LESSON PLAN JUSTIFICATION TRANSITIONAL STAGE

Total Points: ____ /12.5

For the purpose of this assignment, consider readings, classwork, PALS activities, and additional resources. You do NOT need to use citations but
do note where you found your activities. This paper should be no more than eight (8) pages long. Save this document as First Names.docx (Fred
Daphne Velma.docx) and upload to ONE member of your groups drop box in the Transitional Lesson Plan folder. NOTE: All group members
should make sure to create a Transitional Lesson Plan folder in their drop box.

1. EXAMINE the class data and IDENTIFY the students in your small group and JUSTIFY why they should be placed together. Consider Word
Recognition in Isolation (word list), Word Recognition in Context/Reading Rate/Fluency Rating/Comprehension (passage reading), and Spelling.
You will want about 4-7 students in your small group. (2 points)

Small Group Members Justification

Alexis This group should receive similar instruction because they are all at a comparable reading and spelling level. They
are all reading at an early to middle second grade level, except for Alexis (who is most likely at a mid-to-late
Chloe second grade level). We know this about Alexis because while her instructional call is at a third grade level, her
rate tells us that she is probably better suited in mid-to-late second grade texts. This group reads at a wide range of
rates, but we would like to get a better picture of Charlies rate -- we are not convinced that his true reading rate is
Amy 109 wpm. Since his comprehension was affected on his passage, we think he is reading around the same level as
the rest of the group. This group also works well together for word study. These kids are primarily early within
Natalie word pattern spellers, except for Chloe and Charlie according to their PALs scores. We, however, would like to
see their specific mistakes and possibly give them another inventory such as the DSA before identifying them as
letter-name spellers. We believe Chloe and Charlie could benefit from being in this group as well.
Charlie

2. For each LESSON COMPONENT at the TRANSITIONAL stage, identify what your small group of students knows (KNOWN/PRESENT),
what the NEXT STEPS in instruction will be (what you are working on in this lesson), the INSTRUCTIONAL STRATEGIES that you have
chosen to use with your small group, and JUSTIFY why you chose those particular instructional strategies in terms of how your instruction will
meet the needs of the students. (3 points)
LESSON COMPONENT KNOWN/PRESENT
Fluency Unpack the fluency of your
group, thinking about their
accuracy, rate, and
prosody.
This group all got 15 or
better on the first grade
WRI task, meeting the
benchmark and meaning
that they all progressed to
the second grade word list.
All students in this group
got a 15 or better on the
second grade list, and
moved to the third grade
list. Alexis where she got
a 16 on the third grade list
but received an 8 on the
fourth grade list, meaning
that third grade is her
instructional level. Chloe,
Natalie, and Charlie all got
13 or 14 on the third grade
word list, which means
that we want to know more
about their reading -- third
grade may be an
instructional level for
them.
Chloe, Amy, Natalie, and
Charlie all read a second
grade passage, but their
scores on the third grade
NEXT STEPS (WHAT
YOU ARE TEACHING
NOW)
What are you targeting for
your fluency practice
(essential understanding)?
What text are you using?
Provide Guided Reading
Level if available. Why did
you choose it?
We are targeting prosody
through dialogue and
appropriate reading rates
Essential Understanding:
back-and-forth poems help
me read at a pace similar
to speaking AND the
punctuation helps me be
more expressive
Text: Johnny Appleseed
from Very Short Tall Tales
to Read Together, (GRL
not given) -- these poems
are meant to be read back-
and-forth by two people,
modeling dialogue and
expressive reading
INSTRUCTIONAL JUSTIFICATION
STRATEGIES
Read Like a Storyteller Transitional readers are
(Serevallo) focusing on
pace/accuracy/prosody/sta
mina. These readers need
to focus on reading at an
appropriate pace -- like
theyre talking, and on
expressiveness. They had
good accuracy scores, so
we can move on to
expressiveness. This text
allows readers to model
dialogue, reading like you
would speak, and allows
you to take on the persona
of your part and read with
expressiveness. The
punctuation in this poem
acts as a support.
 WRI task means that they
may be working at a third
grade level with Alexis
and should also be given
that passage. Amy may
need extra support to
achieve at this level, but
this group is her best fit.

They did not meet the

benchmark for second
grade, but were all reading
at approximately what you
would expect for the
beginning of second grade.
Amy and Natalie are
slower, but can succeed
with some extra fluency
practice. We are
suspicious of Charlies 109
wpm score, since he was
still reading with a fluency
rating of two and only got
1 out of 6 comprehension
questions correct.

