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: Katy Larson and Emma Couch Date: 2/21/2018

Cooperating Teacher: Lori White Grade: 4th
School District: Pullman School District School: Franklin Elementary
University Supervisor: Dr. Akmal
Unit/Subject: Reading Comprehension Strategies
Instructional Plan Title/Focus: Inferring

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)

The purpose of this instructional plan is for students to practice their inferring skills when
reading wordless picture books in order to strengthen their use of interacting with text
and illustrations when reading as well as actively use the reading comprehension skill of
inferring. Academically, students will be able to make and explain educated inferences
based on the illustrations in the stories they are reading. This instructional plan is made in
the hopes that students will incorporate the skill of making inferences as lifelong readers
in their daily lives.

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)?

This lesson would be taught in a reading comprehension strategy unit. Prior to this lesson,
we would have taught the students a lesson about how to interact with the text by
activating their prior knowledge using background connections. This lesson would help
the students excel in the lesson about inferences because the students will be able to make
educated inferences based on their use of also using activating their prior knowledge and
understanding how characters must feel, in turn making educated inferences about what
might happen to characters in the text. Tomorrow we will be teaching the students a
lesson about summarizing and synthesizing what we have read in order to engage
students in positive reading comprehension strategies.

1. State/National Learning Standards: Teacher candidates identify relevant grade

level concepts/content and align them to Content Standards—Common Core
Standards or Washington State EALRs, or National.

CCSS.ELA-LITERACY.CCRA.R.3
Analyze how and why individuals, events, or ideas develop and interact over the course
of a text.

1. Content Objectives (to be copied in Assessment Chart below) and alignment to

State Learning Standards:

1. SWBAT make 3 inferences about the characters.

2. SWBAT make 3 inferences about the events or ideas in the story.
3. SWBAT compare and contrast their inferences with another student who read the same
text by making a chart.

Aligned standard:
1, 2, & 3:
CCSS.ELA-LITERACY.CCRA.R.3
Analyze how and why individuals, events, or ideas develop and interact over the course
of a text.

Language Objectives: (use the language of the discipline to express ideas)

1. SWBAT explain how their inferences evolved or changed throughout the course of the
story.

Aligned standard:
1:
CCSS.ELA-LITERACY.CCRA.R.3
Analyze how and why individuals, events, or ideas develop and interact over the course
of a text.

1. Previous Learning Experiences: Teacher candidates should explain what

students know and have learned that is relevant to the current lesson topic and
process.
Student have previously been taught to finding meaning in pictures. For example when
struggling to decode a word students may have looked to the picture to help find
meaning.

1. Planning for Student Learning Needs (accommodations, student experiences,

prior learning and experiences):
For our class, we will assess our individual students learning needs. For example, we may
have students with IEP’s, 504’s, learning disabilities, behavioral problems, anxiety
disorders, etc. All students come into the classroom with different
backgrounds, therefore we will need to assess each of our students learning needs in
order to teach the lesson according to how our students will learn in the most effective
way. For ELLs, this activity is engaging as the picture books are wordless so ELLs are
able to make inferences without being challenged by the text. For ELLs we might also
include books that are culturally relevant to their culture in order to accommodate all
learners. This will help ELL students to make strong connections between English and
their first language when comparing and contrasting inferences with classmates. Special
Ed students can draw pictures of their inferences on their worksheets and also use
technology to accommodate their specific needs. Advanced students will be encouraged
to use more complex words in making inferences and also explain why they think this
might happen in the story.

f. Assessment Strategies (Informal or formal) (Formative or Summative)

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

Content: SWBAT make 3 Formative: The teacher is assessing for the student’s
inferences about the characters. ability to write three inferences about the characters in
the story, including page numbers and descriptions of
illustrations. The teacher will give this feedback
through the form of checking each paper that showed
completion. This information will inform the teacher
on whether the student understands the material and
can move forward in learning the next comprehension
strategy, or if the teacher has to reteach the making
inferences comprehension strategy. *Students will not
be given a grade, therefore there is no rubric for this
formative assessment, however they will be given
feedback based on their progress as described above.
summative:

Content: SWBAT make 3 Formative: The teacher is assessing for the student’s
inferences about the events or ability to write three inferences about events or ideas
ideas in the story. in the story, including page numbers and descriptions
 of illustrations. The teacher will give this feedback
through the form of checking each paper that showed
completion. This information will inform the teacher
on whether the student understands the material and
can move forward in learning the next comprehension
strategy, or if the teacher has to reteach the making
inferences comprehension strategy. *Students will not
be given a grade, therefore there is no rubric for this
formative assessment, however they will be given
feedback based on their progress as described above.

