T&L Instructional Plan Template

(Updated 4/17/15)
(edTPA Aligned)

Overview
The information included in this document is to support faculty in teaching about and supporting students with the
T&L (and edTPA) Instructional Plan. While there are many variations of lesson plans, this format meets
departmental requirements and is aligned with the 2014 edTPA as well.

Background Information (When doing the actual edTPA, leave out identifiers)

Teacher Candidate: Katie Marple Date: 9/28/17

Cooperating Teacher: Lani Lepka Grade: Kindergarten
School District: Kennewick School District School: Edison Elementary
University Supervisor: Lori White
Unit/Subject: Reading
Instructional Plan Title/Focus: Beginning Sounds and the Letter R

Section 1: Planning for Instruction and Assessment

a. Instructional Plan Purpose: Teacher candidates explain how this instructional plan develops students
conceptual understanding of overall content goals. This is sometimes also called a rationale and includes a
what, why, how general statement (see also Central Focus in edTPA)
Students will be introduced to the letter R and learn to recognize and write it. Students will also be
reintroduced to the concept of beginning sounds of words, and will learn to recognize when two
words have the same beginning sounds. We will also discuss further their sight word of the week,
like. This knowledge will continue to help students as the begin to learn how to read/write, and I
will help them learn these skills through demonstration, whole-group instruction with hands on
examples, and individual practice.

Additionally, explain where in a unit this lesson would be taught. What lesson topic came prior to this one
(yesterday) and what related lesson will come after this one (tomorrow)?
Prior to this lesson students were introduced to what a beginning sound in a word was and got to
practice a little bit on how to identify it, however they struggled a little with the skill. They also
learned about the letter Q and how to identify/write it. Tomorrow they will learn about the letter
S and continue to learn about their sight word of the week.

b. State/National Learning Standards: Teacher candidates identify relevant grade level concepts/content and
align them to Content StandardsCommon Core Standards or Washington State EALRs, or National.

Content Standards:
CCSS.ELA-LITERACY.RF.K.1.D: Recognize and name all upper- and lowercase letters of the
alphabet.
CCSS.ELA-LITERACY.RF.K.3.C: Read common high-frequency words by sight
(e.g., the, of, to, you, she, my, is, are, do, does).
CCSS.ELA-LITERACY.RF.K.2.D : Isolate and pronounce the initial, medial vowel, and final sounds
(phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. 1 (This does not include
CVCs ending with /l/, /r/, or /x/.)

Language Standards:
CCSS.ELA-LITERACY.L.K.1.A: Print many upper- and lowercase letters.

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c. Content Objectives (to be copied in Assessment Chart below) and alignment to State Learning
Standards:

1. SWBAT isolate and pronounce beginning sounds in words

CCSS.ELA-LITERACY.RF.K.2.D

2. SWBAT review letter names Aa-Qq

CCSS.ELA-LITERACY.RF.K.1.D

3. SWBAT recognize the sight word of the week, like

CCSS.ELA-LITERACY.RF.K.3.C

Language Objectives:
1. SWBAT recognize and write the letter Rr
CCSS.ELA-LITERACY.L.K.1.A

d. Previous Learning Experiences: Teacher candidates should explain what students know and have learned
that is relevant to the current lesson topic and process.
Students have learned to recognize and write letters Aa through Qq in the alphabet, theyve been
introduced to their sight word of the week, like, and they have a limited understanding of what the
beginning sound of a word is and how to identify it.

e. Planning for Student Learning Needs (accommodations, student experiences, prior learning and
experiences):
When introducing these new ideas to the students, like the letter R and identifying if two words
have the same beginning sound, I will make sure to walk them through an example with me first
before letting them try it on their own. Also, I will use lots of hand gestures and pictures as I explain
what Im talking about so that the Spanish-speaking student in our class will be able to follow along
even if she cant understand what Im saying.

f. Assessment Strategies (Informal and formal)

Teacher candidates should attach questions, worksheets, tests or any additional documentation related to their
assessment strategies, including accommodations or modifications for students with disabilities as stated in
their IEPs. They may also attach appropriate marking rubrics, criteria lists, expectations, answer keys, etc.
Consideration for multiple means of expression should occur here. That is, how will teacher candidates allow
for K-12 students to express their learning in different ways? Will K-12 students be given some choice?

