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Task analysis:
What information does the learner need? If needed, how
will it be provided?
Step by step of lesson (may bullet)
DOK:
Recall: TSW identify short I words.
Accommodations:
All students are on different reading leve
for them first, listen to them read as a gro
around to help any students that may get
have read I will discuss any difficulty or
help students. We will also work in smal
similar skill levels. All students, though
are behind grade level.
Extension:
Allow students to read the story on their
students would create a t chart for short a
Methods and materials:
Response card
Class list of words
TPS
Book the Big Pumpkin
VI. Modeling: I Do
SHOW/TELL (Visual/Verbal Input)
How/WHAT (Questioning and redirecting)
IX. Collaborative (You Do Together) and/or Independent Practice Students read aloud and find and write w
(You Do)
without consulting or discussing with tea
What practices will be demonstrated/modeled?
class
Teacher will walk around while students
themselves
X. Closure
How will the I can statement(s) be reviewed?
How will students be involved?
What connections to future learning will occur?
XI. Assessment
What evidence supports that the objective(s) were met?
What do my students know, understand and are able to do?
What formative assessments will be used to inform instruction?