Lesson plan editing

The only thing that needs to be edited in the lesson plan is questioning and modification/accomodations. 

QUESTIONING *Must include 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.

ACCOMODATION/MODIFICATION *All accommodation needs must be 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

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.

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.

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

What does the prefix “sub-” mean in the word “subway”?
Can you give an example of another word that starts with “sub-“?
How can understanding the root “meter” help you figure out the meaning of “thermometer”?

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.

Why do you think fluent reading makes it easier to understand a story or an article?

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.

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.

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.

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.
When I read the passage, how did my tone and pauses help you understand the text better?

What is one piece of advice you gave your partner to help them read more fluently?

–
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.

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?

-Step 5: Vocabulary Quiz (10 minutes)

– Administer a short quiz on the vocabulary words, focusing on the meanings of affixes and roots.

LITERACY STRATEGIES USED

**Specifically identify ways you are implementing literacy instruction!

– Partner reading, modeling, use of technology for recording, vocabulary flashcards, self-assessment

STUDENT USE OFTECHNOLOGY

· Audio recording devices for self-assessment of fluency.

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.

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.

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.

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 the prerequisite skills students will need to be successful in this lesson.
In order for students to get through this lesson, they should have prior knowledge on prefixes, suffixes, and root words and also basic reading skills that include word recognition and meaning. Other important characteristics include awareness of the strategies involved in learning the meaning of new words, including context clues, and feeling at ease with peer cooperative learning. These skills are useful in fluency practice, vocabulary quizzes, and other assessment activities of the students.

2.
Explain how your answer to the question above influenced your decisions regarding the differentiation strategies used.

This study shows that the prerequisite skills highlighted contributed to differentiation strategies through executing support that corresponded to the learning needs of various students. For ELLs, visuals, bilingual tools, and sentence frames help to meet the language deficiencies. Students with poor reading skills rely on additional assistance, including outlines and shorter texts, with the focus on the most productive fluency and vocabularies. Several gifted students are given complex texts and creative assignments to help further their knowledge.

3.
Explain how your instructional strategies, accommodations, modifications, and assessment(s) address the needs of English Learners, including Nancy.
Supports for Nancy and other English Learners include: instructional adaptations, which consist of; Paraphrasing; use of pictures; Use of bilingual dictionaries; and use of sentence frames. Nonsensical passages aid in readability, and a speaking and listening check ensures inclusiveness as students work together with supportive partners. These approaches provide support to learning so that Nancy can develop her vocabulary, practice in writing and display learning progress based on the assessment that is given within the learning level of her language.