Create a lesson plan on phonemic awareness or phonics.
Attached you will find the instructions, grading rubric, and a sample lesson plan, and the template to do the lesson plan on.
EDUC 554
Lesson Plan Template (edTPA – Student Teaching)
This is the only approved template for EDUC 554, no other template will be accepted. All sections should be clearly addressed with specific details in the instructional sections. Be clear and concise with what you are teaching. Maximum page length per lesson plan is 4 pages.
LESSON #
Subject/Topic:
Click or tap here to enter text.
Grade Level: Click or tap here to enter text.
Lesson Structure or Grouping:
Whole Class ☐ Small Group ☐
1
:1 ☐
Other (specify): Click or tap here to enter text.
Learning Segment Theme:
Click or tap here to enter text.
Resources and Materials:
Click or tap here to enter text.
Standards:
State: Click or tap here to enter text.
National: Click or tap here to enter text.
Objective:
Click or tap here to enter text.
ACADEMIC LANGUAGE DEMANDS
Language Demands: Click or tap here to enter text.
Language Supports: Click or tap here to enter text.
Essential Vocabulary: Click or tap here to enter text.
INSTRUCTION
Direct Instruction/Modeling: Click or tap here to enter text.
Guided Practice: Click or tap here to enter text.
Independent Practice: Click or tap here to enter text.
Closure: Click or tap here to enter text.
DIFFERENTIATION
Supporting Students with Special Needs: Click or tap here to enter text.
Challenging Above-Average Students: Click or tap here to enter text.
Facilitating a Classroom Environment that Supports Student Learning: Click or tap here to enter text.
Extension: Click or tap here to enter text.
ASSESSMENT
Diagnostic/Pre-Assessment: Click or tap here to enter text.
Formative Assessment: Click or tap here to enter text.
Summative Assessment: Click or tap here to enter text.
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EDUC 554
Lesson Plan Assignment Instructions
You will create three lesson plans throughout this course. Each lesson plan will cover a skill mentioned in Putting Reading First. Use the chart below to see which subjects you can select from. Use the Lesson Plan Assignment Template to create your Lesson Plan.
Each Lesson Plan should include:
· Context for Learning
· Resources and Materials
· Content Standards
· Learning Objectives
· Academic Language Demands
· Expectations of Student Learning
· Instructional Strategies (Beginning, Middle, and End)
· Classroom Technology
· Differentiation and Extensions
· Assessments
Choose from the following Topics:
Module: Week |
Lesson Plan Subject |
Module 2: Week 2 |
Phonemic Awareness or Phonics |
Module 4: Week 4 |
Fluency or Vocabulary |
Module 6: Week 6 |
Reading Comprehension |
EDUC 554
Lesson Plan Grading Rubric (for edTPA preparation)
Criteria |
Levels of Achievement |
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Content 70% |
Advanced |
Proficient |
Developing |
Not present |
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Preliminary Information |
5 points All sections are complete which include the following: · The subject/topic is reading or language arts, and the theme is one of the building blocks of reading. · The appropriate learning segment and structure for grouping are established. · The context along with the diversity of the students is described. · Resources and materials are described and appropriate. |
4 points Three of the following sections are complete which include the following: · The subject/topic is reading or language arts, and the theme is one of the building blocks of reading. |
1 to 3 points One or 2 of the following sections are complete which include the following: · The subject/topic is reading or language arts, and the theme is one of the building blocks of literacy. · The appropriate learning segment and structure for grouping are established. |
0 points Not present |
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Content Standards |
5 points
Lesson plan accurately includes standards, including state and national standards. Standards are relevant to the grade level of the lesson and skill level based on the chart. |
4 points
Lesson plan accurately includes standards, including state or national standards. Standards are relevant to the grade level of the lesson or skill level based on the chart. |
1 to 3 points
Lesson plan is missing standards; including state or national standards, but they are not relevant to the grade level of the lesson or skill level based on the chart. |
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Learning Objective |
5 points
The objective(s) meets all of the following requirements: · Concise statements of what students will know, understand, and be able to do at the end of the lesson (consider all 3 domains). · Written with a condition, performance, and criterion. · Connects directly to the summative assessment. · Not written in paragraph format. |
4 points
The objective(s) meets 2 of the following requirements: · Concise statements of what students will know, understand, and be able to do at the end of the lesson (consider all 3 domains). |
1 to 3 points
The objective(s) either do not meet the criteria or 1 of the following requirements: · Concise statements of what students will know, understand, and be able to do at the end of the lesson (consider all 3 domains). · Written in paragraph format. |