Content/Language Objectives Assessment Strategies

1. SWBAT isolate and pronounce
beginning sounds in words
2. SWBAT review letter names
Aa-Qq
3. SWBAT recognize the sight
word of the week, like
Formative: During whole-group discussion I will say two
words out loud to the class at a time and have them first
repeat the beginning sound of each word back to me, and
then simply say yes or no as to if the words have the same
beginning sounds. I will be able to hear who is correct and
who is struggling with the concept a little bit.
Formative: Students will sing their alphabet friends song
which goes through each letter of the alphabet and focuses
on the name of the letter as well as the sound it makes. I can
look around as they are repeating the song to make sure
each child is saying the right letter and corresponding
sound.
Formative: I will ask a student to remind me what our sight
word of the week is, come and point to it on the board, and

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 then ask the class to spell it out together.
4. SWBAT recognize and write the Summative: After being introduced to the letter Rr
letter Rr students will go back to their seats and do a rainbow writing
worksheet on their own where they will write the letter Rr
(uppercase and lowercase) with six different color crayons.
They will turn that in to me, and then work on the letter
Rr page in their alphabet scrapbook where they will
practice tracing the letter Rr, highlight the rs in
different words, and color the pictures when theyre done.
(Add rows as needed)
*In the right column, describe whether the assessment youll collect is informal or formal. Note: most
assessment is considered formative when thinking about day-to-day lessons. Summative is related to mastery.
An exception might be having a formal quiz mid-way in a unit to assure that students are on track with a
certain degree of proficiency. Should the quiz indicate students are not progressing, and adjustment of timing in
the instructional unit will be required.

g. Student Voice: Student voice is a term used to describe students expressing their understanding of their own
learning process. For your lesson, respond to the three required components of student voice and identify how
students will reflect and/or communicate on their learning or progress toward meeting the goals. (Use the
following table.)

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K-12 students will be able to:
1. Explain student learning targets
and what is required to meet
them (including why they are
important to learn).
2. Monitor their own learning
progress toward the learning
targets using the tools provided
(checklists, rubrics, etc.).
3. Explain how to access
resources and additional
support when needed (and
how/why those resources will
help them).
Student-based evidence to be
collected (things produced by
students: journals, exit slips, self-
assessments, work samples,
projects, papers, etc.)
At the beginning of the lesson I will
tell students that well be learning
about a new letter today, and that
well be expanding on our
knowledge of beginning sounds in
words.
When students are doing their
rainbow writing as well as their
alphabet scrapbook page, they can
look towards my example at the
front of the classroom to remind
themselves of the different steps
they have to complete before theyre
done.
If for some reason students cant or
dont look at my example, they can
flip through the other pages of their
alphabet scrapbook to remind
themselves of the different steps
they have to complete. When
working on beginning sounds of
words, students can use their
alphabet friends song to help them
because each letter has a hand
movement, and if they do the hand
movement they will most likely
remember the letter/sound that goes
with it. Also, when discussing the
sight word of the week Ill make
sure to point out how our sight
words is on the whiteboard at the
front of the classroom if they need
help writing it or remembering it
later.
Description of how students
will reflect on their learning.
As students learn about the
targets of the lesson they will
be able to reflect on what they
already know about the topics,
as well as ask clarifying
questions.
As students work on their own
papers while referencing my
examples at the front of the
classroom, this will allow
them to self-reflect on their
learning and the targets so that
they can make sure theyre
following all the directions to
meet their goal.
Having all these additional
resources and support when
theyre struggling help
students to stay on task with
their learning and self-monitor
where theyre at with each
different reading skill.

h. Grouping of Students for Instruction: Describe why, how, and where in the lesson students will be divided
into groups, if applicable (e.g., "why" could be to support language learners, for reciprocal teaching, and/or to
use jigsaw, and "how" might include random, ability-based, interest, social purposes, etc.). Recognize that
some lessons or parts of a lesson may call for grouped work or individualized work or both.
At the start of our lesson students will be on the carpet as a whole group so I can introduce matching
words with the same beginning sounds, the letter Rr, and readdress our sight word of the week as
well as our previously discussed letters, Aa-Qq. Within the whole group different students will be
picked to try out new skills like writing the letter Rr, identifying the letter, and writing the sight
word, like. Students will then switch to working individually/in small table groups when they do
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 their rainbow writing and alphabet scrapbook page. Although they will be completing their activity
sheets individually, they will be talking to their group members and sharing ideas/helping each other
out if needed. This collaboration is especially helpful for ELLs, because it supports their language
development as theyre engaging in social language with their peers, and also receiving extra help
from them if needed.

Section 2: Instruction and Engaging Students in Learning

a. Introduction: Teacher candidates identify how they are going to introduce the concept, skill or task in a way
that gains students attention and gets them involved (the lesson hook).
Okay room 9, now that were done with calendar were going to move over here and work on
something new. Is everyone ready to learn? Look at our carpet rules, make sure that youre sitting
crisscross applesauce, your hands are in your lap, your mouths are quiet, and your eyes are on me.
Alright, lets start with our alphabet friends song! sing song with students all the way until letter
Qq Today we have a new letter to learn, but first we have some other work to do, lets get started.

b. Questions: Questions teacher candidate will ask during the lesson that drive thinking and learning and
engagement (5 or more questions) and in parentheses, indicate Bloom level and/or question type to ensure
that you are posing questions that push critical thinking and engagement (e.g. Analysis/Divergent)
Can you tell me how we can find the beginning sound in a word? (Analysis)
Whats the beginning sound of the word mat? (Analysis)
Listen to these two words, fox and feet, do they have the same beginning sound? (Analysis)
What is our sight word this week? (Analysis)
What can we do if we dont remember our sight word this week? (Divergent)

c. Learning Activities: Describe what the teacher will do and say and students will do during the lesson.
Write it as a procedural set of steps in the left column of table below. On the right, refer to a supporting
learning theory or principle driving that activity and/or your rationale for doing what you are doing.

