UDL Lesson Plan: Observation #4

Teacher Candidate’s Name: Siera Camacho

Date Created: February 8th, 2023
Content Area: English Language Arts (ELA)
School: Lincoln Elementary School
Grade Level: 3rd Grade ( )
Lesson Title: “Mongo and Cutie”- Level C
Time: 20 Minutes (10:18-10:38)
Michigan Academic Standards: (include code and standard)
MAS.ELA.3.RI.1- Ask and answer questions to demonstrate understanding of a text, referring
explicitly to the text as the basis for the answers.

MAS.ELA.3.RI.8- Describe the logical connection between particular sentences and paragraphs in a
text (e.g., comparison, cause/effect, first/second/third in a sequence).

Performance Based Learning Objectives:

Given explicit instruction, learners will be able to ask and answer questions to demonstrate
understanding of the text referring back to the text in 3 out of 4 trials or with 75% accuracy.
Given explicit instruction, learners will be able to correctly sequence specific events from the text with
at least 80% accuracy or 4 out of 5 trials.

Materials: (Low tech, including number needed)

Teacher:
• Reading A-Z book--- “Mongo and Cutie” (x3[1 per student, x1 per teacher])
• Sight Word Bag (x2[x1 per student])
• Sequencing Cards (x5)
• Comprehension Cards (x4)
• Sticky note (FA) (x1)
• Dry Erase Marker (x3 [x1 per student])
• Color Overlay Reading Guides (x2)—if needed
• Main Vocabulary Words (x6)
o hide, play, tries, grandma, with, lunch
• Hole punch (x1)
o Hole punch cards (x2 [1 per student])
• Dry erasers (x3[1 per student, x1 per teacher])
• Dry erase board (x2[1 per student])

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 Students:
• All supplies needed by the students will be proved to them by the teacher.

Technology: (High tech, mark all that apply; indicate if no technology is being used)
** No technology will be used during this lesson.
o Teacher laptop o Digital camera
o SMART Board o Document camera
o LCD projector o Digital microscope
o SMART Senteos (class set) o Video camera
o Computers o Scanner
o iPad or tablet o Color printer
o iPod or mp3 player(s) o Calculators
o Early childhood learning technologies o FM system
o Webcam o Other______________

Bibliography/References: (in APA format)

Comprehension Questions and Sequencing Materials:

https://www.canva.com/design/DAFaVIFD4zs/qOGGv6qgHfJ8vxltdCWt8A/view?utm_content=DAFaVIF
D4zs&utm_campaign=designshare&utm_medium=link&utm_source=publishsharelink
Learning A-Z (revised 2020, February). Case study: Arizona, Washington Elementary School District. Tucson,
AZ: Author.

Reading A-Z. (n.d.). Retrieved February 6, 2023, from https://www.readinga-z.com/books/

Prior Learning Connections: (Background knowledge support)

• This is a new book that we will be starting for the week.
• We have talked about sequencing and ordering different events in a story.
• Many of the high-frequency words throughout the book are words that they have had in their
sight word bags.
• Students have also read Reading A-Z books.

Differentiation/accommodations:
• Visual:
o The index cards with vocabulary words on them will serve as a visual.
o The students will each have books to read from in front of them with visuals.
o The students’ predictions will be on the whiteboard.
o When sequencing the events in a story, the pictures
• Auditory:
o The students will verbally read the book and sight words aloud.
§ I will verbally help them when they are stuck or mispronounce a word.
o We will go over unfamiliar or difficult words verbally before we begin reading the book.
o The comprehension questions and answer choices will be read aloud.
o I will also sound out words that may be unfamiliar with the students.
• Tactile/Kinesthetic:
o The students will be physically writing the letters that correspond with the correct
answer.

