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Reflective Dialogic Lesson Plan: Using the edTPA Framework (Adapted, with gratitude from work by Deborah Layzell, Illinois State University) Name: Maria Fernandes Age/grade level this plan is for: 5th Grade

Central Learning Focus and Planned Learning Outcomes *Use the Common Core ELA Learning Standards to guide you in preparing this section, located at http://isbe.net/common_core/pls/level1/pdf/ela-standards.pdf .

Central Focus What is the central focus of this learning engagement? Identify one language function essential for students to develop and practice the literacy strategy within your central focus. See 4a

For this lesson, I focused on the “good reader” strategy of determining importance.

CCSS K-5 ELA Standard(s) (p.11-29) What are the specific learning goals for your students? Which concepts/skills/problem-solving/thinking strategies do they learn?

CC. 4. R. L. 12 Key Ideas & Details: Determine the main idea of the text and explain how it is supported by key details; summarize the text Students will practice the strategy of determining importance by summarizing each paragraph. They will be asked to determine the main idea of each paragraph and identify supporting details that support each main idea. Students will keep track of the main ideas and supporting details in their graphic organizers.

Academic Language

. Given the language function and

learning task identified

above, describe the following

associated language

demands (written or oral)

students need to understand

and/or use:

Vocabulary or key

phrases

Plus at least one of the

following:

Syntax

Discourse

Comprehension Determining Importance Main Idea Supporting Detail Discourse Rainforests Biome (Paragraph 1) Emergent Layer (Paragraph 3) Canopy (Paragraph 4) Understory (Paragraph 5) Forest Floor (Paragraph 6) Vocab Worksheet Words: giant, umbrella, canopy, decompose, Fahrenheit, mysterious, adapted

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Prior Academic Knowledge What must students already know in order to complete this lesson successfully?

Students will have already learned how to summarize passages of various lengths. The will know how to identify supporting details to support the main idea. The students will also know what the main idea of a paragraph is, how to identify it, and why it is important for determining the importance of a reading. Students will also have learned how to activate prior knowledge by discussing images relating to the article and by discussing their own thoughts and experiences.

Anticipated Issues What do you expect some students not to readily understand or perform? What will you be ready to say/do should they arise?

Ms. Brown will assign me a group of students to work with on the morning of the lesson so I will not be familiar with their reading styles and progress through the year. Because I will not know the students reading levels/abilities until the morning of the lesson, I will have to be flexible and adjust my lesson as I go. If students are struggling, I will provide them with more direction. If students need more challenge, I can allow them to work independently or start the writing activity. This is a bilingual class, so I may need to explain things more slowly or present students with directions written in their primary or native language. Strategies for responding to common errors and misunderstandings, developmental approximations, misconceptions, partial understandings, and/or misunderstandings: I will re-explain the concept or rephrase my directions, if necessary I will use the strategy of asking questions to probe the students and spark discussion

Instructional Strategies and Learning Tasks Describe in order what you will be saying and doing as well as what the students will be saying and doing. If this is a Dialogic Reading lesson, attach the five-day template.

Launch 5 - 7 Minutes How will you start the lesson? How will you engage, activate schemata, motivate? How will you ‘move’ students to the Instructional Core? How will you know they’re ready to begin the Core?

Engaging/motivating the students: “Today we will be learning about the rainforest and how it is made up of many different layers.” Introduction: “Today we will learn the importance of determining importance. We will focus on picking out the main or “big” ideas of the text, which is similar to summarizing. Who knows where they can find the main idea in a paragraph? Who can tell us the difference between a main idea and a supporting detail?” I will give each student the chance to describe to me what a main idea is, where they can find the main idea, why finding the main idea helps us determine importance, and what a supporting detail is. I will show the students pictures I took of El Yunque Rainforest when I went to Puerto Rico. This will give them a visual image of rainforests and get them excited about and interested in reading about rainforests. Vocabulary: Finally, we will debug the text of different words the students will run into while reading the text. Students will complete the vocabulary matching worksheet. I will tell them to do it to the best of their ability and not to worry if they are unsure of a word because some of these may be unfamiliar to them. I read the words “Fahrenheit”, “decompose”, “mysterious”, and “adapted” aloud so the students would understand what words are on the page if they are having trouble decoding.

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Instructional Core Sequence 15 Minutes What will you do to engage students in developing their understanding of the lesson, step by step? How will you connect their prior knowledge to the new concepts and skills you’re teaching? What questions will you ask? (Make sure they’re connected to the learning goals you’ve set, above.) What else will you do? What will the students say and do? (What responses do you anticipate from them?) What will you look and listen for to insure students are following your instruction? How will you know they’re ‘getting it’?

Sequence: (Students will complete the graphic organizer as they read and discuss) Teacher will read paragraph 1 aloud. Summarize. Discourse: When determining importance we need to find the big idea, what is the big idea of the first paragraph? Describe what a biome is. Students will read paragraph 2 by themselves. Summarize. Discourse: What is a main idea from paragraph 2? What is a supporting detail in the paragraph to support the main idea? How did rainforests get their name? Students will read paragraphs 3 and 4 by themselves. Summarize. Discourse: What are two main ideas? What are two supporting details from each paragraph? Describe the first and second layers of the rain forest. How did each layer get its names?