Instructional Reading What is the instructional
reading level of your
group? Justify.
This groups instructional
reading level falls around a
K/L, with some flexibility
on either side.
WRI scores were all at
15 or better (with
many in the
independent range of
What book are you using? You will use a DR-TA cycle. No need to fill this section
Guided Reading Level? out.
Why did you choose it?
Book: Bunnicula and
Friends: Hot Fudge (GRL
L)
This book falls within our
instructional level range
The book also will support
 18-20) stamina: it is less than 100
Fluency ratings pages, has a good deal of
clustered around 2, picture support, and has
which is what we short chapters (about 4 to 6
expect for transitional pages)
readers
Comprehension at this The book is very
level was good motivating -- kids at this
Note: Charlie stage are often excited to
only got 1 move into chapter books,
question and it is a popular series,
correct, but we which will support further
think this is reading
related to his
uncharacteristic
rate for a
transitional
student
Reading rate is
between 56 (just shy of
the end of first grade
benchmark) and 79
(the end of second
grade benchmark)

Word Study What is their stage of
spelling? Justify as you list
word features that your
students already know
AND the features they are
using but confusing. You
may also have information
of what is absent. Justify
using data.
Our group is mostly ready
to move to WWP --
however, they still have
Outline your sort. Provide Create a Sentence (PALS These students are moving
headers and the words you ELP) toward WWP spelling
will use in your sort. What features, but still have
is your essential some confusion on LN
understanding? features, specifically
Short A (cat) vs. CVCe digraphs and blends. Since
(cake) we want to move these
students forward, and they
Essential Understandings: are using but confusing the
Students will begin to CVCe pattern, we want to
distinguish between short start with this feature,
A and long A sounds. while providing support
 some confusion about a
few letter name features
(especially with digraphs
and blends). However,
most of the students in this
group are using but
confusing CVCe patterns.
Words in this sort also for students as they
include digraphs and solidify their knowledge of
blends to support them in digraphs and blends. This
their understandings of this is also the first feature
feature. Students will focused on in WWP, so if
understand the purpose of it ends up being too hard
the silent letter E to shift we can jump back. These
the vowel to long. students demonstrated that
long vowels are too hard,
Cat Cake with all students in this
Short Long group falling at a 0-1 level.
CVC CVCe We designed our sort to
help students with these
features while building
Shack Shake their understanding of
Snack Blame CVCe.
Black Tape
Chat Stage
Flash Crane
Fast Chase

3. Detail your reading lesson with your fluency target. Then you will use a Directed Reading-Thinking Activity (DR-TA) format for your
instructional reading lesson. This section focuses just on what you and your students will say and do during the DR-TA. Remember that it is
UNLIKELY that you will be reading the entire book in one small group time, so you will choose ONE section/chapter that you will describe in
detail below. The PALS DR-TA directions can help you. (5.5 points)

Questions Answer the question to the left.

FLUENCY

Cite your fluency material: Author, A.A. (Date). Hoberman, M.A. (2014). Very Short Tall Tales to Read Together. New York: Little, Brown
Title. City, ST: Publisher. and Co.

What is your activity? Map out your steps. BEFORE READING

1. Begin with a model/think aloud: Before I start reading a poem, I want to notice
how the page is set up. For this poem, I know that it is going to read like a
conversation: each characters words are written in a different color. When I read, I
want to pay attention to the punctuation and the words each character uses to help
me figure out how to sound. Lets look at the first part: the first line is Whos that
fellow over there? I know from the punctuation that this is a question, so I should
sound like Im wondering something when I read it out loud. Lets take a look at the
rest of the first part of the poem.
2. Read the rest of the first stanza aloud. Make sure the whole group can see the words.
While reading, stop when appropriate and think aloud. The poem is still beginning,
so we dont know who were talking about yet. Since the words are still the same
color, I know the same person is wondering all these things. When I look at this last
line in this part of the poem, I see a question mark at the end. I know that means the
person talking is still curious about this new person. Tell me, mister, who you are/
And have you come from very far? Oh, ok: I know that now Im talking directly to
someone.
3. Ask students what they noticed. What did you notice about my voice as I read? How
did it change based on the different punctuation marks? Did it sound like I was
talking to a friend?
4. Pick two students to read the next two stanzas aloud. Then point out the different
punctuation marks (exclamation points, commas, periods) and how the characters
are talking.
5. Ask students what they noticed: What did you notice about Chloes voice when she
was the character in red? What did you notice about Alexis voice when she was the
character in blue? Encourage responses about how the characters sounded in terms
of expressiveness and pace.
DURING READING
1. Have students partner up, pick a character, and read. Listen in as students are
reading. Possible feedback:
a. Heres a punctuation mark -- show me how your voice changes when you
read this line.
b. I noticed how you changed your voice when you read this part of the poem.
Can you show me what told you to read it in a different way?
c. I can tell you paid attention to where the punctuation is in this chunk.