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Academic Language Demands |
6 points · All 3 sections are addressed with an accurate statement for each area. · The academic language represents higher level vocabulary directly from the language of the standards. · All sections relate to literacy and preliminary information as well as skill level for the lesson. |
5 points · Two of the 3 sections (are addressed with an accurate statement for each area. · The academic language represents possible vocabulary but may not come directly from the language of the standards. · Most sections relate to literacy and preliminary information as well as skill level for the lesson. |
1 to 4 points · One of the 3 sections (are addressed with an accurate statement for each area. · The academic language does not represent higher level vocabulary or come directly from the language of the standards. · Some sections relate to literacy and preliminary information as well as skill level for the lesson. |
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Expectation of Student Learning |
4 points
The lesson has clear and reasonable expectations of what student’s learning performance will look like whether exceeding, meeting, or below expectations. AND There is evidence of the way the expectations are communicated to show student learning. |
3 points The lesson has clear and reasonable expectations of what student’s learning performance will look like whether exceeding, meeting, or below expectations. OR There is evidence of the way the expectations are communicated to show student learning. |
1 to 2 points The lesson has unclear expectations of what student’s learning performance will look like whether exceeding, meeting, or below expectations. AND There is no clear evidence of the way the expectations are communicated to show student learning. |
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Instructional Strategies: Beginning, Middle, and End/ Technology |
30 to 32 points The lesson includes clear explanation of the entire lesson making it possible for anyone to teach the lesson. It includes all of the following: · Beginning: Provides an engaging hook to the lesson. · Beginning: Effectively uses guided practice (partners, small groups, stations, centers) to continue student learning as started in the direct instruction section. · Middle: EXPLICITLY models the lesson. · Middle: EXPLICITLY describes guided practice (partners, small groups, stations, centers). · Middle: EXPLICITLY describes independent practice to reinforce the skill/topic and engage students in the process. · End: Closes the lesson with review of lesson’s objective and ways to promote student learning and retention. Technology enhances the content and helps to engage the students. Limited use of worksheets is seen in the lesson. |
26 to 29 points The lesson includes clear explanation of the entire lesson making it possible for anyone to teach the lesson. It includes all but 2 of the following: · Beginning: Provides an engaging hook to the lesson. |
1 to 25 points The lesson includes explanation but at times is unclear with limited development throughout the entire lesson making it impossible for anyone to teach the lesson. It is missing many of the following: · Beginning: Provides an engaging hook to the lesson. Worksheets are the main type of assessment. |
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Differentiation and Extensions |
7 points · Each section for this category addresses specifically how differentiated instruction will be implemented to meet the needs of diverse populations. · All differentiation and diversity sections are completed with clear strategies to improve student learning. |
5 to 6 points · Each section for this category addresses specifically how differentiated instruction will be implemented to meet the needs of diverse populations. · Most differentiation and diversity sections are completed with strategies to improve student learning. |
1 to 4 points · Each section does not address specifically how differentiated instruction will be implemented to meet the needs of diverse populations. · Some of the differentiation and diversity sections are incomplete with strategies to improve student learning. |
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Assessments |
11 to 12 points The lesson effectively implements and includes a clear explanation of the questions used for the assessments or a copy of the assessment for the following types: Diagnostic/Pre-assessment includes the questions used for the pre-assessment and shows prior knowledge of the student and explains how the data from the assessment will be used. Formative Assessments/Feedback to Learner is given during guided and independent instruction and is used to measure student understanding of the content and used to reteach if unclear. Summative Assessment is given at the end of the lesson and clearly is connected to the objective. The assessment is attached. |
