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EDT: Literacy Strategy Lesson Plan

Day & Date: 4/11/16

Description of Learner(s): Include reading

levels, assessment data, any differentiations;
add new data to each lesson plan.

Tutor: Hannah Bakies

Student: Otto
Grade: 2nd Grade
Cooperating Teacher: Melissa Parrish
Monday, Wednesday 11:30-12pm
Second Grade, Seven Years Old, Japanese, Male
According to Mrs. Parrish, Otto is very

bright and energetic. He loves to learn new

things and performs way above second
grade expectations.
According to Bader the Instructional
Reading Level
o Graded Word List H
o Graded Reading 5th grade
-Fluency Rate WCPM 81
-Accuracy 95%
-Comprehension 60%
According to Developmental Spelling
Analysis (DSA)
o Featured Points 43/62
o Words Spelled Correctly 13/25
o Within Words Pattern- Middle
According to the Running Record
Georges Marvelous Medicine by Roald Dahl
o Fluency Rate WCPM 128
o Accuary 99%
o Comprehension 100%
According to the Cloze Procedure
o He made three errors and received
above 61%-independent reading
According to the Multidimensional
o He received a 15/16 - good progress
in fluency

Strategy Title, Source of Strategy (citation) &

Brief General Description of Strategy: 2-3

Map It The Reading Strategies Book. Jennifer

This strategy the student will be visualizing the story
by creating a map of wherever the main character
moves throughout the story. As the student creates
the map, they will make meaning of the significance
the main character has to each place as well as why
the author chose the particular settings for the story.

CCSS Standard: Identify strand, grade,


number (e.g., RL1.3) & include entire standard

& any applicable subcategory.

Use information gained from the illustrations and

words in a print or digital text to demonstrate
understanding of its characters, setting, or plot.

Student Learning Objective for Literacy

Strategy (central focus): ABCD

Audience: Who (the student)

Behavior: What (the standard))

Condition: How (strategy & text


Degree: Measurable outcome


The student will be able to use information gained

from the illustrations and words in a print to
demonstrate understanding of its characters, setting,
or plot in Ruby Mae Has Something to Say while
using the strategy Map It by drawing a map to
distinguish the places the main character travels to at
an accuracy level at 100%.

Key Vocabulary: List vocabulary from the

text &/or activity that is at the students
instructional & frustration level (at least 4


List of Instructional Materials, Equipment &

Technology: List all of the texts, materials &
technology the teacher & students will use
during the lesson, including titles, reading
levels & sources. (Cite creator of materials.
Where appropriate, use "Lesson plan or
activity adapted

Ruby Mae Has Something to Say by David

Small (5.5)
Mapping Paper
Sticky Notes

Independent Reading (at every session): Text Text(s) Title, Author & Reading Level(s):
must be at the students independent reading
High Tide in Hawaii by Mary Pope Osborne
level OR at his/her instructional or frustration
(reading level 3.8)
level if you are reading it aloud
_You read aloud (X anticipate) ___Student reads
aloud ___You both read silently
Opening: Elicit students prior knowledge
about concept & strategy in multimodal ways
(not just questions--& no yes/no questions).

T: Hi Otto! Today we are going to talk about maps!

Can you tell me something you know about maps?
Student responds. Great job! Now can you draw a
map retracing your steps of everywhere youve been
today starting from the moment you got out of bed?
Student responds and begins to draw his days map
as we discuss the various events. Great Otto, lets
begin our book and activity!

Teacher Modeling: Describe how you alone

will demonstrate the entire strategy to the
student, including complete description of

T: Lets get started. Today as we read, we are going

to create our very own map! We are going to track
the different locations Ruby Mae travels to and draw

strategy & examples (no participation from


pictures of those places on our map! By the end of

our story, we will have arrows and pictures
connecting Ruby Maes journey throughout our
story. As we are reading we want to think about our
main character and the places she visits; lets think
why the author picked those particular settings and
how it influences our story. Lets get started, I will
demonstrate first! I will begin reading the first few
pages aloud. At the beginning Ruby Mae is at her
house. I am going to draw her house for our starting
point on our map. I draw her house on the map. Next
Ruby Mae is at the store. I am going to draw an
arrow from the house to the store and draw the
store. I draw the arrow and store on the map.

Guided Practice: During this part of the

lesson, describe how you and the students
practice together, including examples. You will
assist the student, take turns & participate in the

T: Okay Otto, lets try read together and determine

our next picture! Otto and I read together. What can
we draw next on our map, where is the setting taking
place in the story now? Otto responds. Very good!
You may do an arrow and draw Ruby Mae in her
city square talking to the citizens. Otto begins
drawing and I assist if need be. Great job Otto, now
its your turn to read aloud by yourself!

Independent Practice: Release the student to

demonstrate his/her ability to complete the
activity alone. Include complete directions that
explain what student must do to complete the
activity & meet the objective.

T: Our map is coming together! Now I want you to

read the story and track the locations on the map.
Try your best with your arrows and drawings.
Remember to think about the our main character
and the different settings. You may get started! I will
listen closely to Otto read and explain his drawings
on the map.

Closure/Assessment: Describe how the

student will demonstrate his/her ability to meet
the objective, including how you will measure
& document this ability.

T: The story map is complete! Great job Otto! Lets go

back through, can you tell me the places our main
character, Ruby Mae went in our story. Student responds.
Great! Why do you think the author chose the different
settings for our story? Student responds. Great! I hope
you enjoyed our drawing activity and book today, I sure
did! Lets begin our independent reading.

The assessment will be documented by the

completion and correctness of the map that has been
created as well as our discussion about why the
author chose those settings and how each setting
impacted the main character.