Comprehensive Lesson Plan

engagement will allow him to

improve his writing overall.

Child: ‘Student’ E. Tutor: Katelyn Smith Date: 3/5/2020 Content Area: Science Lesson #: 3 of 6 in sequence
Unit EQ: What role do animals play in our environment?

Provide a statement of what students will be able to do AS A RESULT of (rather than AS PART OF) this lesson.
Objective: The student will be able to determine importance within nonfiction text using key words and develop a two to three sentence summary of his understanding.
This will include appropriate conventions and organization within his writing.
Describe how you will collect evidence that individual students have indeed met the lesson objective:
Lesson Assmt: The student will used key words that he gathers during reading to develop a two to three sentence key word summary.

 What modifications to this plan have been made to accommodate the diverse needs of the student (see http://education.msu.edu/te/elementary/pdf/Designing-Lessons-for-Diverse-
Learners.pdf for additional ideas)?

Creating a welcoming learning environment, preferential seating, access to content with appropriate scaffolding, model procedures, allow for additional time for processing

 List any additional anecdotal student notes for consideration prior to professor review of this lesson.

This lesson relates to students’ interest and aligns with current science content within his classroom. Word study is not being used in his current classroom, so this is something he is
learning and it tends to take a bit more time. The TTR was cut short due to dad arriving and needing to take him. This lesson was about an hour and ten minutes; therefore, I did not feel
like it was appropriate to keep him any longer. The last reading was not completed for this portion.

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 Comprehensive Lesson Plan

You will provide a justification statement explaining WHY you are doing WHAT is written in the instructional plan. As we read your justifications, we are looking for a clear statement that
synthesizes how your “instructional WHATs” connect in a cohesive way to your “WHY.” In particular, we want a justification statement that is informed by on-going student outcomes and
reflects your role in RTI by way of the progress-monitoring-to-responsive-teaching cycle. Considerations may include:

Student Outcomes: Teacher Reflection:

Initial assessment Self-reflection
Progress monitoring (specify) Peer reflection
Anecdotal notes Feedback from supervisor
Observations Video Reflection
Engagement
Cluster of Errors

Fluency (10 minutes beginning; 5 minutes end)

REFLECT RESPOND PROGRESS MONITOR
to Inform Planning with Targeted Instruction for Student Outcomes
(show your thinking: T responsive planning) (show your thinking: implementation of high quality instruction) (show your thinking: S response to instruction)
Cold Reads ONLY: PASSAGE name: North Pole Discoveries (ReadWorks) PASSAGE Level (independent This Week’s Rates:
Rate # Errors level): N Rate # Errors
(wpm) (Review TRR chart from last session. Discuss rate/fluency goals.) (wpm) (acc)
Lesson 1 NA NA  Timed Repeated Reading (TRR) 1st Read (cold) 94 6

Lesson 2 81 6 6. Teacher Model 2 Read (hot)

nd 105 3

Lesson 3 THIS LESSON THIS LESSON a. Read aloud the passage to the student. 3 Read (hot)
rd NA NA

Lesson 4 b. Model good inflection and speed (not too fast, not too slow). **Pickup occurred before we could
Lesson 5 7. Silent Read get to the final reading.
Lesson 6 a. The child reads the passage silently for practice, underlining difficult words.  Did the student graph the results?
Discuss. Yes
8. COLD Read Aloud for Timing

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 Comprehensive Lesson Plan

a. Time his/her reading rate.  Did the student reach the goal for
 Justification for today’s b. Student completes the TRR chart. **(Completing at the end of the lesson to today? Yes
fluency plan: ensure he can focus on further tasks and celebrate any growth)  What will you do next as a result of
c. Emphasize rate growth and error decrease. today’s student outcomes?
Based off of our previous lesson, Based off of today’s lesson, this
he needs to focus on the  Return here AT THE END OF THE LESSON particular passage was
modeling component. This will 9. HOT Read Aloud for Timing (same as steps a. – c. in #3) appropriate, as it was on his
help him when he reads it to 10. 3rd HOT Read Aloud for Timing (same as steps a. – c. in #3) independent level.
himself. He will also need to I did notice that when he read
seriously consider underlining orally the first time his fluency was
difficult words to ensure the labored. I tend to jump in too
focus remains on fluency. As he quickly to support. Next time, I
continues to become more would like to encourage and
fluent, he will be able to build possibly explicitly tell him to
further on his comprehension underline those unknown words
skills. during his silent reading time. He
struggles with focus and will easily
 What is the new goal, or become off task or he will add in
student outcome, you hope details. I learned that he is
to achieve by the end of engaged in the text and excited
today’s fluency work? At the learn more about the topic. I
end of today’s lesson, I hope connected it to our guided reading
that he notices his own text today and that seemed to help
successes and we are able to that it all aligned. I will do the same
celebrate progress. This in the next lesson. His overall wpm
includes his ability to read at rate improved and he was able to
least 90 WPM on an initial gauge the understanding through
passage. I am hoping that the visual representation of the
when he graphs his fluency graph.
rate he will understand that

