EDT 346E WEEKLY LITERACY LESSON PLAN KEY ASSESSMENT WITH TECHNOLOGY: Week 6

Teacher Candidate: Nina Powell

Student: Logan
Grade: 1
Dates: 3/4/15 & 3/6/15
Strategy Title &
Complete Source;
Description of Strategy:

Assessment Title &

Complete Source

Description of Learner:
Include reading levels,
assessment data, any
differentiations; add new
information to each lesson
plan _____
Common Core ELA
Standard: Identify strand,
grade, number (e.g.,
RL4.3) & include entire
standard + any applicable
subcategory.
Student Learning
Objective (central
focus): ABCD
Audience: Who (the
student)
Behavior: What
(standard)
Condition: How
(strategy & text titles)
Degree: Measureable
outcome _____
Instructional Materials,

Lesson
Plan # 4

PLAN
1st Strategy
Making Words (50 Literacy
Strategies p. 71) The students arrange
the letters of a word to make new
words. This enables students to
practice sound-symbol correspondence
as well as spelling patterns and phonics
concepts.

2nd Strategy
Freddy, the Hopping, Diving, Jumping
Frog (Words Their Way p. 265) This is a
game played with two to four players,
playing cards have a variety of words that
include ing added. Spaces are labeled
double, e-Drop, or nothing. Players read
a card aloud and move to the
corresponding space (i.e. hopping will
move to the space marked double). The
player who reaches the home lily pad
wins.
Addl Literacy Assessments (optional)

1st Assessment
Multidimensional Fluency Scale
Adapted from Training Teachers to
Attend to Their Students Oral Reading
Fluency, by J. Zutell and T.V.
Rasinski, 1991, Theory Into Practice,
30, pp. 211-217
No Accommodations needed
Instructional Reading Level 4.5 based on Bader Graded Reading Assignments
Running Record Level from Ralph S. Mouse by Beverly Cleary - 5.0
Word Study Stage, Early Syllables and Affixes, DSA from Words Their Way

1st Strategy
RF.1.3 Reading: Foundational Skills
Phonics and Word Recognition

2nd Strategy
L.1.1 Language: Conventions of Standard
English

Know and apply grade level phonics

and word analysis skills in decoding
words.
1st Strategy
The student will know and apply grade
level phonics and word analysis skills
in decoding words by Making Words
from the word mountain from the
iPad app Jumbline 2 and form and
write at least 5 new words on their
own.

Demonstrate command of the conventions

of standard English grammar and usage
when writing or speaking.
2nd Strategy
The student will be able to demonstrate
command of the conventions of English
grammar and usage when writing and
speaking by identifying ing suffixes by
playing Freddy, the Hopping, Diving,
Jumping Frog, state the words by
speaking and spelling 8/10 of the inflected
word patterns correctly.

1st Strategy

2nd Strategy

Assessment(s)

ILKleiman spring 2015 (Adapted from www.stmartin.edu & Dr. Michelle Cosmah, EDT)

Equipment &
Technology: List titles &
sources of all of the texts
(including reading levels),
materials & technology
you & your tutee will use
during the lesson & attach
materials or photos to
lesson plan. _____

Functional Language:
List literacy terms &
academic language you
will use to help the
students understand the
literacy strategies &
content (terms from the
strategy & the standard,
e.g., discuss, analyze,
compare-contrast; predict,
question, decode, etc.).
Key Vocabulary: List
vocabulary from the text
&/or activity that is at the
students instructional &
frustration level (at least 4
words). _____

Word
Chart

Pencil

iPad

iPad app
Jumbline 2 made
by Brainium

Game
board for activity
(self-created from
the Words Their
Way book)

Playing
cards with ing
words (hopping,
diving, jumping,
trimming, running,
popping, riding, sliding,
pushing, finding,
floating, raining,
sleeping, dragging,
wagging, quitting,
wasting, driving,
whining, kicking,
wanting, munching,
mixing and taxing)

1st Strategy
Phonics
Decode
Word Analysis

1st Strategy
Arrange
Construct
Kingdom
Organize

The
Moon (4.5) by
Seymour
Simon

Readin
g passage (so I
can decode on
it)

