21 Jan Lesson Plan 1 (LITERACY 4TH GRADE) and Lesson Plan 2 (Sceince) was a great start but needs to be redone/edited. Literacy Lesson Plan got a score 29/50 an
Lesson Plan 1 (LITERACY 4TH GRADE) and Lesson Plan 2 (Sceince) was a great start but needs to be redone/edited. Literacy Lesson Plan got a score 29/50 and Science Lesson plan got a score of 32/50
For questioning: The questions should be throughout your lesson so you can be checking for understanding and mastery of the TEK.
*Detailed evidence of planning for effective questioning. *Includes at least 6 questions. *Specific goals for questioning identified (determination of prior knowledge, feedback, assessment, prompts for problem solving, etc.) *Explicitly requires students to go beyond “recall of facts” to engage in higher order thinking (Bloom’s Taxonomy), and creativity.
Accommodations/modications. Modifications change the assignment while accommodations just make the assignment more accessible.
*All accommodation needs have been specifically identified. *Accommodations (learning aids, graphic organizers, oral administration, etc.) and/or modifications (alternate material, activity or grade level content) are detailed and explicitly designed for the needs of the student population (ELL, Sped, GT, etc.) *Area for accommodation or modification (content, process, product, learning environment) has been specifically identified. *Accommodations and Modifications explicitly match skill deficits. *Technology is efficiently utilized for accommodation and modification where appropriate. *Accommodation and/or modification allows for student learning of the content at the highest level appropriate for each individual
Reflection questions – These need to be the reflection questions from 700.5.
In the reflection, the candidate will answer each of the following questions in 1 – 3 paragraphs using complete sentences. This should be a thoughtful and thorough analysis of the reasoning behind your instructional choices. Number your answers to correspond with the question.
- Explain the prerequisite skills students will need to be successful in this lesson.
- Explain how your answer to the question above influenced your decisions regarding the differentiation strategies used.
- Explain how your instructional strategies, accommodations, modifications, and assessment(s) address the needs of English Learners, including Nancy.
TEXAS TEACHERS LESSON PLAN FORMAT
LITERACY SPECIFIC PLAN
1. Why do you think fluent reading makes it easier to understand a story or an article?
2. What does the prefix "sub-" mean in the word "subway"? Can you give an example of another word that starts with "sub-"?
3. How can understanding the root "meter" help you figure out the meaning of "thermometer"?
4. When I read the passage, how did my tone and pauses help you understand the text better?
5. What is one piece of advice you gave your partner to help them read more fluently?
6. After listening to your recording, what is one thing you feel proud of in your reading, and what is one thing you'd like to work on?
NAME: Davielle Vinson SUBJECT/GRADE: 4TH Grade English Language Arts and Reading____
CERTIFICATION AREA: EC-6
PHONOLOGICAL/PHONEMIC AWARENESS PHONICS FLUENCY COMPREHENSION
***NOTE: VOCABULARY MUST BE INCLUDED IN ALL AREAS OF FOCUS
TEKS GUIDELINES:
§110.6. English Language Arts and Reading, Grade 4
“Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking—fluency”. The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking–vocabulary. The student uses newly acquired vocabulary expressively
LEARNING OBJECTIVE(S): The student will improve reading fluency and comprehension by practicing reading grade-level text with appropriate rate, accuracy, and expression. The student will also determine the meaning of and use words with specific affixes and roots.
ASSESSMENT:
-Students will read a selected passage aloud with fluency, demonstrating appropriate rate, accuracy, and expression.
-Students will complete a vocabulary quiz where they determine the meaning of words with specified affixes and roots.