Summative:

Content: SWBAT compare and Formative: The teacher is assessing for students ability
contrast their inferences with to compare and contrast inferences that they have
another student who read the made with their peer’s inferences who have read the
same text by making a chart. same book. This work will be shown on the back of
their worksheet in any form of comparison chart that
the student creates in order to display comparison of
inferences. The teacher will give feedback in the form
of checking off each chart and giving the paper back to
students. Collecting the charts will inform the teacher
if the student has understood how to compare and
contrast inferences, or if the teacher must reteach
comparing and contrasting inferences to individual
students or the whole class. *Students will not be
given a grade, therefore there is no rubric for this
formative assessment, however they will be given
feedback based on their progress.
Summative:

Language: SWBAT explain how Formative: The teacher is assessing for the student’s
their inferences evolved or ability to individually share aloud with the class how
changed throughout the course their inferences evolved or changed throughout the
of the story. story that they read. An observational sheet will be
kept by the teacher in order to ensure each student’s
learning and progress. Collecting information about
each student’s progress will inform the teacher if the
student is understanding how to make inferences and if
the student needs to be retaught in this lesson, or if
they can move forward.
*Students will not be given a grade at this time,
however they will receive brief verbal feedback after
they share and the teacher will be taking notes on their
observational sheet.
Summative:
(Add rows as needed)
*In the right column, describe whether the assessment you’ll collect is formative or
summative. 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.)
Student-based Description of how students will
K-12 students will evidence to be reflect on their learning.
be able to: collected (things
produced by
students: journals,
exit slips, self-
assessments, work
samples, projects,
papers, etc.)

1. Explain Learning Target After instruction but before student

student learning Student Voice Sheet independent work, students will be
targets and what is given slips of paper that ask direct
required to meet questions such as, “What is the
them (including learning target for today’s lesson?
why they are What do you need to do to reach the
important to learn). learning target?”

2. Monitor their The students will Evidence of monitoring the

own learning turn in their Power of student’s learning regarding their
progress toward the YET exit slips. inferring skills will be reflected by
learning targets the student’s answers on their
using the tools Power of YET exit slip. This will
provided be collected at the end of the lesson
(checklists, rubrics, as students are finishing up
etc.). comparing and contrasting their
work with other students. The
students will reflect on their
learning by being asked questions
that help them to reflect on their
learning process as well as
understand what their strengths and
 weaknesses are regarding inferring.

3. Explain how to Exit Slip Students will identify resources

access resources they have access to in order to
and additional comprehend their reading when
support when inferring doesn’t work. (Previously
needed (and learned comprehension strategies)
how/why those
resources will help
them).

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.
The lesson will be introduced in a whole class grouping. The students will be given all
the instructions and passed out worksheets as a class. They will then be choosing which
books they would like to read in order to promote student choice. Based on which books
students read, they will be working in table groups sitting with the people who chose the
same book. The students will read the book as a group. However, students will be
working to make inferences individually. When the students are finished making
inferences, the students will then come back together as a group and work together to
compare and contrast their inferences in order to find similarities and differences in their
inferences. Working together in the group setting promotes ELLs as they are able to hear
their peers speak and get more practice speaking aloud to others. The students are also
getting more practice with confidently speaking their own ideas in a group setting by
collaborating with each other.

Section 2: Instruction and Engaging Students in Learning

1. 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”).
“Good morning fourth graders! Were going to start our lesson off with a video today.
(https://www.youtube.com/watch?v=WjqiU5FgsYc ) Why do you think the boy is being
so mean to the dog? While you are trying to understand why the boy is acting this way,
you are making inferences. Today we are going to continue our reading comprehension
strategy unit by learning how to make strong and educated inferences while we are
reading. One way that we make inferences is by looking at illustrations. We are always
making inferences when looking at illustrations in picture books, even when we don’t
realize it. Therefore, today we are going to be reading different wordless picture books to
practice our inferencing skills. We have multiple different books for you to choose from,
so you will be sitting with the people who choose the same book. However, you will be
making your inferences individually.”

1. 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)

“Why is the boy so mean to the dog?” (Bloom Level: Understand)

“What can you infer about the girl in the story?” (Bloom Level: Apply)
“Has your inference changed or stayed the same?” (Bloom Level: Analyze)
“Why did you infer that? What made you infer what you did?” (Bloom Level: Evaluate)
“How were your inferences the same or different than your classmate’s inferences?”
(Bloom Level: Analyze)

1. 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.

