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: Language Arts: Reading
Fluency
Grade Level: 2nd grade
Lesson Structure or Grouping:
Whole Class ☒ Small Group ☐ 1:1 ☐
Other (specify): 25 students; 12 boys and 13
girls. One student is gifted and one student
with down syndrome.
Learning Segment Theme:
“What’s Your Tone?”
Resources and Materials:
•
“Turkey Trouble” by Wendi J Silvano
•
Expression worksheet
•
Partner Fluency worksheet
•
Gingerbread readers theatre
•
Mood spinner
•
SMARTboard
•
“My First Thanksgiving” passage
•
Audio reading device
•
Journals
•
Pencils
Standards:
State: 2.1 The student will demonstrate an understanding of oral language structure. (b)
Create and participate in oral dramatic activities. 2.6 The student will use semantic clues and
syntax to expand vocabulary when reading. (d) Reread and self-correct.
National: CCSS.ELA-LITERACY.RL.2.6
Acknowledge differences in the points of view of characters, including by speaking in a
different voice for each character when reading dialogue aloud.
Objective:
1) Students will be able to correctly use expression while reading more than one
sentence with 90% mastery.
2) Students will be able to self-correct when reading 3 or more sentence with two or less
errors with 85% accuracy.
ACADEMIC LANGUAGE DEMANDS
Language Demands: Students will read “The Gingerbread Man” and “My First
Thanksgiving”. Students will need to know how to correctly pronounce the words in order to
pass their summative assessment and complete the readers theatre. Students will also need
to know how to fluently read with expressions.
Language Supports: Students will have constant access to their teacher and the para-
professional located within the classroom on a daily basis. Students will be helped along the
way for any language needs.
Essential Vocabulary: Students will need to know the essential vocabulary; tone,
expression, fluency, and speed. Students will also need to know their essential vocabulary
based off their reading levels.
INSTRUCTION
Direct Instruction/Modeling: Hook: Students will gather around the carpet and watch a
short introduction video on Reading Fluency (https://www.youtube.com/watch?
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v=ogi7ANK49wk) The instructor will point out specific words like; expression, speed, accurate
and punctuation. After the short video, students will get to discuss their likes and dislikes
about the video and also discuss what they think reading fluency is based off the video and
their prior knowledge. After discussing the components of reading fluency the teacher will
read “Turkey Trouble” by Wendi Silvano. The teacher will read the book with full expression
and tone and accuracy. She will then re-read the book with no tone or expression. She will
ask students to start a discussion by comparing and contrasting each time she read. They will
closely look at her lack of expression and tone, it will show students how important it is.
Guided Practice: Students will go to their desks and all receive a copy of the readers
theatre, “The Gingerbread Man”. Each go around, 6 new students will get a turn to be a
different character. After each student is chosen, they will get a chance to spin the “mood
spinner”. This spinner is labeled with all different moods and expressions. The student will
then read his/her part in the mood or expression they have gotten on the spinner. Along with
using different moods/expressions, students will be instructed to self-correct if they are to
mess up on a word or phrase. Students are encouraged to self-reflect and correct for their
mistakes. After each reading, the students who did not read will get to assess the theatre.
Were the correct emotions conveyed? After all reader theatre’s have been completed,
students may be able to volunteer to read through “The Gingerbread Man” with no expression
or tone. They can see the difference in the story and how it affects the listeners of the story as
well. Students can also get in the habit of self-correcting.
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Independent Practice: Students will complete their independent practice with a partner.
Pairs will complete two different worksheets during this practice time. The first worksheet is
an expression worksheet. Students will roll the die and say the sentence with the rolled
expression they land on. Once students have completed that worksheet, students will
complete another partner worksheet. This worksheet is different than the things they have
been focusing on during this lesson. One partner will time the other student as they read the
given words and phrases on the worksheet. If a student’s messes up on any phrase, the
student will simply circle that incorrect phrase. This will assess the student’s current level of
fluency. Once the pair is done with both worksheets, they will go to the audio book station and
choose a book of interest to listen too. They will wait until the instructor or para calls them up
for their summative assessment.
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Closure: To end the lesson, students will gather around the carpet one more time. They will
go over the four words that the instructor introduced at the beginning of the lesson;
expression, tone, speed, punctuation and accuracy. The students will complete an “exit ticket”
where they will write something new that they have learned during this lesson. They will also
write something that they would like more practice on.
DIFFERENTIATION
Supporting Students with Special Needs: Since the classroom only has one student with
disability, there will be a one-on-one aid to assist the student at all times. During the read
aloud, the student will listen to the book on audio, this will assist with hearing impairment.
Student will join whole group during discussion on the difference of tone. During the tone
guided practice, the student will work with the one-on-one aid. The student will receive his/her
own spinner and will give examples of each tone once they are spun upon. During
independent practice, student will be placed with a pair and will be assisted with the para-
professional.
Challenging Above-Average Students: The one gifted student in our class will be
challenged during this lesson. The student will receive the parts in the readers theatre that
may be deemed “difficult” to others. These parts may be longer or have more difficult
vocabulary. This student will also receive a different, more advance, passage during their
summative assessment.
Facilitating a Classroom Environment that Supports Student Learning: To support
student learning in a positive way, each student will learn to accept all students, no matter the
learning struggle. Students should feel comfortable in the classroom at all times, to share
their ideas and/or concerns. Students will also be aware that they are able to ask for help or
for extra practice at any point within the school year. Also, a positive attitude will go a long
way.
Extension: If students are struggling to understand the given concept, a few plans for
extension are possible. Students will be able to spend time at the audio book center, this will
give students the opportunity to listen to books of their interest. During audio books, students
can also take note and recognize the fluency in different authors. They will notice the tone,
expression and accuracy of each book. Student ‘s will be able to pick up on some of the
examples they are listening too. A more class collective activity will take place the following
day of the lesson. Students will participate in a “speed read challenge”. Students will get to
play in a competition of speed reading! The instructor will choose a book of the students
reading level and they will be timed on reading two pages. The teacher will take note of the
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amount of errors with each student.
ASSESSMENT
Diagnostic/Pre-Assessment: The pre-assessment to this lesson was listening to the
students during the introduction video and after the read aloud. Listening to the students
discuss the video and compare and contrast the difference in read aloud. This time will give
the teacher an understanding of where the kids are with reading fluency before he/she gives
the lesson.
Formative Assessment: Students will be assessed by the TA during the tone game. The TA
will take note of those students who have correct use of the tone and who correct projects the
tone and expression. The TA will also take note of the amount of grammatical errors each
student has while reading their part.
Summative Assessment: Students will have a one-on-one conference with either their
teacher, the para-professional, or the TA. They will read half of a given passage out loud
during this time. The adult who is testing them wlll record the time allotted and the amount of
errors. Students should read 4 sentence with three or less errors to gain correct
understanding of the given lesson.
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Education, V. (2020). English. Retrieved November 19, 2020, from
https://www.doe.virginia.gov/testing/sol/standards_docs/english/index.shtml
English Language Arts Standards " Reading: Literature " Grade 2. (2020). Retrieved November
19, 2020, from http://www.corestandards.org/ELA-Literacy/RL/2/
Silvano, W., & Harper, L. (2010). Turkey trouble. New York, New York: Scholastic.
Teaching Resources & Lesson Plans. (2019). Retrieved November 19, 2020, from
https://www.teacherspayteachers.com/