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 o The students will also be physically moving the pictures on the table to put them in
sequential order.
• Whole Group:
o Most of the lesson will be conducted whole group.
§ We will read the book as a whole group, as well as do the picture walk.
§ Throughout the lesson, we will read and go over the questions and answers as
a group.
• Small Group:
o The students will work together to place the events in sequential order.
o The students will work with one another to sound out the main vocabulary words.
• Independently:
o The students will read certain pages independently.
o The students will also answer the comprehension questions at the end of the lesson on their
own.
o They will go over their sight words in their sight word bags by themselves.
o They will also answer verbal questions independently.
• Multiple Intelligences:
o Musical: Music will be playing in the background as the students read and we go
through the questions and sequencing.
• Accommodations:
o Reading guides so that students do not lose their spot while reading (

o Questions and choices read aloud to the students ( )

Special Concerns (including medical, behavioral, and/or environmental):

• Medical:
o There are no medical concerns with this group of students.
• Behavioral:
o There are no behavioral concerns with this group of students, however, they are very quiet.
o Make sure that students use whiteboards to write their answers before showing because they
tend to look at one another answers and copy based on that.
• Environmental:
o There is not a ton of room for the students to move around, other than that, there are no
environmental concerns.

Assessment:
Formative:
o The students will be assessed on their ability to correctly answer 3 out of 4 questions about
the book. They are able to refer back to the text. When I assess the students, they will grab
whiteboards and dry erase markers. I will ask the Reading A-Z questions and the students
will choose the choice that they believe is the correct answer. When the students show me
their answer, I will make on a sticky note a ‘ü’ or an ‘x’ next to their name and the
corresponding question.
o The students will also be assessed on their ability to work to place 5 events into sequential
order as shown throughout the book. The students will receive a ‘ü’ on a sticky note by their
name and the corresponding number (1-5), or an ‘x’ if it is incorrect.
o Sticky note example below:

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 Comp. Q’s Sequence
1. 1.

2. 2.

3. 3.

4. 4.

5.

1. 1.

2. 2.

3. 3.

4. 4.

5.

Summative:
• N/A

During Lesson: (General guidelines for the lesson; your plan/“script” begins under Part 1)

Part 1: Engagement/Warm-up: (3 minutes)

• Walk into the room and set the timer for 20 minutes.
• “Good morning girls!”
o “How are you both doing this morning?”
§ Allow time for the students to respond.
§ Possible responses by the students:
• “Good”
• “Not good”
§ Possible responses:
• “Awesome! I am so happy you are having a good day!”
• “Oh no, I am so sorry that you are not having a good morning; there is still
plenty of time for it to turn around though.”
• Have students grab their sight word bags from their bins with their names on it.
o If students forget, remind them
o “Don’t forget… What is the first thing you should do when you walk into the classroom?”
§ Observe as the students grab their sight word bags and folders from their bins.
§ Have the students read their flashcards.
• If the students read the word correctly, place a star on the top of the card
with a pen.
• If the students read the word incorrectly, then they do not receive a star and
have to ‘practice’ the word.
o If the student does not know the word, sound it out with them and
then have them practice it.

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 o Practice the word: The students grab a dry erase marker, write the
word three times on the table as they sound it out.
o Once the students have finished their cards, they can put them back into their bins.
§ “Great job! You both did well!”
• “This week, we are going to start working on a new book but first, I want us to talk about something.”
• Write the word ‘dog’ and ‘cat’ on the whiteboard.
o Point to the word ‘dog’
§ “What is this word?”
• Allow students to respond.
• Intended response: ‘Dog’
o If the students do not know the word, sound the word out with them.
o /d/ /o/ /g/
o “Dog, yes! Great job!”
o “Let’s repeat it 3 times together”
§ Allow students to repeat ‘dog’ three times.
§ “Dog, dog, dog”
§ Repeat it three times with the students
o Point to the word ‘cat’
§ “What is this word?”
• Allow students to respond.
• Intended response: ‘Cat’
o If the students do not know the word, sound the word out with them.
o /c/ /a/ /t/
o “Yes, the word is cat!”
o “Let’s repeat it 3 times together”
§ Allow students to repeat ‘cat’ three times.
§ “Cat, cat, cat”
§ Repeat it three times with the students
• “Awesome job! What are some things you already know about dogs and cats?”
o Allow students time to explain some things that they know about cats and dogs.
§ This is just a verbal discussion.
o “Do either of you have cats?”
§ Observe both non-verbal and verbal responses.
• Non-verbal examples:
o hand raised, head nod, thumbs-up, etc.
o “What about dogs, do either of you have dogs?”
§ Observe both non-verbal and verbal responses.
• Non-verbal examples:
o hand raised, head nod, thumbs-up, etc.
o “That is awesome! I have a cat and a dog!”