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 Comprehensive Lesson Plan

repeated practice and

reading and rereading text
supports his overall literacy
growth.

Word Knowledge (15 minutes)

REFLECT RESPOND PROGRESS MONITOR
to Inform Planning with Targeted Instruction for Student Outcomes
(show your thinking: T responsive planning) (show your thinking: implementation of high quality instruction) (show your thinking: S response to instruction)

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I
Justify why you selected this sort: Word Study Stage: Within Word ( Early Mid Late)  This sort was just right
selected this sort based off of his FEATURES SORTED: -oo vs. -oa vs. -ow
-oo -oa -ow  Do errors tend to cluster around a
previous and continued difficulty particular weakness? Multisyllabic
with other vowel patterns, especially words
kangaroo roasted known
ambiguous vowels. He is continuing  If WWP:
to show growth but in the last lesson o Sound Pattern
spoofing throat drown
he, struggled when he began to rush Position
 If SA:
and multisyllabic words are smooth loan thrown o Previously learned patterns in
especially difficult in text for him. This LN WWP
lesson will include multisyllabic words broom cloak prowling  Which features?
and a component that allows him to o Doubling
swoon approach o Syllable Juncture
write some of his words or words with
o Other
the same pattern. I feel like this will swooped coasting
really benefit throughout reading  Student completed the sort
and writing. snooping with support.

 How did your student do on the last sort?  Comments:

Blind Sort Results: He was able to remember his learning
Features % correct from the previous lesson.
Lesson 1 -oa vs. -ow
90 Blind Sort Results:
vs. CVCe i. Introduce and Model
Lesson 2 -iCe, -igh, % correct
95 a. Intro words, exclude words children cannot read.
-ew Today 100
b. Model how to sort:
Lesson 3 THIS THIS i. First by sound (long vs. short; accented vs unaccented, etc.)
LESSON LESSON Comments:
ii. Then by pattern (CVCe vs. CVVC) Procedures as outlined on the plan were
Lesson 4
j. Sort and Check
Lesson 5 followed. In the beginning, the words
k. Students identify pictures and/or read each word aloud.
Lesson 6 were introduced but as we begin the sort
l. Place feature headers in top of column.
I should have given him a bit more
m. Student sorts independently.
What will you emphasize next based on the ownership and encouraged a productive
n. Student compares word card back to header.
previous lesson (error clusters)? I plan on struggle. I tend to jump in too quickly and
o. Student checks work and explains choices.
walking him through the steps of word study

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 Comprehensive Lesson Plan

again and continuing to encourage his self- k. Reflect I feel like he can gain more applicable
correction usage. I will also incorporate a. Student provides summary statement regarding features. skills if he attempts something. He was
multisyllabic words that contain suffixes such able to sort by sound and pattern. It was
as –er and –ing. This will allow him to sort l. Blind Sort (use 6-10 words) evident that he relies on looking at the
words that are a bit more challenging, yet
focus on his need for other long vowels. pattern to match it and place it in the
roasted grown kangaroo
correct column. I did have to prompt him
 Would FastReads be beneficial? I feel to compare the word back to the header
like that would cause him to make errors approach thrown swooped and check his work, including explaining
more frequently. his thinking. He was able to successfully
complete this with support. I messed up
prowling snooping
on the blind sort and showed him the
words too quickly. I then noticed that he
was looking at the pattern and not
worrying about the sound. This is
something that I plan to revisit next week
and ensure that I am reading the word
and he does not see the word until he
determines which heading it should go
under. Next time, I plan on having him
work with vowels that contain o, i, and u.
This will help him review all of the vowel
learning that we have done thus far. This
will also give me an opportunity to the
delivery of this section of the lesson. He
said approached instead of approach
on the blind sort, but he sorted correctly. I
did have him do a written sort so I could
see what word learning he grasped and
what we potentially work on. I
intentionally selected multisyllabic words

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 Comprehensive Lesson Plan

to encourage him to think about suffixes

as well.

