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    Lesson Plan 1

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    api-387557660
    This lesson plan template provides information for two guided reading groups. Guided Group 1 will read a non-fiction text about animal tracks and make predictions. The learning goal is to use illustrations to make accurate predictions. Guided Group 2 will read about inventions and answer questions using text and picture clues. Both groups will utilize visuals, direct instruction, and checking for understanding. Assessments will track response accuracy. Adaptations include small groups and verbal/visual prompts. The procedure follows a gradual release model from activation to independent practice.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd

    Lesson Plan 1

    Uploaded by

    api-387557660
    71 views4 pages
    This lesson plan template provides information for two guided reading groups. Guided Group 1 will read a non-fiction text about animal tracks and make predictions. The learning goal is to use illustrations to make accurate predictions. Guided Group 2 will read about inventions and answer questions using text and picture clues. Both groups will utilize visuals, direct instruction, and checking for understanding. Assessments will track response accuracy. Adaptations include small groups and verbal/visual prompts. The procedure follows a gradual release model from activation to independent practice.

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    This lesson plan template provides information for two guided reading groups. Guided Group 1 will read a non-fiction text about animal tracks and make predictions. The learning goal is to use illustrations to make accurate predictions. Guided Group 2 will read about inventions and answer questions using text and picture clues. Both groups will utilize visuals, direct instruction, and checking for understanding. Assessments will track response accuracy. Adaptations include small groups and verbal/visual prompts. The procedure follows a gradual release model from activation to independent practice.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    71 views4 pages

    Lesson Plan 1

    Uploaded by

    api-387557660
    This lesson plan template provides information for two guided reading groups. Guided Group 1 will read a non-fiction text about animal tracks and make predictions. The learning goal is to use illustrations to make accurate predictions. Guided Group 2 will read about inventions and answer questions using text and picture clues. Both groups will utilize visuals, direct instruction, and checking for understanding. Assessments will track response accuracy. Adaptations include small groups and verbal/visual prompts. The procedure follows a gradual release model from activation to independent practice.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    You are on page 1of 4

    Kelly McGonagil

    Alverno College
    SPE612
    Lesson Plan 1

    Special Education Lesson Plan Template (edTPA)

    Please use this framework to design your plans for effective instruction. The embedded shaded guidelines and
    questions will help you consider aspects to address as you prepare your plan. Be sure to keep in mind the Gradual
    Release of Responsibility Model as you write your plan. Remember this learning model guides the learner through
    teacher modeling and demonstration, shared teacher/learner demonstration, learner guided practice, and learner
    independent practice. Please enlarge cells as needed when writing this plan.

    General Information
    First Name of Focus Learner: Date: 7/13/17
    Guided Group 1: Will, Guided Group 2: Julien
    Grade/Setting: 3rd and 4th Grade Class: Reading Readiness Length of Lesson:
    Elementary School Guided Group 1= 15-20 mins
    Guided Group 2= 15-20 mins
    Subject/Unit: Focus Learner Disability(ies):
    Guided Group 1: Non-Fiction (Animal Tracks) Guided Group 1: Specific Learning Disability
    Guided Group 2: Non-Fiction ( Kids Inventions) Guided Group 2: Reading Delay
    Learning Goal

    Guided Group 1: The students will begin reading a non-fiction text and use its picture to make accurate
    predictions to demonstrate understanding.

    Guided Group 2: The students will begin reading a non-fiction text and will use text information and picture clues
    to respond to questions.
    Relevant Academic, Alternate, or Early Childhood Standard

    Guided Group 1: CCSS.ELA-LITERACY.RI.3.7


    Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate
    understanding of the text (e.g., where, when, why, and how key events occur).

    Guided Group 2: CCSS.ELA-LITERACY.RI.3.7


    Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate
    understanding of the text (e.g., where, when, why, and how key events occur).
    Lesson Objective

    Guided Group 1: By using the illustrations of the text, the student will accurately predict the correct animal on
    each page demonstrating an understand of the words and pictures.

    Guided Group 2: The student will accurately answer two teacher-directed questions about each invention
    discussed by providing a verbal or written response.
    Expressive/Receptive Communication Skill

    Guided Group 1: The students will respond with the phrase “I predict…” when making predictions about which
    animal made the tracks.