INSTRUCTIONAL READING (Go do ELP during folder for DR-TA --- You will follow these steps)
Cite your instructional reading book: Author,
A.A. (Date). Title. City, ST: Publisher.
Give a brief description of your book (2-3
sentences). Include whether it is fiction or
nonfiction.
Describe the section of the book that the students
will read in todays lesson. Include chapter
numbers/ names or section headings. Note: It
does NOT have to be at the beginning of the
book. Map out DR-TA #1.
BEFORE READING: How will you activate
prior knowledge? What will you say to help
students set a purpose for todays selection? See
DR-TA #2 and #3.
What do you think your students might predict
about your selection? (Include three students
d. Your voices really sound like youre talking to each other!
AFTER READING
1. Have students find a place in the poem where they read with expressiveness.
a. Encourage reflection on what triggered them to read expressively
b. Use a language stem: I knew the character felt _______ because ________.
Future lessons: 1) build an anchor chart for reading expressively. Build the chart together
using examples from this poem. The chart will include: 1) examples of each type of
punctuation, 2) what punctuation and words tell us about how to read, and 3) reminders
about reading like youre talking to a friend. 2) Pull quotes for practice and use anchor chart
to reflect. 3) Begin focusing on using talk to understand characters.
Howe, J. (1990). Bunnicula and Friends: Hot Fudge. New York: Simon Spotlight.
This is the second book in the Bunnicula and Friends series. Harold, Chester, and Howie
are guarding the Monroe house -- including a batch of Mr. Monroes famous fudge! When
they wake up, the fudge has turned white and eventually disappears! Who is the culprit?
Chapter 2 sets up the animals interest in the fudge. In chapter 3, the family leaves and the
animals are left to guard the fudge.
1. Activate prior knowledge: well work together to summarize the first two chapters
of the book -- well make a chart that shows what we already know about the story
and begin to make predictions for what will happen in the next chapter.
2. Set a purpose (PREDICTION): students will suggest predictions for what will
happen next when we make our chart, and we will collect all the predictions on our
paper
a. Well look at the title of the chapter to help us (Chapter 3: Alone with the
Fudge)
3. Well add predictions to our chart. The chart will have 3 columns: What we already
know (background knowledge), what we think will happen next (predictions), and a
possible answers.) Still DR-TA #3.
What will you say right before students begin
reading?
< < < < < CREATE AN ANCHOR CHART AND ATTACH > > > > > >
DURING READING: What will you do while
students are reading? See DR-TA # 4.
After stopping at your predetermined point, what
will students record as evidence? (Provide one
students possible information.) See DR-TA #5.
How will you prompt discussion about the
selection? See DR-TA #5 and #6.
How will you prompt the students to make a
prediction for the next section of the text? See
DR-TA #7.
AFTER READING: How will you discuss and
review at the end of the reading for the lesson?
(Include at least one students hypothetical
prediction cycle.) See DR-TA #9.
check/revise/next predictions column. Students will write predictions and background
knowledge on stickies and add to the chart
Student 1: Last chapter, Mr. Monroe made fudge. The animals will steal the fudge.
Student 2: I think this chapter will be about being alone with fudge. I looked at the title to
figure that out.
Student 3: Harold really likes fudge, so I think he will eat it when hes alone with the fudge.
4. Ok! Were going to practice making predictions as we read. As we read I want you to
pay attention to the information that seems really important, and what can help us check our
predictions. Lets read and think about the predictions weve made so far. Should we revise
them or confirm them? Use your stickies to write down any thoughts you have about the
chapter, or any more predictions you might have. Lets read this chapter.
While reading, students should be engaged in the story and reading to confirm or look for
evidence to modify their predictions. Ill listen in to students as they read -- the students in
this group might be moving toward reading silently, and so I might ask them to read a page
aloud in a whisper to me.
Student might write: Theres a burglar on the loose, and the animals think hell steal the
fudge. So theyre going to guard the house for the Monroes. The author is telling us about
how loyal they feel to their family.
Ask students: How did our predictions work out? What evidence do we have so far? Is it
enough evidence to confirm, or do we need to find out more?
Ok, so we decided we need to change our predictions. Lets look at the title of the next
chapter and make a prediction about what will happen in the next chapter. (Chapter 4: Two
Big Bangs). Remember to use your stickies to make use of your thoughts.
1. How did our predictions work out? What evidence do we have so far? Is it enough
evidence to confirm, or do we need to find out more?
2. Student 1 stickie: The pets cant find the fudge -- its missing!
3. Ok -- now we have some evidence: the fudge is missing.
4. Student 2 stickie: The pets notice that the fudge isnt gone, it just moved
5. Ok! Do we need to read more to find out what happened? YES!
WORD STUDY