Comprehension (30 minutes)

REFLECT RESPOND PROGRESS MONITOR
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to Inform Planning with Targeted Instruction for Student Outcomes

Justify why you selected this
strategy?
Last week, we worked on Comp Determining Importance (Select the comprehension strategy focus area) Was the student independent in
finding key words that using the strategy?
support understanding of Strat: (Below, look for techniques you can use to support the independent use of this strategy.) As he used the sticky notes
the text. This week I wanted today, I did explicitly tell him
to dig deeper and make that he would be finding four
sure he is selecting a today. This seemed to help since
word(s) that encourage a he was provided with the
deeper understanding of expectation before reading.
the text. It was evident that Key words support the strategy
he tended to second guess of determining importance. In
himself last week and he did
non-fiction text, students are
need ample support to
faced with many important
determine importance and
facts and he was able to
key word understanding
within nonfiction.
determine importance based
off of our essential question with
support. I did provide less
support throughout this lesson
than I did in the previous lesson.
What is your intended outcome as a Discussion Organizing Writing Vocabulary
RESULT of this reading (tied to Think-Pair-Share Power Thinking Summarizing Word Map How independent was your
obj/assmt)? Authentic Questions Pattern Puzzles Sum It Up Concept of Definition student today with these tools?
 The student will be able to Seed Discussions Graphic Organizers Framed Paragraph Map As we were engaged in
determine importance within Group Pattern Puzzles Venn Diagram/Comparison Writing Template Graphic Organizers discussion about the text, he did
nonfiction text using key words and Group Graphic Selective Journal/Learning Log Sentence/Word need additional prompting to
develop a two to three sentence Organizers Underlining/Highlighting RAFT Expansion expand his understanding. He
summary of his understanding. Carousel Column Notes Spool Paper Word Combining was quite tired so this could
Gallery Walk History Frame/Story Map Sentence Synthesis Capsule Vocabulary have played a part. Although
Which of the tools to the right will you Concentric Circles Sticky Notes Word Combining Semantic Feature
support was necessary, he was
use in the Clock Buddies Opinion-Proof/Conclusion- Analysis
eventually able to discuss the
Group QARs Support Journal/Learning Log
text. As he used the sticky notes
Capsule Vocabulary Problem-Solution

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B-D-A reading to scaffold meaning- Semantic Feature Analysis today, I did explicitly tell him
making so that the student successfully that he would be finding four
attains the outcome (obj/assmt)? today. This seemed to help since
 Seed Discussions, Sticky Notes, he was provided with the
Summarizing (Key Word Summary), expectation before reading. He
Word Expansion did need prompting to narrow it
down to one to two words at
How independent was your student last the first stopping point. After
time with these tools? that, he was gaining more
 He needed ample support. This is independence as the lesson
why I decided to continue working moved forward. He still needs
on key words and developing these support with developing
summaries during this lesson as well. summarizing and word
This will allow him to solidify his expansion. He was able to
understanding before introducing complete the summary with
more strategies. I did add word support. I questioned him and
expansion to help him expand on encouraged him to develop
his vocabulary. complex sentences that
focused on a specific audience.
BEFORE READING, VIEWING, OR TEACHER STUDENTS
LISTENING
 focusing attention, laying groundwork, creating interest,  strategies to get STUDENTS thinking about what
(~5 MINUTES)
sparking curiosity…think of it as setting the stage/setting they already know
them up for success  cause STUDENTS to bring to mind similar ways of
 make sure students “get” the purpose (not just agenda) thinking, an analogous idea, or previously-learned
of today; what it will result in or lead to; the “why” of what content or concepts
they’ll be doing  STUDENTS are caused to think about that element
of today’s learning that is most close to or familiar
to them