    Guided Group 2: The student will respond in complete sentences when answering questions about the inventions.
    For example: when asked “Who created this invention?” an appropriate response would be “Robbie created this
    invention.” An inappropriate response would be “Robbie.”
    Assessment Tools and Data Collection Procedures
    List assessment tools used to monitor progress:

    Rev. 12/9/15
    Kelly McGonagil
    Alverno College
    SPE612
    Lesson Plan 1

    The students will be given immediate feedback regarding their responses to the questions. Responses, whether
    correct or incorrect will be recorded on a data collection sheet, and the number of correct responses given the
    number of trials will be indicated. Should the students fall below expectation (100% accuracy) the lesson and
    objectives will be revisited at a later date.
    Instructional Strategies
    List instructional strategies:

    Both Groups Will Utilize:


    -use of visuals
    -cueing of students
    -direct instruction
    -small group instruction
    -checking for understanding.
    Resources and Materials
    List resources and materials:

    Both Groups Will Utilize:


    -kidney table
    -books, copies for each student and myself
    -markers and white board
    -visual prompts
    -pencil
    -instructional guide
    Academic Language
    List unit concepts/academic vocabulary: List lesson concepts/academic vocabulary:

    Guided Group 1: Students will engage in conversation Guided Group 1: Some possible vocabulary words
    prior to reading to activate their background knowledge the student will need to know are:
    about non-fiction text. Students will also express what -waddled
    they know about animal tracks, and what information -scared
    animal tracks can provide us. Students will need to have -reflection
    prior knowledge of various animals and their names. -curving
    -detective
    Guided Group 2: Students will engage in conversation
    prior to reading to activate their background knowledge Guided Group 2: The students may run into some
    about non-fiction text. Students will also express what difficult vocabulary or nonsense words. The students
    they know about inventions. Students will need to be able need to have a sense of decoding skills to help
    to sort through detailed information, and have an understand these difficult words.
    understanding of how photographs relate to the text.

    Adaptations (Accommodations and/or modifications)


    List adaptations:

    Both Groups will Utilize:


    -Whiteboard: will be used to assist in phonics instruction during the lesson
    -Small group: students of similar reading level will be grouped together
    -verbal prompts: students will be given a verbal prompt for answering questions
    -visual prompts if needed: should students need, a visual reminder of how to format their response will be
    provided.
    Lesson Procedure
    Time Instructional Plan Resources, Materials, and
    Estimate Technology

    Rev. 12/9/15
    Kelly McGonagil
    Alverno College
    SPE612
    Lesson Plan 1

    (for
    each
    step)

    Guided Group 1:

    10-10:05 -Students will engage in conversation about non-fiction text. -Book


    -“Today we are going to read a different kind of story -Whiteboard
    than the ones we have been reading thus far.” -Possible visuals on technology
    to help activate knowledge
    -Students will activate their prior knowledge with non- -Possible visual prompts if
    fiction books: needed
    -“What are some non-fiction topics you have read
    about before?”

    -Student will activate their prior knowledge about animals


    and animal tracks, and engage in conversation about
    what they know

    10:05- -We will begin reading the text. I will read the first page
    10:15 only. Students will make a predication about the
    animal.
    -Students will be prompted verbally to read a page silently,
    or whisper read.
    -1 student will be chosen to read out loud.
    -Students will make a prediction about what animal they
    think made the tracks using the phrase: “I predict…”
    -Students will continue this order of events until the book is
    finished
    -During the lesson, whiteboards will be used to discuss any
    phonics challenges.

    10:15- -The guided group will review what a non-fiction book is,
    10:20 and discuss what we have learned about animal tracks.
    Students can take turns saying one at a time what their
    favorite animal/track was.

    Guided Group 2: -Book


    10:20- -Students will engage in conversation about non-fiction text. -Whiteboard
    10:25 -“Today we are going to read a different kind of story -Possible visuals on technology
    than the ones we have been reading thus far.” to help activate knowledge
    -Possible visual prompts if
    -Students will activate their prior knowledge with non- needed
    fiction books:
    -“What are some non-fiction topics you have read
    about before?”

    Rev. 12/9/15
    Kelly McGonagil
    Alverno College
    SPE612
    Lesson Plan 1

    -Student will activate their prior knowledge about


    inventions, and engage in conversation about what
    they know.
    10:25-
    10:35
    -Students will be directed to page through the book, read
    headings, and look at pictures.
    -1 student will volunteer an invention they would like to
    read.
    -We will do a picture walk as a small group to see what we
    know prior to reading that specific invention
    -Students will be informed of certain difficult words they
    may encounter while reading. We will discuss these as
    a group.
    -To start, I will read the first couple sentences out loud, and
    then ask the students to continue on by silently
    reading or whisper reading to the end of the page.
    -We will stop and discuss what we read. Students will
    answer questions: who, what, when, where, why, how.
    -Students will continue reading to finish the invention and
    then we will discuss again.
    -Students will continue this order of events until the book is
    finished
    -During the lesson, whiteboards will be used to discuss any
    phonics challenges.

    10:35-
    10:40
    -The guided group will review what a non-fiction book is,
    and discuss what we have learned about inventions.
    Students can take turns saying one at a time what their
    favorite invention was, or what they may make someday.

    Rev. 12/9/15

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