Transition:
• “Awesome job! Let’s dive into the next part of the activity!”

Part 2: Instruction/Exploration: (12 minutes)

• Have the students pull out their Reading A-Z book from their folder.
o “Okay, so this book is called “Mongo and Cutie”.
o “Repeat after me: Mongo and Cutie”
§ Allow time for students to repeat.
• “Based on the cover, who do you think Mongo is? Who do you think Cutie is?”

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 o Allow students to respond.
§ Students can take an educated guess.
§ Correct response: Mongo is the dog; Cutie is the cat.
o “Great! We will have to see.”
• “Let’s make predictions. I will give you a few seconds to think about what the book may be about based
just on the cover.”
o “What does it mean to predict?”
§ Allow time for students to respond.
• Possible response: guess
• Intended response: make a logical guess based on clues or context.
o Allow a few seconds for the students to come up with their predictions.
o “Okay [student name], what is your prediction or what do you think will happen in the story?”
§ Allow students to respond.
• Accept all predictions that students can justify.
• Write the students name and their prediction on the whiteboard.
o “[Student name], what is your prediction?”
§ Allow students to respond.
• Accept all predictions that students can justify.
• Write the students name and their prediction on the whiteboard.
o “Those are some great predictions! We will have to see if they are correct after we read the
book!”
• “Let me read the summary to you about what this book is about.”
o Book Summary:
§ “Grandma and Cutie come to Mongo’s house. Mom and Grandma go out to lunch.
Mom tells Mongo to play nice with Cutie. What will happen with the big dog and the
little cat? Will they get along?”
• “Before we dive into the book, I do want us to look at some of the main vocabulary within it.”
o Words: hide, play, tries, grandma, with, lunch
o Go over definitions, IF NEEDED.
§ Sound out the words with the students if they are unsure.
§ Grab the index vocabulary word cards.
§ Place the first word, hide, on the table so both students can see it.
§ “Do either of you know this word [point to the word on the table]?”
• Allow time for each student to say the word or sound it out:
o If both students are unable to identify the word, sound it out
together.
o /h/ /i/ /de/
§ Long i—silent e (CVCe)
o Blend it together--- hide
• “Can you give me a sentence with hide in it?”
o Allow students to respond.
§ Sentences may vary.
o Definition, if needed: to put or keep something out of sight
• “Great job!”
§ Place the next word, play, on the table so both students can see it.
§ “Do either of you know this word [point to the word on the table]?”
• Allow time for each student to say the word or sound it out.
o If both students are unable to identify the word, sound it out
together.
o /p/ /l/ /ay/
o Blend it together--- play

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 • “Can you give me a sentence with play in it?”
o Allow students to respond.
§ Sentences may vary.
o Definition, if needed: engage in a game or event for enjoyment
• “Nice job!”
§ Place the next word, tries, on the table so both students can see it.
§ “Do either of you know this word [point to the word on the table]?”
• Allow time for each student to say the word or sound it out.
o If both students are unable to identify the word, sound it out
together.
o /t/ /r/ /ie/ /s/
o Blend it together--- tries
• “Can you give me a sentence with tries in it?”
o Allow students to respond.
§ Sentences may vary.
o Definition, if needed: to make or put effort into something
• “That is a good sentence!”
§ Place the next word, grandma, on the table so both students can see it.
§ “Do either of you know this word [point to the word on the table]?”
• Allow time for each student to say the word or sound it out.
o If both students are unable to identify the word, sound it out
together.
o /gr/ /a/ /n/ /d/ /m/ /a/
o Blend it together--- grandma
• “Can you give me a sentence with grandma in it?”
o Allow students to respond.
§ Sentences may vary.
o Definition, if needed: the parents of your parents
• “Good job!”
§ Place the next word, with, on the table so both students can see it.
§ “Do either of you know this word [point to the word on the table]?”
• Allow time for each student to say the word or sound it out.
o If both students are unable to identify the word, sound it out
together.
o /w/ /i/ /th/
o Blend it together--- with
• “Can you give me a sentence with with in it?”
o Allow students to respond.
§ Sentences may vary.
o Definition, if needed: accompanied by a person or a thing
• “You both are doing amazing!”
§ “Let’s finish strong; this is the last one.”
§ Place the next word, lunch, on the table so both students can see it.
§ “Do either of you know this word [point to the word on the table]?”
• Allow time for each student to say the word or sound it out.
o If both students are unable to identify the word, sound it out
together.
o /l/ /u/ /n/ /ch/
o Blend it together--- lunch
• “Can you give me a sentence with lunch in it?”
o Allow students to respond.