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What prior knowledge does your student How will you activate the learner’s prior knowledge related to this topic?  This topic was familiar.
have on this topic? 2. Setting the Hook
He is continuing to build off of the a. Briefly describe what you will do to “hook” the reader’s prior knowledge to the new What about the “hook” was
previous lesson on endangered species. engaging for the student?
information to come in the DURING reading portion of the lesson.
He also is aware of habitats, adaptations, He enjoyed that the video was
and other factors and enjoys anything actually in the artic with scientist
related to animals. He is beginning to In order to hook the student, we will begin by watching a short video (Discovery Education-
that were able to describe their
relate his understanding to animals in Experiencing Polar Bears) about polar bears in the Artic. This will encourage him to continuing learn role in understanding more about
various parts of the world. Today, we are more and expanding his curiosity. This will then allow him to deepen his comprehension skills as he polar bears and how they can
focusing on Polar Bears and the becomes more engaged in the reading. support the species. The
importance of their survival. He knows multimedia platform encouraged
much more about this species than the 2. Vocabulary Review him to ask additional questions
Kakapo from last week so I am hoping this a. Before reading, go over some words that may be troublesome. Talk about how and it provided real life
will allow him to expand his they are pronounced, connect to word study if possible, look for ways to break word experiences that intrigued him. I
comprehension further and embed this ended up showing him various
apart, and talk about meaning if unknown. List the words below.
thinking into extended conversations. images that connected to the
Words and page #s: habitat (p. 6), predators (p. 5), climate (p. 14), endangered (p. 20)
video so he could expand further.
How will you create a common
experience or “knowledge base” from How did the “hook” connect the
which to build upon before reading? new knowledge to come in the
What holes need filling? DURING with the child’s prior
His knowledge base begins building in the knowledge?
fluency portion of the lesson. This will get The “hook” was a direct
him to begin questioning and build a connection to the text as they
desire to learn more. Also, it can be used both are diving deeper into
as a hook when I relate our understanding survival and
comprehension lesson to earlier leaning. protecting these precious
animals. His prior knowledge and
new knowledge connect as he
continues to determine the
importance and ask questions
that encourages comprehension
development.
Vocabulary Difficulty level?:
The vocabulary is not difficult,
but necessary to understand

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 Comprehensive Lesson Plan

the text. Two words are

reviewed from last week and
two words are new. These
words support the essential
question and I was able to
reference the glossary as we
were reviewing some
vocabulary words. He does
tend to jump in and talk over
me when he has a thought.

DURING READING, VIEWING, OR  strategy(ies) for student active engagement with the new content that’s coming from the text
LISTENING  what are students doing WHILE reading, viewing, or listening (i.e., techniques)?
(~15 MINUTES)
Text Title: Reading Level: O Text Format: Diversity & Accommodations
Animals in Danger: Digital eBook One-on-one
Polar Bears (EPIC!) Differentiated by reading ability:
Genre: Nonfiction
Justify why you selected this specific Comp Technique: Sticky Notes without flagging  Success with comp
technique/tool for the DURING reading? techniques? He was able
This technique will be beneficial because Technique (list above): Sticky Notes (with Key Word Summary) to use the sticky notes to
he really struggled last week when he  What will the student do to place hold new information while reading?: Determine determine a key words that
was asked to come up with one to two
importance of a predetermined stopping point within the text- Student will use the sticky was important to the
words that help him determine
importance of the text or a section of the notes to think of a key word(s) that describe an important fact. This is a key strategy that essential question and his
learning from the text with