10 points The lesson implements an explanation of the questions used for the assessments but does not include a copy of the assessment for the following types: Diagnostic/Pre-assessment shows prior knowledge of the student but does not explain how the data from the assessment will be used. Formative Assessments/Feedback to Learner is given during guided and independent instruction but does not show how student understanding of the content is measured. Summative Assessment is given at the end of the lesson and is connected to the objective. The assessment is not attached. |
1 to 9 points The lesson does not include a clear explanation of the questions used for the assessments or a copy of the assessments for the following types: Diagnostic/Pre-assessment does not establish prior knowledge of the student or explain how the data from the assessment will be used. Formative Assessments/Feedback to Learner does not provide measurement of student progress of the objective. Summative Assessment is given at the end of the lesson but is not connected to the objective. The assessment is not attached. |
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Structure 30% |
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Mechanics |
11 to 12 points
All sections are written in complete sentences. All sections relate to the central reading topic for the lesson. The sentence structure is written with correct spelling, punctuation, capitalization, and varied word choices. The mechanics provide an example of an exemplar reading teacher. |
10 points
Most sections are written in complete sentences. Most sections relate to the central reading topic for the lesson. The sentence structure has minimal errors in spelling, punctuation, capitalization, and varied word choices. The mechanics most of the time provide an example of an exemplar reading teacher. |
1 to 9 points
There are many incomplete sentences which at times interferes with the content. The central reading topic for the lesson is not consistent throughout the paper. The sentence structure has many errors in spelling, punctuation, capitalization, and varied word choices. The mechanics do not provide an example of an exemplar reading teacher. |
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Formatting |
11 to 12 points
The lesson is written directly into the template with the font of the same size, color, and style. |
10 points The lesson is written directly into the template, but the font is not always consistent in size, color, and style. |
1 to 9 points
The lesson is written in the template, but the font is inconsistent. |
Page 5 of 5
Lesson Plan Sample – Phonics
LESSON #
Subject/Topic: Language Arts/Phonics
Grade Level:
1
st Grade
Lesson Structure or Grouping:
Whole Class ☒ Small Group ☐ 1:1 ☐
Other (specify): Diversity in this class of 15 includes 13 Caucasian students and 2 Hispanic. Needs consist of 2 ELL students, 3 students with ADHD, 1 student with Down Syndrome, and 2 gifted students.
Learning Segment Theme:
Reading is fun!
Learning to read through hands-on activities.
Resources and Materials:
Access to tablets or computer for online practice games
Book: The Cat in the Hat by Dr. Seuss
Crayons and scissors
Craft sticks, yarn, and glue
Magnetic letters and baking sheets
Templates for words to be cut into individual letters by students
Visuals of correspond words for students to match with words
Puzzle flashcards from Amazon
Standards:
State: VA SOL1.6 The student will apply phonetic principles to read and spell. A) Use beginning and ending consonants to decode and spell single-syllable words.
National: CCSS.ELA-Literacy.RF.1.3.B Know and apply grade-level phonics and word analysis skills in decoding words. B. decode regularly spelled one-syllable words.
Objective:
The student will independently decode 20 single-syllable words with 95% accuracy out loud during running record.
The student will independently spell 10 single-syllable words with 90% accuracy based on corresponding images.
ONLY ONE OBJECTIVE IS NEEDED.
ACADEMIC LANGUAGE DEMANDS
Language Demands: The student must be able to recognize all 26 upper and lower-case letters from the alphabet, have a concept of letter-sound recognition, differentiate between vowel and consonant, understanding the meaning of beginning, middle, and ending sounds, and possess an understanding of short vowel sounds.
Language Supports: The teacher will support student knowledge of these areas by checking for comprehension through assessment in previous lessons and providing a review during bell work times before the lesson. For example, students may use the following site through Education.com to practice short vowel sounds during morning stations, after completing an assignment, or during designated review times.
Essential Vocabulary: Students must be able to comprehend instructions given that will include words such as spell, decode, vowel, consonant, and letters.
INSTRUCTION
Direct Instruction/Modeling: Hook: The teacher will begin the lesson by introducing students to the concept of word segmentation and decoding being used for the purpose of assigning meanings to sounds. The teacher will introduce class to the game “Round Robin” (PALS). In Round Robin, the teacher will take students on an imaginary trip in which we will pack items that have the same beginning or ending letter. The teacher will then read the story “The Cat in the Hat” by Dr. Seuss and utilize the think-aloud technique throughout reading to emphasize spelling and word decoding.