What are your features? What are your key
words/headers? What words will you use to
exemplify your features?
1. We will start the week with a CVCe word focus in our sort, because this was the
earliest feature that all of our students in this group were using but confusing. Our
first sort will include words with short vs. long a CVCe patterns like: shack, snack,
black, chat, flash, fast, shake, flame, blame, stage, tape, crane, chase
2. We included words with digraphs and blends to support the students in this group:
Amy, Natalie, and Charlie have trouble with blends, and Alexis has trouble with
digraphs. These students are using but confusing these features, so they will benefit
from the sort including words with lots of blends and digraphs.

What is your instructional activity? Detail the
steps to your word study instruction for this
lesson.
ACTIVITY NAME & DETAILED STEPS
1. Create a Sentence - use familiar word bank cards with spelling features on them
(mix of short A and long A CVCe words), choose 4 words and model how they
could be used to make a complete sentence
2. Build a few of sentences as a group, emphasize the need to ultimately have the
sentence make sense
3. Students each pick 4 words from the word pile
4. Each student given sentence strip and organize words into complete sentence that
makes sense by adding their own connecting words
5. Students then add a word to sentence that follows same pattern as previously given
words (short/long a)
6. Students will share their sentences with a partner -- partner will highlight or
underline word study words
7. Students will choose 4 more words and repeat

4. Identify THREE (3) MEANINGFUL LITERACY ACTIVITIES (Centers/Workstations/Independent Work) that students will engage in as
you meet with small groups (i.e., you are not available!) and JUSTIFY their importance in students literacy development. Two of the three are
already decided for youmap out how you would extend from small group to independent work/station. (2 points)

LITERACY ACTIVITIES JUSTIFICATION

How will you follow up your The fluency phone gives students a chance to hear themselves reading how others might hear them. This
fluency activity during gives them the opportunity to judge their fluency for themselves and notice where their weaknesses may be.
independent work? We would provide students with a fluency rubric to help them remember the types of strategies they should
 be employing when reading fluently (ex: Am I talking like I would to a friend?). This additional practice
Fluency Phone (Serravallo) using such strategies will hopefully solidify the main components of fluency so that moving forward,
students are able to read with more automaticity.

How will you follow up your
word study instruction during
independent work?
Word Building (Hayes,
Flanigan)
Having this group manipulate words will encourage their understanding of Within Word Pattern structures.
This activity involves changing one word to another by making small letter changes, which would force this
group to get inside the word and consider what makes it sound the way it does, and how we could change
that sound to something else with just simple letter changes. This group needs support recognizing patterns
and how they affect the sound of the word as a whole, so this activity will allow them to build deeper
connections between the spelling of the word and how it sounds, scaffolding them to later WWP success.

Your third activity is up to you!
Outline and write another
Bunnicula story
We would have students create an outline for a new Bunnicula story as an idea for the authors (James
Howes) next book. Then, whenever students finish work early, or later in individual literacy stations, they
will work on writing a rough draft of this story. Creating an outline will make students think about the entire
story before writing it - teaching them the importance of planning and coming up with details before actually
diving into writing. Then, making a rough draft will show them the functions of stories in general, as they
use common structures they have been seeing in other texts (ex: transitions, chapters, character
development). Finally, editing a story will help students understand when to use certain writing strategies,
and realize that authors often make mistakes and choose to change their original ideas to make the best story
possible.

We pledge that this group has neither given nor received help on this assignment. We pledge that all members contributed equally to the creation
and justification of this lesson plan.
Signed: Ellie Kyle, Hannah Paredes, and Emily Wright

Making Predictions Anchor Chart

Prediction: A guess you make about what may happen based off of clues in the text

1. Think about what we already know!

What do you remember about the last time you read?

Go back and check on details if you dont remember.

 2. Think about what might happen next!

Based on what we already know, what do you think might happen in the next part?

Use evidence from the author to make a prediction!

3. Start reading!

Read Bunnicula

Continue building on what you already know

Keep editing your predictions as you get new details from the text

Enjoy yourself!

(Making Predictions Anchor Chart example: http://crayonsohmy.blogspot.com/2015/01/so-all-this-talk-about-anchor-charts.html)