpose of
assessment, &/or
general directions
&/or incomplete

Assessment &/or
purpose, directions
&/or closing is
incomplete,
inappropriate,
unclear &/or absent

Your independent
practice must
restate the
directions & match
the objective

Demonstrates
ability to assess
students progress
with closure
Your closure must
ask students to
demonstrate their
ability to complete
activity & must
match the objective.
Attach any
documentation
instruments (e.g.,
checklists, rubrics,
etc.) to this lesson
plan.
Demonstrates
ability to determine
future instruction
with literacy
assessment(s)
Attach assessment
documentation
instrument to this
lesson plan where
appropriate

transition to next
activity

with transition to
next activity

TOTAL POINTS _____ ( 1/2 for final score)

closing with
transition to next
activity

_______/20 points possible

_______ Key Assessment Score

Point deductions for writing errors, not following directions, etc.:

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