Prompts for right hand column—supporting theories/principles. In the right column, use
references from texts, research/peer reviewed journals, or other learning theories to
support your choice of activities. You might draw from your 301 and/or your methods
courses here.
o Connections between students’ own lives, experiences, cultures, interests and the
content.
o Active learning over passive learning (e.g. SCI Learning Experiences ladder—
simulation over verbal)
o Theoretical support for learning activities (e.g. Culturally responsive strategy, or
processing)
o Multiple means of representation for the K-12 students (UDL principle)
o Multiple means of engagement for the K-12 students (UDL principle)
o Multiple means of expression of learning by the K-12 students (UDL principle)
o Accommodations and modifications for students with diverse needs, including those
with disabilities (as stated in their IEPs)
o How the teacher candidate will assess the learning of the students (from table
above)
 Learning Steps and Activities Supporting
Theories/Principles
(Why are you doing what
you are doing?)

Example: Transition from introduction by asking Supports multiple means

students to look at “inputs” and in pairs, create a list of of engagement, and
additional community assets/contributions (inputs) for allowing students to
social change diagram. Circulate around groups to generate their own inputs
observe students’ progress. from experience; is more
culturally responsive than
teacher generated ideas
only.

Connect and Engage: (3 minutes)

Say: “ “Good morning fourth graders! Were going to
start our lesson off with a video today.”
Do: Play the video for students to watch and react to.
Stop the video at 2 minutes.
(https://www.youtube.com/watch?v=WjqiU5FgsYc )
Say: “Why do you think the boy is being so mean to the
dog? While you are trying to understand why the boy is
acting this way, you are making inferences. Today we are
going to continue our reading comprehension strategy
unit by learning how to make strong and educated
inferences while we are reading. One way that we make
inferences is by looking at illustrations. We are always
making inferences when looking at illustrations in picture
books, even when we don’t realize it. Therefore, today
we are going to be reading different wordless picture
books to practice making inferences. We have multiple
different books for you to choose from, so you will be
sitting with the people who choose the same book.
However, you will be making your inferences
individually.”

Teacher Modeling: (5 minutes) Bandura’s Observational

Say: “While I read Unspoken by Henry Cole I am going Learning Theory in use as
to use the strategy of inferring in order to make my students learn from the
predictions about characters in the story. I will also use teacher modeling of the
this strategy to make predictions about events or ideas teaching strategy and think
in the story. Listen closely for keywords that help me to aloud.
make my predictions.”
Do: Begin reading/describing the pictures in Unspoken
by Henry Cole.
Say: “Hmm, I can see this girl standing here, but there
are a bunch of men standing in uniform over there. I
wonder why they are in uniform. I wonder why there
are so many of them. I predict that since there are so
many of them and since they are in uniform, that they
are in a war and the girl is trying to stay safe. Let’s keep
reading to see if we find more information in the story
that supports my inference.”
Do: Turn the page.
Say: “Think about if your inference is supported or if
there is new information on this page to support a new
inference in the story. Turn and talk to your elbow
partner about any inferences you have.”
Do: Students should be discussing their inferences about
the story with their elbow partners. The teacher should
observe, then gather the class’s attention once every
partner has shared.

Guided Practice: (5 minutes) Vygotsky’s zone of

Say: “Who would like to share what their partner said proximal development-
for their inference on this page?” students are allowed an
Do: Call on students to share their partners ideas. Then opportunity to try it
ask the partner who’s idea was shared questions like: themselves with the
“Why do you think that?” support of the teacher. This
“Interesting! Tell me more about what lead you there!” method helps the students
get practice creating
inferences about the text.
The opportunity to have
guided practice where
students can brainstorm
ideas about what words
might fit, but with
guidance from their
teacher is helpful for
students who are beginners
at revising their work.

Collaborative Practice: (10 minutes) Vygotsky’s zone of

Say: “Head back to your table groups, but continue to proximal development-
be thinking about the inferences your have been Student have the
building while reading Unspoken. opportunity to have guided
Do: Ensure all students are in their table groups, have practice where they help
each received a “Making Inferences Worksheet”, and a each other brainstorm
copy of Unspoken at their desk. ideas with guidance from
Say: “With your table groups, you will continue to read each other. This provides
Unspoken and build upon or change your inferences that support for the students
you have made. Use the strategies that you have learned who need it and deepens
to actively be searching for and building upon your understanding for
inferences. You may work as a table group to write advanced students to have
down inferences. Write down the page number of where the opportunity to help
you thought of the inference, the description of the teach their peers.
illustration that made you think of the inference, and
finally your inference.”
Do: Purposefully walk around the room, getting down
to the student’s levels while listening to their
conversations about their inferences. Observe student’s
ability to make inferences in small group discussion.
Provide feedback to students.