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 Comprehensive Lesson Plan

text. He needs to understand and be is used in my current county based off of the Jan Richardson model. He will write a few modeling and prompts. This
able to apply this strategy before we key words on the sticky note. I will explicitly tell him to find four key words so he didn’t first stopping point, I
move on to additional strategies. I also provided more support and
think it will help develop his writing,
read everything and have to go back. This will allow him to then use the key words to
write a main idea statement after reading and create a 2-3 sentence summary. gradually released the
especially the details and word choice.
level of responsibility as he
The reader must be DOING something
was grasping the concept.
while reading. How will you make this By the fourth stopping
clear BEFORE letting him read point, he was able to
independently? determine importance and
The strategy will be explicitly discussed write a key word that
and modeled to ensure he is able to reminded him of the
utilize the sticky notes with purpose. I will significance or importance
model this with the same text, but ensure of that section.
he is not stopping to use the strategy at  Level of independence?
the same place. I will also refer to our
some support needed
lesson last week and praise him for work
through previous challenges with this
 Does the student know
strategy in hopes that this builds him up when to use this type of
for the task. technique on his own (in
which circumstances it
works best)? No, but he is
getting better with more
experience using this
technique.
Justify why you planned your stopping Remember: Instructional readers need to be working on SILENT reading. You should have 2 copies of  Text difficulty level:
points based on your student’s needs. what is to be read—your copy and your student copy. You will do a DR-TA for this portion…making just right
Stopping points are planned based off of predictions, reading silently to a predetermined stopping point, and then discussing for clarification.
his ability to extend and identify key REPEAT as necessary to get through the assigned chapter/reading.  Does the student self-
understanding within the text. The
monitor while reading?
stopping points contain a main idea and DR-TA Reading:
specific nonfiction text features that
mostly
List the stopping points for discussion below; list the questions you will ask at each stopping point.  TOTAL PAGES READ: 20
provide additional information that will
 Pg. 9—Surviving in Snow— What does the polar bear do to survive in the snow?  Independence with comp
expand his understanding.
 Pg. 14- Polar Bears in Danger— Why does the author include information about danger? strategy? Support Needed
 Pg. 20—Polar Bear Helpers— What is the most important information on this page?

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What level of success did your student  Areas of difficulty?

experience last week in the DURING How does your questioning build towards the outcome goal for the AFTER reading? Focusing on key words to
reading with the accommodations and Each stopping point and question allows him to narrow down his thinking to key words. This help determine importance
scaffolds you put in place to address encourages him to think about the whole and break down the important parts or aspects of his was initially a challenge. He
identified diverse needs?
reading. This then will benefit him in the end when he is developing a key word summary based off wanted to create a
Last week he struggled to find evidence
to support his thinking within the text. He
of the text and the key words he pulled from the text. sentence. His explanations
was vague and needed additional were vague until he was
prompting to incorporate detailed prompted for a more
reasoning behind his thoughts and What are the big ideas/themes discussed as a result of this reading? detailed answer.
connecting his understanding to the text. As a result, he will be able to further understand the importance of polar bears and survival  Comments:
This week, I want to continue to capabilities. He will able to be able to discuss the benefits and challenges that they can encounter I should have stopped him
strengthen his ability so eventually he can and ways that they support one another. earlier on to read silently. I was
get to a level of independence with this still focused on the fluency
strategy. process and him reading out
loud. Next time, I plan on
stating this well before the
reading occurs. I think I did
well by modeling once and
then encouraging him to read
silently. I did praise him for
questioning throughout the
text. This supports his
comprehension development
and I believe this would be
great strategy that we could
work on moving forward. I did
have to prompt him to remain
on task a few times. He is fine
when he is redirected. He
really is getting better with this
strategy and it can easily be
embedded into his
independent reading to

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 Comprehensive Lesson Plan

support his comprehension

development. Overall, I think
he did well during reading and
he proved that determining
importance based off of a key
word can help him synthesize
his understanding overall and
he began additional
connections to other species
that may be endangered.

AFTER READING, VIEWING, OR  how will students apply new knowledge in a new way?
LISTENING  how will students check to see if their understanding is correct?
 how will students be prompted to reflect on what they learned?
(~10 MINUTES)
 how will students be prompted to reflect on how they learned it?
What level of success did your student Remember: Students should be providing you with evidence that they have LEARNED SOMETHING NEW from this lesson. This should tie in  How engaged and motivated
to your assessment above.
experience AFTER reading with the was the student?
accommodations you put in place to He was very engaged in the
What will students DO with the “place holders” collected in the DURING reading phase?
address identified diverse needs? task and jump in immediately.
Identified stopping points throughout
CE will use the sticky note place holders that he gathered during reading to develop a detailed key He seemed to be empowered
reading allow him to process learned word summary. He will use his identified key words and develop his summary to ensure it will include that his sticky notes are
information and synthesize his the main idea of the text and supporting details as it relates to his opinion on endangered species. supporting his development in
understanding through teacher guided writing.
practice. This is modeled for him in the How will you make his/her thinking visible?  How successful was the
previous section and allowed him to have His thinking will be visible through the development of his key word summary and expansion on the student on the assessment?
both visual and auditory modeling ideas from the text to support his growing opinions. This will be a guided process to ensure he can CE did much better on the
opportunities. Before reading he is make clear and descriptive statements throughout a comprehension conversation. This will be assessment this week than he
exposed to new vocabulary and scaffolded through a comprehension conversation as we encompass the sticky notes that he has previously. He was able to
encouraged to use known strategies to create a base sentence and
developed with the key words he identified during reading.
solve the word and identify the meaning. with prompting, he could
This continues to help him build expand his word choice and
comprehension within, beyond, and Describe any other parts of the activity/process below. provide a clear understanding
about the text. Assessment will occur in conjunction with the writing portion of the lesson. of his learning from the text.
If needed, he will dictate a sentence first and then we will work together though prompting to He focused on the
ensure he is able to add appropriate and specific details. Prompts could be the following: importance of the topic and