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 § Sentences may vary.
o Definition, if needed: A meal eaten in the middle of the day.
• “Now look at the front of the book. Where do you think the two people are going?”
o Allow students to brainstorm about where the two people are going.
§ Any answers are acceptable.
• “Fabulous job girls! Let’s begin reading!”
o “Who would like to read first?”
§ If the students cannot come to agreement, have them pick a number 1-10. Whoever is
closest to the number 2 will begin reading first.
• Read through the book with the students. Allow each student to take turns while reading.
o For example: reads page 1, reads page 2, so on and so forth.
§ Observe students.
§ “[Student name], you can read first.”

*When questions are asked, student answers may vary.

**Provide assistance if students do not know the words in the book by helping them sound it out.

*** Students may use color overlays reading guides to help them follow along/not lose their spot

o Accommodation: Reading Guides ( )

• Page 3: Point to the word ‘Grandma”
o Check to see if they are correct.
§ “Great job finding it!”
o If the students do not find it:
§ “That was a nice try, let’s look for it together as group.”
§ “What does letter does it start with?”
• Intended response: G
• “Yes, look for that.”
• Look for it together.
• Once it is found:
o “Nice job!”
• Page 5: “What does Mom tell Mongo to do with Cutie?”
o Allow students to respond.
o Intended response: to play nice.
• Page 6: “How is Cutie not playing nice with Mongo?”
o Allow students to response.
§ “How do you know that?”
• Allow students to respond.
o Intended response: Cutie is biting Mongo, it shows it in the picture.
• Page 8: “How do you think Mongo feels?”
o Allow students to respond.
§ Intended response: sad, unhappy
o “How do you know?”
§ Intended response: Mongo is frowning in the picture.
• Page 10: “Do you think Mongo has a good reason to not want to play with Cutie again?”
o Allow students to respond
o “Why or why not?”
§ Responses may vary.
• “Great job reading through the book girls!”
• “Before we even began reading, we looked at the front of the book and talked about where you think the
two people were going. Where did we find out that they were going?”

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 o Allow students to respond.
o Intended response: to lunch
§ If students do not recall, have them flip throughout the book to find the answer. If they
are still unable to, tell them that it is located on page 3.

Transition:
• “Amazing job! We only have a few more things to do before I send you back to class.”

Part 3: After Lesson: (5 minutes)

Closure:

• “You will need to grab a dry eraser, board, and a dry erase marker.”
o Allow time for the students to get their dry eraser and marker.
§ The students will get up and grab these from the shelf on their right.
• “The last thing that we are going to do, is answer 5 questions about the book.”
o “I am going to read the questions and answer choices for you, you are going to put the correct
letter answer on the table.”

** Make sure that students use whiteboards to write their answers before showing because they tend to
look at one another answers and copy based on that.

• Read the first question and choices.

o Show the students the enlarged question 1 and choices. Point to the words as you read the
question and choices
o Accommodation: questions and choices read aloud to the students ( )
o “What is the story mostly about?
o A. Mom and Grandma going to lunch.
o B. Mongo and Cutie play nicely.
o C. Cutie is mean to Mongo.”
o Allow time for the students to answer.
§ Correct Answer: C
• Have the students turn their boards.
• “Great job! The correct answer is C.”

** Give the students a ‘ü’ on a sticky note by their name if they answer the questions correctly, an ‘x’ if it
is incorrect. Allow them to look back in their book if needed. (FA)

• “Great job! Erase your answer and let’s move onto question 2.”
o Show the students the enlarged question 2 and choices. Point to the words as you read the
question and choices
o Accommodation: questions and choices read aloud to the students ( )
o “What does Mongo do after Cutie bites him?
o A. He tries to run.
o B. He tries to go outside.
o C. He tries to bite Cutie.”
o Allow time for the students to answer.
§ Correct Answer: A
o Have the students turn their boards around when they are done.
• “Nice work! The correct answer is A.”

