Teacher Candidate: Laura Atkins

Student: Jeffery
Grade: 2
Dates: W 2/18/15 & F 2/20/15

Lesson
Plan #
4

PLAN

1st Strategy

2nd Strategy

Choral Reading (50 Literacy

Strategies p. 18-20) Students practice
reading aloud with a group or another
individual in order to read with
expression, fluency, and to make
meaning out of the text. This strategy
creates a sense of unity when reading
with others.

KWL Chart (50 Literacy Strategies p.

60-63) Students express what they know,
what they want to learn, and what they
have learned for a specific text. This will
guide their reading in a before, during,
and after stage in an organized manner.

1st Assessment

Addl Literacy Assessments (optional)

Strategy Title &

Complete Source;
Description of Strategy:

Assessment Title &

Complete Source

Running
Record
Resources)

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

Common Core ELA

Standard: Identify strand,

(EDT

346E N/A

Bader Instructional Reading level: 3.0

Graded Word List: 5.0

Teacher recommended reading 2.1-3.2 instructional level books with tutee

in order to make fluency and comprehension in sync with one another

No accommodations needed

1st Strategy

2nd Strategy

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

grade, number (e.g.,

RL4.3) & include entire
standard + any applicable
subcategory.

CraftandStructure:
CCSS.ELALITERACY.RL.2.4

Craft and Structure:

CCSS.ELALITERACY.RI.2.6

Describehowwordsandphrases(e.g.,
regular beats, alliteration, rhymes,
repeated lines) supply rhythm and
meaninginastory,poem,orsong.

Identify the main purpose of a text,

including what the author wants to
answer,explain,ordescribe.

1st Strategy

2nd Strategy

The student will describe how words

and phrases supply rhythm and
meaning through a Choral Reading of
Shel Silversteins poem, Ticklish Tom,
where student is to read poem with
expression, fluency, and pacing having
3 or few errors (errors=not using
punctuation, lack of expression, not
using quotation marks)

The student will identify the main purpose

of a text, including what the author wants
to answer, explain or describe, through the
use of a KWL Chart where the student
will read The Moon: Earths Satellite and
having 3 or more pieces of information in
each the K, W, and L portion of the chart.

Student Learning
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.
_____

1st Strategy

1. A Light In the
Attic
by
Shel
Silverstein (3.2)

2. 2 copies from
book of poem,
Ticklish Tom for
teachers marking
of student

3. Highlighter/pen
for marking
4. 2 copies from
book of poem,
Whatif for teacher
modeling
instruction

2nd Strategy

Assessment(s)

1.
The
Moon:
Earths Satellite by
Daisy Allyn (gr.
Level could not be
found)

2. KWL Chart
(blue, yellow, and
green paper for the
distinct K, W, and L
portion)

3. Space stickers to
cover the chart

4. Writing utensil
for tutee/tutor

5. Dinosaurs! By
Gail Gibbons (3.5)
for tutor to model

1.
Pete the
Cat:
Valentines
Day is Cool by
James Dean

with

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 activity that is at the
students instructional &
frustration level (at least 4
words).
_____

1st Strategy

2nd Strategy

Oral Language

Vocabulary

Fluency

Content

Comprehension

Comprehension

Punctuation

Prior knowledge

Nonfiction

1st Strategy

2nd Strategy

Ticklish

Orbit

Wiggled

Solar system

Cop

Satellite

Folks

Surface

Shrieked

Craters

Rumble

Gravity

Astronauts

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

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

1. Pete the Cat: A Pet for Pete by James

Dean (K-2)
2. Junie B., First Grader: Boss of Lunch by

You read aloud

Tutee read aloud

You both read silently

(What will you read?

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

aloud.

Barbara Park (2)

Literacy Assessment (NO

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

______________________)

3. Zapato Power: Freddie Ramos Takes Off

by Jacqueline Jules (3.2)
Literacy Assessment:

Additional Literacy Assessment(s):

Purpose: You may remember last week

when you read Alexander and the
Terrible, Horrible, No Good Very Bad
Day to me. You read very clearly and I
loved listening to you! Today, we are
going to do that exact same procedure.
We are going to see your fluency
through you reading Pete the Cat:
Valentines Day is Cool.

N/A

Directions: [Tutor read aloud

Running Record Prompt instructions
to tutee from Literacy Assessment
Packet]
Closing: Thank you very much for
reading this passage to me. I love
Valentines Day and the fun that comes
with it. We are now going to move on
to some different reading activities.