Fluenc
y Rubric

Timer

Pen

Game
spacers

Paper

Pencil

Word Chart

Hip-Pocket
Papa by Sandra
Markle (4.5)
2nd Strategy

Suffixes added to the

end of the word that changes its
meaning (float, add ed to make it
floated)

Prefixes added to the

front of a word to change its
meaning (adding un to happy to
make it unhappy)

Conventions
function/grammar we use in the
English language
2nd Strategy

Hip-Pocket frog

Developing Brood

Drought

Midges

INSTRUCT & ENGAGE

Independent Reading:
Text must be at the
students independent
reading level OR at his/her
instructional or frustration
level if you are reading it
aloud.
Literacy Assessment (NO
scaffolding):
Purpose: Why student is
completing assessment
Directions: Step-by-step,
complete instructions
Closing: Conclude the
assessment, transition to
next activity _____

Opening: Elicit students

background knowledge
about concept & strategy
in multiple ways (not just
questions). _____

Text(s): Title & Author + Reading Level:

Flora & Ulysses by Kate DiCamillo (gr. 4.3)
Bad Day at Riverbend by Chris van Allsburg
(gr. 4.2)
Jumanji by Chris van Allsburg (gr. 3.9)

You read aloud

X Tutee read aloud
You both read silently
(What will you read The
Brief Wondrous Life of Oscar
Wao by Junot Daz)

Literacy Assessment

Additional Literacy Assessment(s)

Purpose: Today you are going to read

a book called The Moon by Seymour
Simon. This is going to help me track
your progress as a reader and allows
me to understand how fluent you are
when reading. It is important to be a
fluent reader because it allows us to
comprehend the books easier and
connect with the text.
Directions: As you read the book, I am
going to time you. Dont worry about
trying to read really fast, just take your
time and make sure you read every
word. (Student reads story while I
decode it)
Closing: Great job! You read that story
very well; I hope you enjoyed the book.
Now lets play a fun game!
Literacy Strategies
st
1 Strategy
I brought a nametag for you, we are
going to cut the letters from your name
and figure out words that can be made
from the letters. I brought a nametag
for myself too! I am going to cut these
letters up and see what words I can
make.

None

I found out that I am able to make the

word owl with my name and did it by
reorganizing the letters. What word
can you make with yours? (log, go, an,
etc.)
Wow! Those are great words. It is easy
to make new words by re-organizing
letters and pulling them out of larger
words.
Today we are going to use an iPad app
called Jumbline 2 to make words just
like we did with our names!

2nd Strategy
Today we are going to read Hip-Pocket
Papa by Sandra Markle. I know frogs
start off as tadpoles, what are some more
things you can tell me about frogs? What
are the actions frogs do? I know they
swim and hop, can you tell me more?
(Swim, jump, hop, leap, croak)
We are going to read this story to learn
about a hip-pocket frog. Hip-pocket frogs
live in Australia and are very tiny frogs,
almost the size of your thumbnail. The
male frogs have pouches like kangaroos
to carry their babies. Lets read to learn
more!
Read book aloud
Lets add some action words to our list
that we made before we started the story.
Now can we change these words that
have ing endings? What is the

ILKleiman spring 2015 (Adapted from www.stmartin.edu & Dr. Michelle Cosmah, EDT)

difference between swimming and eating

and how you spell them ?(To change
swim to swimming, we add another m,
making them double letters and to make
eating, we just add the ing to eat).
We are going to play a game together
called Freddy, the Hopping, Diving,
Jumping Frog. We are going to be just
like frogs and hop on lily pads around the
board game.
Learning Activities: [Directions for the procedures that are broken down below.] Give detailed, step-by-step
instructions on how you will implement the instructional plan in the procedures below. Describe exactly what
you & the students will do during the lesson & how you will scaffold their learning. Please use a numbered or
bulleted list.
In planning your lesson, think about:
The complete step-by-step directions & scaffolding you will provide
What kinds of questions you plan to ask
Teacher Modeling: How
you alone will describe &
demonstrate the entire
strategy to the students (no
participation from
students) including
examples &
scaffolding._____