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MATERIALS and SETTING What materials do you need for this lesson? What is the setting? Are students in pairs, groups, stations, floor, library, science lab? |
Materials: Grade-level text passage, vocabulary list with affixes and roots, whiteboard, markers, flashcards, audio recording devices. Setting: Students will work in pairs and small groups in the classroom, with a reading corner for individual practice and recording. |
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KEY VOCABULARY and ACADEMIC LANGUAGE What vocabulary terms must students know to understand the concept being taught? Include specific method for working with vocabulary ex: Marzano, Frayer model, Greek/Latin roots |
-Affixes: mis-, sub-, -ment, -ity/ty -Roots: auto, graph, meter -Fluency, rate, accuracy, prosody |
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FOCUS ACTIVITY What activity will students engage in that will pique their interest about the upcoming lesson? Think of this like a preview for an upcoming movie – something that ignites curiosity |
-Show a short video clip of a fluent reader vs. a non-fluent reader -Ask students to discuss the differences they notice in pairs. |
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CONNECTION TO PRIOR LEARNING OR REAL WORLD This is what you say to students about what they have already learned and how it prepares them for what they are about to learn; review what they have learned to prepare them for the upcoming lesson. |
-Remember how we talked about how we use prefixes and suffixes to figure out the meaning of new words? Today, we'll use those skills to read more smoothly and understand texts better, just like we need to read signs and instructions clearly in the real world. |
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OBJECTIVE STATEMENT (including a performance behavior) This is what you say to students about what students will learn today, and how they will show they have learned the content (that is the performance measure) |
– Today, we will practice reading smoothly and with expression. You will show that you can read fluently by reading a passage out loud and using your knowledge of prefixes and suffixes to understand and use new vocabulary words. |
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PURPOSE OF LEARNING Why do students need to learn this today? This should be written in what you will say to students and should include both why it is important to the content and why it is relevant in their lives. |
-Learning to read fluently helps you understand what you read better, which is important for all your subjects in school and for reading things in real life like instructions or stories. Knowing how to figure out new words helps you become a better reader and writer. |
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INSTRUCTIONAL STEPS Include: · Step by step instructions · Key points · Directions to give · Small group instructional plans · Differentiated Station Activities |
Step 1– Introduction (10 minutes) – Briefly review the importance of fluency and vocabulary. Explain that today’s lesson will focus on practicing these skills. – Write the key vocabulary words on the board. Step 2- Vocabulary Instruction (15 minutes) – Teach the meanings of the affixes and roots using examples. Use flashcards for practice. – Have students work in pairs to create sentences using the new vocabulary words. – Step 3- Fluency Practice (20 minutes) – Model reading a passage with appropriate fluency. Discuss what makes the reading fluent (rate, accuracy, expression). – Pair students and have them practice reading the same passage to each other, providing feedback. – Step 4: Independent Practice (15 minutes) – Students select a passage to read individually. They will record themselves reading using audio devices. – Students will listen to their recordings and self-assess using a fluency rubric. -Step 5: Vocabulary Quiz (10 minutes) – Administer a short quiz on the vocabulary words, focusing on the meanings of affixes and roots. |
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LITERACY STRATEGIES USED **Specifically identify ways you are implementing literacy instruction! |
– Partner reading, modeling, use of technology for recording, vocabulary flashcards, self-assessment |
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STUDENT USE OFTECHNOLOGY |
· Audio recording devices for self-assessment of fluency. |
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DIFFERENTIATION Include differentiation in content or process for the following groups of students · ELLS · Regular Education students who are struggling and possibly some Special Education students · Gifted and Talented students |
ELLs Integrate visuals, gestures, and bilingual support when introducing vocabulary. Use sentence frames and peer modeling during fluency practice. Provide audio recordings of passages for listening practice. Regular Education and Struggling Students Pair them with supportive peers for fluency activities. Incorporate scaffolding like breaking passages into smaller segments. Use flashcards and repeated practice to reinforce vocabulary understanding. Gifted and Talented Students Offer more challenging passages for fluency practice and encourage creative writing using new vocabulary. Allow them to act as peer mentors or create multimedia presentations to extend learning. |
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DIFFERENTIATED ASSESSMENT If your assessment is already differentiated, please explain how. If it is not, please explain how you will differentiate it for the learning needs in your class. |
The assessment is differentiated to address diverse learning needs. ELLs can record their readings and review vocabulary with bilingual supports. Struggling students receive shorter passages, guided practice, and additional time for assessments. Gifted students are challenged with advanced texts and creative applications of vocabulary. By pairing students strategically and using scaffolds, all learners can demonstrate fluency and vocabulary mastery in ways tailored to their individual abilities and needs. |
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MODIFICATIONS/ACCOMMODATIONS Create at least 2 modifications AND 2 accommodations that address the diverse needs of the students Angelo, Nancy, and Corinne. |
Modifications 1. Angelo: Provide simplified text passages and extend time for all reading and vocabulary activities. Break instructions into smaller, manageable steps during fluency and vocabulary tasks. 2. Nancy: Incorporate bilingual dictionaries and visual aids to support vocabulary comprehension. Assign shorter, leveled passages aligned to her intermediate reading level. Accommodations 1. Angelo: Use audiobooks or text-to-speech tools for fluency practice. Pair him with a patient peer during partner reading and provide guided practice. 2. Nancy: Offer oral vocabulary assessments and allow her to respond using non-verbal methods (e.g., matching or pointing). Provide sentence frames to aid her fluency practice. Corinne (GT): · Modification: Assign advanced, thought-provoking texts and encourage creative writing extensions using the new vocabulary. · Accommodation: Provide a calm-down area or strategy to de-escalate emotions, ensuring respect and structure in group work. |
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CLOSURE Review: How will you cement the learning that has taken place in this lesson?
Connect to future learning: How will what students learned today help them in upcoming lessons? |
– Review: Ask students to share one thing they learned about reading fluently and one new vocabulary word they found interesting. – Connect to future learning: "In our next lesson, we'll continue to practice our reading fluency with different types of texts. You'll also get to use these new vocabulary skills in your writing." |
The Reflection
1. Explain how the instructional strategies chosen help make the subject matter more accessible to students. For example, how did the strategies you chose facilitate learning for your EL students or your students who are below grade level?