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Please Note: The Assessment occurs in  Explain your thinking was beginning to look back at
the After Phase! The point is to see what  Show me evidence of your thinking the essential question and
has been learned as a result of the  Tell me more show further curiosity.
reading, so it must come after one reads.  How could you include additional details within (singular focus) this sentence?
 Confirm that your assessment  Other Comments:
happens here or in the Writing As he became stronger with
section: YES
What will you use to assess learning of the objectives? How will you know your student has mastered determining importance by
 Confirm that your obj listed above (i.e., made visible) the objective? using a key word, he also
matches your assessment listed here Using his during reading activity with the sticky notes, he will be able to write two complete become more confident in his
(i.e., what you said you were going to sentences that describes his view of protecting endangered species based off of the text. This will literacy learning overall.
teach, you actually assess for here or be completed in the writing portion of the lesson. He will be sure to expand his thinking though Overall, he was able to create
in the Writing section): YES teacher delivered prompts as necessary. This is a necessary accommodation at times and will a summary that describe the
encourage him to expand his knowledge. This will then develop into a clear key word summary. importance of endangered
polar bears with prompting.
Next time, I would like to see
him become more
independent in his writing and
think about if his sentences
(phrasing) makes sense to the
reader. I did notice that when
he speaks, he tends to flip the
tense of words or add
unnecessary words to spoken
language. This was when I
would prompt and ask him if it
made sense prior to his
writing.

Writing (15 minutes)

REFLECT RESPOND PROGRESS MONITOR
to Inform Planning with Targeted Instruction for Student Outcomes

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What level of success did your student Writing Focus: Key Word List the writing focus area(s): The writing portion will focus on  Writing was completed:
experience with connecting the ideas developing a key word summary based off of the sticky notes he with help
from the readings to writing last week? Summary—What impact, collected during the reading. He will take the key words and  Level of success
Last week, he really struggled to dictate a positive or negative, do create a summary that incorporates the main idea and connecting reading
sentence orally and then write it. This is
why the focus this week is very similar. He
polar bears have on the supporting details. In order to encourage him to create detailed concepts to writing:
would create a simple sentence and environment? sentences, with appropriate conventions and ideas, he will be independent
become frustrated when he was asked to prompted when necessary to ensure he is able to expand his Comments:
expand on his thinking. It seemed to boil thinking and development of complex sentences. He will be Overall, he did great when
down to his struggle with spelling. This is prompted to attempt to spell unknown words and underline it if connecting the reading to his
when he began to shut down last week. I he feels like it is not spelled correctly. This will help him continue writing. He was much more
think he can expand his ideas, but he with his writing and focus on expanding his ideas.
needs strategies in place to avoid
engaged in the development
frustrations in the writing process. of his writing and he noticed
that the sticky notes really
Focus Areas: helped him remember the
Voice Conventions
Ideas Organization important details that he
Presentation Word Choice read. He does need support
Sentence Fluency
with word choice and
expanding his ideas. Without
prompting, at this point, he
does not put in the same
valiant effort. Next time, I
want to read his writing out
loud and continue to build
him up. At the end, I hope to
take all of his summaries and
see what his thoughts are on
how we can relate them all to
the essential question.

Be sure to include a copy of the passage, sort, and any other instructional materials you intend to use as part of this lesson plan submission.
READ 670: Instructional Reader Lesson Plan