** Give the students a ‘ü’ on a sticky note by their name if they answer the questions correctly, an ‘x’ if it
is incorrect. Allow them to look back in their book if needed. (FA)

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 • “Great job! Erase your answer and let’s move onto question 3.”
o Show the students the enlarged question 3 and choices. Point to the words as you read the
question and choices
o Accommodation: questions and choices read aloud to the students ( )
o “Where does the story take place?
o A. Cutie’s house
o B. Mongo’s house
o C. Grandma’s house”
§ Allow time for the students to answer.
§ Correct Answer: B
o Have the students turn their boards around when they are done.
• “Great job! The correct answer is B.”

** Give the students a ‘ü’ on a sticky note by their name if they answer the questions correctly, an ‘x’ if it
is incorrect. Allow them to look back in their book if needed. (FA)

• “Great job! Erase your answer and let’s move onto question 4.”
o Show the students the enlarged question 4 and choices. Point to the words as you read the
question and choices
o Accommodation: questions and choices read aloud to the students ( )
o “Where does the story take place?
o A. Cutie’s house
o B. Mongo’s house
o C. Grandma’s house”
§ Allow time for the students to answer.
§ Correct Answer: A
o Have the students turn their boards around when they are done.
• “Amazing! The correct answer is A.”
• “The very last thing we will do before I take you both back is sequencing the story.”
• Lay out the sequence cards.
o Write 1, 2, 3, 4, 5 on the table.
o Accommodation: questions and choices read aloud to the students ( )
o “Number 1 is the first thing that happened in the story, number 5 is the last thing that happened
in the story.”
o “Let’s begin with what happened first. Who can tell me which one was first?”
§ Allow the students to work together to determine which one goes first.
§ Have the students place it under the number 1 on the table (FA)

• Intended response:

*** Document the correctly sequenced events with a ‘ü’ on a sticky note by their name and the
corresponding number (1-5), or an ‘x’ if it is incorrect.

o “Now what came next?”

§ Allow the students to work together to determine which one goes second.
§ Have the students place it under the number 2 on the table (FA)

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 • Intended response:

*** Document the correctly sequenced events with a ‘ü’ on a sticky note by their name and the
corresponding number (1-5), or an ‘x’ if it is incorrect.

o “Now what came next?”

§ Allow the students to work together to determine which one goes third.
§ Have the students place it under the number 3 on the table (FA)

• Intended response:

*** Document the correctly sequenced events with a ‘ü’ on a sticky note by their name and the
corresponding number (1-5), or an ‘x’ if it is incorrect.

o “What comes fourth or next?”

§ Allow the students to work together to determine which one goes fourth.
§ Have the students place it under the number 4 on the table (FA)

• Intended response:

*** Document the correctly sequenced events with a ‘ü’ on a sticky note by their name and the
corresponding number (1-5), or an ‘x’ if it is incorrect.

o “And last but not least.”

§ Allow the students to work together to determine which one goes fifth or happens last.
§ Have the students place it under the number 5 on the table (FA)

• Intended response:

*** Document the correctly sequenced events with a ‘ü’ on a sticky note by their name and the
corresponding number (1-5), or an ‘x’ if it is incorrect.

• If they are incorrectly sequenced, tell the students how many are incorrect and allow them to use their
books to place them sequentially.
o If the class time runs-out take a photo of the sequence and go over it the following day.
• “Lastly, before we go back. Let’s see if your predictions were correct.”
o Read the students predictions from the board.

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 o Begin with the first student.
§ Read prediction.
§ “[First students name], was your prediction correct?”
• Student response.
• “Good job!”
o Move on to the second student.
§ Read prediction.
§ “[Second students name], was your prediction correct?”
• Student response.
• “Good job!”
• “You both did such a good job! Put your supplies back into your bins and we can head back to your
class!”
o While students are putting away their materials give them each a hole punch from their punch
card.
o Allow time for the students to materials away.
• Walk the students back to their classroom.

Notes/Reflections: (to be completed by the teacher candidate as reflection AFTER implementation of

the lesson)

Strengths of the Lesson:

Not applicable in this lesson
Areas for Growth:
Focus for next lesson: (should align with Areas for Growth)

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