The strategies used in this lesson, such as partner reading and vocabulary flashcards, provide opportunities for all students to engage with the material at their own level. Partner reading enables students to help each other; while using the audio recordings for the assessment assists students to listen to their improvement. Indeed, for English learners and the students in lower grades, gestures and repeat practices help in developing language and reading skills.
2. Explain the criteria used to group students (size of group, specific characteristics and needs of group members, etc).
– The students will be paired according to the ability level in order to promote mutual helpful reading groups. For the students who may have learning difficulties, some forms of learning may entail one on one coaching or grouped learning. The group size will not be large in order to ensure that there are adequate interactions as well as feedback sessions that may be carried out.
3. Explain how this lesson plan supports what we know about how learning occurs and how learners develop, construct meaning, and acquire knowledge and skills?
– This lesson is designed to respond to all types of learners, the auditory, the visualization type and the kinesthetic type. In this lesson, the student gains meaning construction using fluency modeling and comprehensible input and application of the bulk of newly acquired knowledge. The raise of self-assessment enhances higher order thinking skills that enable students to understand their learning processes.
4. How will you encourage a growth mindset and, thus, persistence, throughout this lesson?
– During the partner reading and individual practice, the students will be encouraged, and positive comments will be made to them. Focus on the progress and the effort of students makes them view the process as a development rather than focusing on the final result. Telling the students that the fluency and that skills in adding on to vocabulary are attainable, through practice will enhance determination, and endurance.
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TEXAS TEACHERS LESSON PLAN PROJECT FORMAT
1. After watching the food chain video, what did you notice about how the organisms are connected?
2. Can someone explain the difference between a producer and a consumer in their own words?
3. As your group sorts the organisms, why do you think this particular organism belongs in the producer/consumer/decomposer category?
4. Looking at your food web, what would happen if one of the producers were removed? How would it affect the other organisms?
5. Can you describe how energy moves through your food web, starting with the producers?
6. How do you think this understanding of food webs and ecosystems might help us protect the environment in real life?
NAME: Davielle Vinson SUBJECT: Science
CERTIFICATION AREA: EC-6
TEXAS ESSENTIAL KNOWLEDGE AND SKILLS:
§112.15. Science, Grade 4
(b)(9) Organisms and environments. The student knows and understands that living organisms within an ecosystem interact with one another and with their environment. The student is expected to: “investigate that most producers need sunlight, water, and carbon dioxide to make their own food, while consumers are dependent on producers and other consumers for food.
LEARNING OBJECTIVE(S): The student will understand the roles of producers and consumers in an ecosystem and how they interact with each other and their environment.
ASSESSMENT/PERFORMANCE MEASURE:
-Students will create a food web diagram that includes producers, consumers, and decomposers.
-Students will write a short explanation of the relationships within their food web and how energy flows through the ecosystem.
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MATERIALS and SETTING What materials do you need for this lesson? What is the setting? Are students in pairs, groups, stations, floor, library, science lab? |
– Materials: Pictures of various plants and animals, chart paper, markers, index cards, glue, scissors, handouts with vocabulary terms, interactive whiteboard. – Setting: Students will work in small groups at tables in the classroom. |
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KEY VOCABULARY and ACADEMIC LANGUAGE What vocabulary terms must students know to understand the concept being taught? |
· Producer · Consumer · Decomposer · Ecosystem · food web · energy flow · photosynthesis · herbivore · carnivore · omnivore |
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FOCUS ACTIVITY/ANTICIPATORY SET What activity will students engage in that will pique their interest about the upcoming lesson? Think of this like a preview for an upcoming movie – something that ignites curiosity |
Show a short video clip of a simple food chain. Discuss with students what they observed and how each organism is connected |
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CONNECTION TO PRIOR LEARNING OR REAL WORLD This is what you say to students about what they have already learned and how it prepares them for what they are about to learn; review what they have learned to prepare them for the upcoming lesson. |
Remember how we learned about different types of animals and plants and their habitats? Today, we will see how they all depend on each other for food and energy in an ecosystem, just like how we depend on plants and animals for our food in real life. |
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OBJECTIVE STATEMENT (be sure to include the performance measure) This is what you say to students about what students will learn today, and how they will show they have learned the content (that is the performance measure) |
Today, we will learn about the roles of producers and consumers in an ecosystem. You will create a food web diagram and write an explanation to show how these organisms interact and how energy flows through the ecosystem. |
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PURPOSE OF LEARNING Why do students need to learn this today? This should be written in what you will say to students and should include both why it is important to the content and why it is relevant in their lives. |
Understanding how living organisms depend on each other helps us appreciate the balance in nature and the importance of each species. It also helps us understand the impact we have on the environment and why it's important to protect it. |
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INSTRUCTIONAL STEPS Include: Step by Step Instructions Key Points Directions to give |
Step 1: Introduction (10 minutes) · Briefly review the concept of ecosystems and introduce key vocabulary terms. 
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