Literacy Strategies

Opening: Elicit students

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

1st Strategy

2nd Strategy

Describe what you know about poems

to me. [Student gives background
knowledge] From poems that I have
read, some seem to have a rhythm to
them. They sometimes have a pattern
or fun vocabulary included in them.
Today, we are going to read aloud a
poem called Ticklish Tom. Have you
ever experienced something where you
laughed so hard you rolled over?
When was that? [Student share story]

Could you explain to me what a

nonfiction book is? [Student expresses
knowledge of topic] How do you know
when a book is real or when it is not real?
When I think about the moon or the sky, I
know that they are real and I know that
this book isnt a story but it is based on
facts, so it must be a nonfiction book.

We can take a hint into what this poem

This book is called The Moon: Earths

Satellite and it is about the moon and how
the moon works. We will learn about the

would be about by looking at the title

of this. I think I know what makes Tom
laugh and roll over.
We are going to read this poem aloud
with expression and fluency. In order
to do this, we need to make sure we are
reading slowly so we can understand
what one another is saying. We are
going to make sure we look at
punctuation and the way sentences are
put together in order to read this poem
with expression. Before we begin, I
am going to model to you what this
looks like.

solar system in this text.

Before we begin however, Im going to
ask you what you already know about the
moon. Right here, [Tutor pulls out chart
paper] I have a chart where we are going
to write down what we Know, what we
Want to learn, and afterwards we will
write what we have learned from this
informational book.

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 first going to show you how to

read with expression and fluency by
reading the poem Whatif aloud to you.
This poem has a long list of questions in
it. So I am going to pretend like I am
asking you a lot of questions. Listen for
how I emphasize words and use
punctuation correctly. This helps to
make meaning of the poem when we use
expression with our words.

I have this book here called Dinosaurs! I

am going to show you how we are going
to make this KWL Chart by first
making one based off of this book.
Before I begin reading, I am going to
write in this yellow section (K) what I
already know about dinosaurs.

HmmI do know that dinosaurs no

longer exist. I am going to write that
down. I also know that they lived
You can follow along with your finger millions of years ago, so I will write that
as I read aloud. [Teacher reads Whatif in my What I know portion.
with expression]
Now Im going to write some things I
want to learn about dinosaurs. I want to
know what they like to eat. I will write
ILKleiman spring 2015 (Adapted from www.stmartin.edu & Dr. Michelle Cosmah, EDT)

these as questions in my What I want to

learn section (blue). I also want to
know what was the largest dinosaur?
So I will write this question in this
section as well.

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

I would love if you could read along

with me. It is more fun with more than
one person reading. I will read the first
line of Whatif and then you will read the
next sentence.

Okay, now I would love your help

coming up with some questions. Do you
have any questions about dinosaurs? If
so, you can write them down on the
What I want to learn section. [Student
writes down what they want to learn]

When you read, I will follow along with

my finger so I dont lose track of where
we are.

Im going to read the first few pages and

after I am through, you can write down
any new piece of information that you
learned and I will do the same! [Teacher
reads aloud first few pages of text] Now,
I learned here that dinosaurs came in
different shapes and sizesIm going to
write this down in the L column
because this is something I learned.
What did you learn? [Student responds
with a new fact] Can you write that
down in the L column for me?

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

2nd Strategy

Now it is your turn to try this on your

own. Make sure you are looking at
every word and every punctuation
mark. Read slowly so I can understand
what you are saying and so you can
remember what you are reading. This is
what will make the poem have fluency
and will help you to better comprehend
the Ticklish Tom. This is a practice
round.

Since we now know a little bit about

dinosaursI thought we would move on
to a different topic. Lets go back to our
discussion about the moon.

[Student reads poem aloud

expression for the first time]

with

You are going to write on this chart

[Tutor pulls out clean chart] and do what
we just did with learning about
dinosaurs. Write down what you know,
what you want to learn, and afterwards
you will write down what you learned.
You are going to read aloud this text to
me slowly, feel free to stop and write
down any information when you want.

Closure: 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

Since you had a chance to look at your

poem, now you are going to read this
again to me one more time. Ill be
following along on my sheet of the
poem and will be making marks on
what words you are emphasizing.

I hope you feel like you learned a lot

about the moon after reading this
nonfiction book! Feel free to finish up
writing down anything you want. Try to
write down at least three things for each
column. When you are done you can
hand it to me. [After read aloud is
[Student reads aloud poem after finished, have tutee finish up writing
rehearsing once and reads the poem information down on his chart]
with 3 or few errors]
[Assess if student was able to write down
3 pieces of information for each column]

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