1st Strategy

Guided Practice: During

I see that the word kingdom

appeared on the app. To make a
new word, I need to underline and
rearrange the letters. My words
might contain two, three, four or
five or more letters. Once I make a
word, I will write it down in this
chart under the number of letters it
has.
I am going to rearrange the letters n
and o to be next to one another.
Now I can underline these letters
and it will make the word no! Now I
can write this word under the 2letter column. Even though this
app shows the words we make on a
chart, we are going to write them
down on paper to keep track of our
progress.
Hmmmmm, what other words can I
make. I can rearrange the letters
and underline the word king; this is
a four-letter word, which goes
under the four-letter word column.
I am going to make one more word,
if I put the letters d and o next to
another, they spell do. Now I can
write this word on my chart.
1st Strategy

2nd Strategy

This game has ing words that we

are going to choose from the pile of
word cards.
I am going to choose a word, the
word I chose is hopping. Hmmm I
need to think of the base word from
hoppingit is hop! It is spelled h-op I am going to write this down in
my chart. Now I need to think about
what was added to hop to make it
hopping. They added a double
letter, so I am going to mark that on
my chart.
Now I get to move my spacer to a
space labeled double because there
is a double letter p in the word
hopping.
The next word I am going to choose
is driving. The base word to driving
is drive, so this word will go on my
chart. Let me think about what
needed to change to drive to add
the ing.you have to drop the e!
So now I move my spacer to a pace
that has e-drop written on it.

2nd Strategy

this part of the lesson, the

teacher and the students
practice together. You will
assist the students, takes
turns & participate along
with the class. _____

The word do that I just made can

have more letters added to make a
whole new word. What letters can
change the word? (S replies with
ing)
Great! We can make the word
doing! Can you underline that word
on the app? Nice, now lets write
that word on my chart.
If we need help making a word, we
can choose this scramble button
and it will mix the letters up for us,
lets give it a try!
What is another word that we can
make together? (S replies) Perfect,
how many letters does that word
contain? Where should you write
that word down?
1st Strategy

Now you are ready to do this by

yourself!
You are going to make words on
your own from the word mountain.
Remember to reorganize the letters
and underline the finished word(s)
and write them in the
corresponding section of the chart.
Logan will make words; I will assist
him when necessary.
1st Strategy
Wow! It looks like you found a lot
of words; can you read some to
me?

Independent Practice:
Release the students to
demonstrate their ability
to complete the activity
alone. Include complete
directions that explain
what students must do to
complete the activity &
meet the objective. _____

Closure (Assess): How

will the students
demonstrate their ability
to meet the objective,
including how you will
measure & document this
ability? Attach
assessment documents to
lesson plan where
appropriate. _____

If Logan was able to form and write at

least 5 new words on his own by using
the Jumbline 2 app, the objective is
met.

Now it is your turn. Draw a card

from the pile (have student draw the
word making from word pile).
What word did you draw? (S
replies) Great, making!
So, what is the base word from
making? (S replies with make).
Write the word in your chart. What
do we have to do with the work
make to spell making? (S replies
with e-drop) Great! Lets mark that
on your chart! Now you get to move
your spacer to an e-drop space!
We are going to be filling out our
charts as we play this game.

2nd Strategy

Continue playing game, taking

turns.
You are going to fill out your chart
all by yourself now! Make sure you
include what you have to do to the
base word and mark it down then
move your spacer to the
corresponding space! Whoever
makes it to the home lily pad wins!
2nd Strategy
You won! That was such a fun
game, thank you for playing with
me!

By playing Freddy, the Hopping, Diving,

Jumping Frog Logan was able to
recognize the inflected words patterns
and spelled them correctly, and state the
words by speaking and spelling 8/10 of
the inflected word patterns correctly, then
the objective it met.

Reflection

Whatwassuccessfulinthislessonforyourstudentandwhy?