Independent Practice: (10 minutes) Constructivism- Each

Do: Distribute Learning Target Student Voice Sheet to individual student is
each student. Purposefully reinforce student’s constructing their own
comprehension of the lesson’s learning targets before knowledge for themselves
independent practice. by discovering their own
Say: “Complete the worksheet and then we will inferences based on where
continue our lesson.” they can find meaning in
Do: Gather the Learning Target Student Voice Sheet the book.
worksheets.
Say: “Great job collaborating with your groups! I loved
the on topic conversations I was hearing. Now you will
chose a book from the center of your table. Each person
at your table should have a different book than you. You
will read the book you chose and make inferences on
the back of your worksheet. After some time I will ask
you to form groups with classmates from other tables
who read the same book as you.”
Do: The teacher will walk around the classroom and
conference with individual students. Ask questions
about what their inferences are so far and about their
thought process and give them feedback. Also provide
extra support for students who need it.

Sharing: (5 minutes)
Say: “Now that you have independently made multiple Constructivism (Vygotsky,
inferences about the characters and events in the book Piaget, Wertsch,
that you have chosen, you will find the other students in Johnsteiner, Mahn)
class that chose the same book and get in the same table Students are interacting
group with them. Take your worksheet with you and socially and sharing their
move to meet with them now.” work with each other.
Do: Ensure that students are finding their classmates Students are able to make
who chose the same book as them and getting into the sense of the information and
correct groups. see strategies and decisions
Say: “Now that you are grouped with your classmates that their peers have used
who read the same book as you, you will share the and made.
inferences that you made with your group. Write down Vygotsky’s importance of
similarities and differences between the inferences you language- the students are
made and the inferences your group members made in a working together to find
chart on your paper.” similarities and differences
Do: Provide an example of a T-chart on the board for between their work. Their
students. Give students time to share their inferences. ability to collaborate and
Students should be comparing and contrasting use academic language in
inferences and recording these inferences in a chart on this setting comes into play.
their paper. The teacher should purposefully walk
around to students to listen to their sharing and provide
meaningful feedback.
Do: Collect student’s worksheets and distribute the
power of YET exit slip to each individual student.
Instruct the students that they will need to fill out this
exit slip in order to go to lunch on time.

Application of the Strategy: (2 minutes) Constructivism- students

Do: Distribute a small stack of sticky notes to each will continue to
student to place into a safe spot in their reading folder. individually make meaning
Say: “We will be continuing to make inferences in our and construct knowledge
books during our daily independent reading. Place these by making inferences
sticky notes into a safe place in your reading folder. within their personal
You will be using sticky notes to place inside your daily readings outside of the
books that you read at school to make inferences. At the classroom and outside of
end of silent reading time each day I will check each this particular lesson on
student’s progress to make sure they have made or built their own with sticky
upon two inferences that day.” notes.

(Add rows as needed)

1. 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.
(5 minutes)
“Okay come meet me at the carpet area in 10...9...8...7...6...5...4...3...2...1. Who can
remind me of the learning targets we hit today? Why are they important?” Wait for
student responses. “Let’s watch the end of that video to see if our inferences about why
the boy was mean to the dog are correct.” Play from 2 mins to the end. “I appreciate all
the hard work that you put into improving your reading skills today. Head back to your
seats for the exit slip and then get ready to line up for lunch.”

1. 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.)

The students will extend their experiences in inferring by engaging in independent

practice outside the classroom. This independent practice will include students being
assigned one chapter of reading every night. The students must write down one inference
that they believe will happen in their reading before they begin based off of their previous
reading from the previous night. They must get parent initials on their inferences to show
in class the next day to confirm that they are making inferences outside of class and
practicing making inferences on their own with books that they might be reading outside
of school.

1. 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.

Making Inferences: Wordless Picture Book Activity, Unspoken by Henry Cole, Student
Voice sheets, pencils.
Reading at Home Inference Sheet:

Name of Book What I can Infer and Why Parent Initial and Date

Student Voice:

Power of YET
I can…


I can’t YET…


How you turn can’t Yet into can?

How are you feeling about your learning process?

 Student Voice: Exit Slip
Name:_______ Date:_______

How successful did you feel when making inferences while reading?

Did you use any other strategies while reading if making inferences didn’t work
for you?

Learning Target Student Voice

Name:_______ Date:_______

What is the learning target for today’s lesson?

What do you need to do to reach today’s learning target?

Acknowledgements: Acknowledge your sources

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