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Learning Steps and Activities Supporting Theories/Principles
(Why are you doing what you are doing?)
1. Alright kindergarteners, remember how PiagetScheme, schemes, schema
yesterday we started to learn about beginning Teachers have to know students prior knowledge
sounds and how to find them in words? in order to plan instruction that helps students build
Today were going to learn a little bit more on their existing knowledge
about that. So listen closely to me when I say
the word feet. The sound at the beginning is
/f/. What sound do you hear at the beginning
of the word feet? wait for them to say /f/, if
needed remind them that theyre finding
the sound not the letter.* Okay, what about
the word farm? Whats the beginning sound
of the word farm? Again, what sound do you
hear at the beginning of feet and farm? What
sound is the same in both words? Wow, they
both have the beginning sound /f/! Now Im
going to read some more words to you and I
want you to tell me the sound and then if
they have the same beginning sounds.
continue this with bat, bug pat, pin
dish, bowl cup, cat milk, juice and
more if necessary
2. Good job, now were going to move on to Constructivism (Vygotsky, Piaget, Wertsch,
our sight word. Can anyone tell me what our John-Steiner, Mahn) Learners construct their
sight word this week is? Right! Our sight own knowledge
word is like, does anyone see it up on the Teachers plan instruction that allows students to
board? Yes, its right behind me on the actively engage with new concepts and strategies
whiteboard, so if you need help writing the rather than passively absorbing information
word like later today, where can you find it?
This word and our sight word from last week
are really cool because together they make a
sentence starter, I like. And you can use that
to make a lot of different sentences, I like to
play at recess, or I like to watch movies with
my family. Can anyone give me some more
examples of how to use like as a sentence
starter? Good job! Okay, can anyone tell me
the beginning sound of the word like? Right,
its /l/, and what letter does that sound belong
to? Yes, the letter l, lets spell our sight
word all together, repeat after me and then
youll do it on your own. L-I-K-E, LIKE!
Now its your turn, you have to say it loud
like a cheerleader! Okay, now say it like a
monster. Say it like a mouse. Say it like a
kindergartener. Good job everyone, now Im
looking for someone whos sitting the right
way to come up and try to write our sight
word like up here for me. have students
help them if they need it
3. Wow weve done a lot of learning so far, lets Constructivism (Vygotsky, Piaget, Wertsch,
take a quick break, everyone stand up! Were John-Steiner, Mahn) Learners construct their
going to go through the alphabet all the way own knowledge
until the last letter we learned, letter Q, and Teachers plan instruction that allows students to
every time we say a letter you have to jump! actively engage with new concepts and strategies
have everyone sit back down after break rather than passively absorbing information 6
Alright, so lets turn the page in our
alphabet friends book and see what our next
b. Closure: Closure is the signal to students that the lesson is now coming to an end. In closure, teachers
review the learning targets (what was taught) for the day and refocus on what is important.
Finish up your alphabet scrapbooks because its time to get ready for reading groups! Once youre
ready please join me on the carpet. Wow room 9, we did a lot of learning today, we learned about our
sight word of the week, what was that again? Oh yeah, like! And we also learned more about
beginning sounds and how to tell when words have the same beginning sounds, like cat and car! And
we even learned about a new letter, what was that letter again? Right, R, /r/. Great job during reading
today, Im very proud of all your hard work. have students grouped into their reading groups for
the day

c. Independent Practice: Describe how students will extend their experiences with the content and
demonstrate understanding in a new and different context (perhaps even outside of the classroom). Include
possible family interaction (identify at least one way in which you might involve students families in this
instructional plan.)
Students are sent home with a paper with sight words on them so that they can cut them out and use
them as flashcards, also students will be able to practice using the sight word by using it as a
sentence starter when talking to their family. As they hear teachers and people in their life talk they
will think about the beginning sounds of some of their words, and even practice singing their
alphabet friends song at home.

d. Instructional Materials, Resources, and Technology: Attach a copy of ALL materials the teacher and
students will use during the lesson; e.g., handouts, worksheets, multi-media tools, and any assessment
materials utilized.
Large piece of paper
Markers
Tape
Example sheets of rainbow writing R and alphabet scrapbook R page
Rainbow writing R worksheets
Alphabet scrapbooks
Pencils
Crayons
Bingo doppers

e. Acknowledgements: Acknowledge your sources