Guided Practice: The teacher will utilize music techniques “Sing a Song of Sounds” (PALS) to the tune of “if You’re Happy and You Know it” to practice identifying the beginning, middle, or ending letters for single-syllable words. For example, the teacher may pass out flash cards depicting a single syllable word such as “dog”. The teacher would sing, “If you’re card starts with /d/ stand up; if you’re card ends with /g/ clap your hands, etc.”. The teacher will demonstrate for the whole class using three fingers to represent each letter in a word. For example, the students would imitate the teacher holding up three letters to spell the word “mat” and putting down one finger for each letter correctly identified. The teacher will assign students to literacy centers in which they will participate in various learning activities. The groups will either be teacher led, teacher aid/title 1 assisted, partner driven, or independent working time. Center activities are as follows: “Go Fish” (PALS), Magnetic Letters, online game “Blending Sounds Spelling” (Education.com; https://www.education.com/game/blending-sounds-spelling/), and formative assessment with the teacher. “Go Fish involves crafts to create the fishing pole and word cards. Once the materials are prepared, students will work together to create words by attaching the appropriate letter to their pole. Students may instruct peers to spell specific words. Magnetic Letters entails students creating words on a baking sheet by moving around magnetic letters. Students may work collaboratively with partners for support and further challenge.
Independent Practice: As the teacher is completing formative assessments with certain groups, the rest of the class will return to their seats and work independently on activities in the day’s “choice box”. The choices given will include review such as short vowel sounds (circle the matching vowel sound from a group of similar words), online review games (phonemic awareness, decoding, blending), silent reading time of step 1 books, or worksheets (students write the appropriate letter to correspond with the picture, then they cut and paste out of the given pictures matching beginning, ending, or middle letters based on the instructions).
Closure: The teacher will lead class discussion regarding review of new concepts and main ideas. Next, the teacher will initiate a continuation of “Sing a Song of Sounds” (PALS) that will be student led. Once the students exhibit the ability to successfully continue the game, the teacher will conduct individual reading conferences with each student to reveal the results between pre and formative assessment scores per the running record. The teacher will collaborate with each student to identify any lack of understanding and plan for improving comprehension.
DIFFERENTIATION
Supporting Students with Special Needs:
To support the two ELL students with the teacher will provide read aloud instruction and additional time when needed for applicable games and activities.
To support the three students with ADHD, the teacher will limit use of worksheets and incorporate games, songs, and group activity. Flexible seating and periodic breaks will be available if needed.
To support the student with Down Syndrome, the teacher’s aid will provide one-on-one instruction and guidance during centers.
Challenging Above-Average Students: Above-average students will have access to project time in the event of early completion of center or group activities. Project time will be correlated to the lesson at hand and serve as an extra credit opportunity.
Facilitating a Classroom Environment that Supports Student Learning: The teacher will carefully consider all special learning needs when choosing groups for centers and pace of activities. The classroom will consist of a structured behavioral plan in which all students are familiar with to ensure all students are comfortable and feel safe.
Extension: Students will have flashcards to be cut into 3 pieces (per letter) and can piece together to practice spelling and formation of single-syllable words. https://www.amazon.com/School-Zone-Three-Letter-Recognition-Spelling/dp/0887432778
ASSESSMENT
Diagnostic/Pre-Assessment: The student will read flash cards consisting of 20 single-syllable words to assess background knowledge of decoding single-syllable words as the teacher performs a running record. To assess spelling, the student will fill in letter boxes for 10 pictures such as dog, cat, bat, etc. The teacher will compare scores between pre-test and summative assessment (Tompkins, 2017).
Formative Assessment: To assess progress during the lesson, the teacher will assign and observe a center for “spelling card game” that will enable students to spell words using flashcards created to form single-syllable words. The teacher will initially provide the student with two of the following beginning, middle, or ending sounds, and the student will be asked to fill in the missing space to create a word before instructing the student to generate all three letters independently. Retrieved from: https://www.amazon.com/Learning-Journey-Self-Correcting-Spelling-Matching/dp/B01CILGA7K/ref=pd_lpo_vtph_21_bs_img_1?_encoding=UTF8&psc=1&refRID=GSETXYPR6ZE2G6YN02TK
Summative Assessment: The student will read flash cards consisting of 20 single-syllable words to assess background knowledge of decoding single-syllable words as the teacher performs a running record. To assess spelling, the student will fill in letter boxes for 10 pictures such as dog, cat, bat, etc. The teacher will compare scores between pre-test and summative assessment (Tompkins, 2017).
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