ILKleiman spring 2015 (Adapted from www.stmartin.edu & Dr. Michelle Cosmah, EDT)

ThestrategiesthatIchooseformylesson(s)thisweekwereverysuccessful.IntheMakingWords
strategy,mytuteeenjoyedworkingwiththeiPadandmakingwords.Hewasverycuriousanddeterminedtoget
asmanywordsashecouldfind.HowIchoosetoopenthelessonbyhavinghimmakewordswithhisnamefirst
helpedhimunderstandtheconceptevenmoresohewasabletoapplyandconnecttheconcepttohislifeand
dependhisunderstanding.
IntheFreddy, the Hopping, Diving, Jumping Frog game, I made origami frogs to use for our game
spacers. My tutee loved seeing and playing with them, it also made the game more fun too. My tutee enjoyed
this game so much that he wanted to play the game again after we finished and even wanted to take it home to
play. He did very well when he needed to figure out what was being done to each word to make it have an ing
ending.
The assessment I choose for this week was a multidimensional fluency scale, my tutee had a lot of interest
in the passage he read about the moon so it was easy for me to grade it whereas if there was a book in which he
had no interest in, I might not have gotten the same score.

Whatwasntsuccessfulinthislessonforyourstudentandwhy?
Whenwewereusingtheapp,itwasdifficultattimestofindallthewordsyoucouldpossiblymakewith
themainword.MytuteewouldgetfrustratedandupsetthathewasntabletomakeallofthewordssoI
redirectedhimbysayingthatitisokayandwecanjusttryanotherword.
Inthebeginningoftheassessment,mytuteewasreadinginhishead,notaloud.Hemisunderstoodthe
directions,anditalsoinformedmethatIshouldhavegivenmoreclearinstructionsbeforehestarted.

Assessment&strategydata&information(e.g.,assessmentresults,readinglevels,etc.),includingstudent
examplessuchasmispronouncedwords,etc.

TheassessmentIadministeredwasthemultidimensionalfluencyscalehereceiveda15/16.Mytutee
readwithsomeexpressionandhadnaturalsmoothlanguagewhenreading.Healsohadmanywellphrased
sentences,andhispacewasconsistentthroughthepassage.Heonlystruggledwiththesmoothness;hereadsfast
whichcauseshimtoskipoversomewordsnotreadingthesentencescorrectly.However,hedoesmanyself
correctionswhenherealizesthesentencehesaiddoesnotmakesenseorwhenhemispronouncesaword.
Thepassagehereadcontained260wordsandhistimewas1:56.Thisinformedmethatheisreading
about131wordsperminute;thisisalmostdoublethantheexpectedrateheissupposedtoreadatinfirstgrade.
MytuteedidverywellwithwritinginthechartsIprovidedhimforbothstrategies.OnceIprovidedhim
withthemodelingandscaffoldingheunderstoodwhattowritedownandfillout.Thisalsohelpedguidehim
whenfiguringoutwhichspaceheneededtomovehisfrogtodependingonthewordhedrew.

Howdidyouusethefeedbackfromyourpreviouslyevaluatedlessonplanstoimproveyourinstructioninthis
lessonplan?
ThefeedbackthatIreceivedonmypreviouslessonswasveryhelpfulandgavemespecificguidelinesto
lookatwhenwritingmylessons.IlearnedthatIwasnotstatingorincludingtherightinformationintheareathat
describedmystudent.IneededtoincludetheexactreadinglevelandtheinformationIcollectedfromthe
assessmentsIadministeredmytutee.Ithenmadesuretoincludetheseinthisweekslessonplan.Thefeedback
alsomentionedthatIhadbeenaskingtoomanyquestionsinmyopeningsforthelesson,thismademethinkof
differentwayswhereIcanelicitbackgroundknowledgeorintroducethetopictomytutee.Forthisweek,I
startedwithanactivityformytuteetomakewordsoutofhisnamebeforeweusedtheiPadapp.Icouldseethat
ithelpedmytuteeunderstandtheactivityevenbetterbecauseitwasapplicabletohim.Ialsoopenedmyother
strategywithabookaboutfrogsandtogetherwemadealistofactionwordsthatareapplicabletofrogs.These
changeshelpedimprovemyinstructionbecauseIwasabletoaccessmytuteesknowledgemoreindepthand
preparehimforthestrategyaswellasconnectingtheactivitytohislifesohecanunderstanditbetter.
ILKleiman spring 2015 (Adapted from www.stmartin.edu & Dr. Michelle Cosmah, EDT)