Structured Practice & Application 5 - 10 Minutes How will you introduce or reteach or reinforce what you’ve just taught? What opportunities for using the four language

Follow-Up: I would like you to read the rest of the article and, in your graphic organizer, write down the main ideas of the paragraph as well as the supporting details in each paragraph. Think about the following question: How do the layers of the forest differ? How are they the same? I will then show the students a picture of the rainforest with the layers identified to reinforce what the learned from the reading. I will also show them the pictures of my trip to the rainforest again and ask them to identify what layer of the rainforest is pictured.

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processes will you give students? How will students apply what they’ve just learned? What will they do—and when? (During this lesson segment? Later on in the day during centers? In another day’s ELA instructional block?)

Closure ___ Minutes What will you say or do to check that students are ready to move on for Closure of this lesson? How will you know they are ready? How will you end the lesson, to make sure ALL students saw its meaning, purpose, and relevance? What will you say or do to articulate and reinforce the reading and language arts concepts, skills, etc. you taught and the students applied?

Questions to Assess Comprehension:

1. What does it mean to determine importance? 2. How does this strategy help us become better readers? 3. Why are details not that important when summarizing? 4. Where can we usually find the main ideas?

It is important for each student in the group to fully understand the strategy of determining importance. If I see a student struggling, I may need to give him/her additional directions or one-on-one help.

Instructional resources and materials used to engage students in learning.

Article and Vocabulary Activity http://www.superteacherworksheets.com/reading-comp/5th-rainforest1_RAINF.pdf Graphic Organizer Attached Below Pictures for Introduction Attached Below Visual Representation of the layers of the rainforest attached below

Differentiation/Planned Additional Support How will you support

Whole Class: If I taught this lesson to the whole class, I would provide different assessments for different students based on their individual needs. Students can have the option of working with a partner and then participating in a grand discussion.

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students with gaps in the prior knowledge or skills they need to be successful in this lesson? What kinds of groupings will you use in this lesson, to support learning as well as to enable you to work with students needing different types of supports?

Groups of students with similar needs: If I worked with students with similar needs, I would make sure to use a text as an appropriate reading level for the group. Individual students: When working with individual students, we could spend more time make text to self/text/world connections. Struggling students would be given additional help and students who need to be challenged more can be asked to ask questions about the text of work independently on determining the main ideas and supporting details. Students with IEPs or 504 plans (include ESL/bilingual; learning disability; physical disability): If I taught this lesson with student with IEPs or 504 plans I could use a variety of strategies. I could read the text aloud, students can use the reading to define the vocabulary words prior to reading the full text, we could highlight and text code the article, a comprehension worksheet could be given at the end of the reading. *Depending on the IEP or disability, the student may work one-on-one with a special education teacher or resource room teacher

Assessments How will ALL your students demonstrate to you that they are growing in their mastery of the skill/strategy/concepts you taught in this lesson? What, exactly, will you look for in their 'products'? Describe the tools/procedures that will be used in this lesson to monitor students’ learning of the lesson objective(s). Attach a copy of the assessment and the

evaluation criteria/rubric in the resources section at the end of the lesson plan.

Assessment Type

(Informal or Formal)

Assessment Description

Planned Modifications to Assessments

Evaluation Criteria (What evidence of student learning related to the learning objectives and central focus

does the assessment provide?)

Informal (Strategy and Content Area)

Graphic Organizer

Students can highlight the main idea and supporting details in two different colors in the text.

This assessment provides me with the data to assess whether or not the student can identify the main idea and supporting details of a paragraph.

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*Students receive this in portrait orientation Name _____________________________ Article Title _________________________

Determining Importance Graphic Organizer

Paragraph

Main Idea

Supporting Detail(s)

1

2

3

4

5

6

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Small Versions of the pictures of El Yunque that I showed the kids prior to reading and after reading

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Review at the end of the lesson

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TASK 1: PLANNING COMMENTARY Respond to the prompts below (no more than 9 single-spaced pages, including prompts) by typing your responses within the brackets. Do not delete or alter the prompts.

Pages exceeding the maximum will not be scored.

1. Central Focus

a. Describe the central focus and purpose for the content you will teach in the learning segment.

[The central focus of this learning segment is for the students to learn about the different layers of the rainforest. This will be done through a reading of an informational text. ]

b. Given the central focus, describe how the standards and learning objectives within your learning segment address

an essential literacy strategy

requisite skills that support use of the strategy

reading/writing connections

[Given that the central focus is to learn about the different layers of the rainforests, many aspects will be addressed in this learning segment. The essential literacy strategy that will be utilized in this lesson is the reading comprehension strategy of determining importance. Students will determine the main ideas and supporting details of each paragraph of the text to determine the importance of the content. Students will also be expected to use the reading comprehension strategy of summarizing as the read. The requisite skills that support the use of these strategies are reading comprehension and fluency. I will read the first paragraph aloud, but students will read the rest of the text on their own and need to comprehend the passage in order to summarize and determine the main ideas and supporting details. The reading and writing connections in the lesson are explicit. The students will read the entirety of the text paragraph b paragraph. The students will fill out a graphic organizer as they read to document the main ideas and supporting details of each paragraph. ]

c. Explain how your plans build on each other to help students make connections between skills and the essential strategy to comprehend OR compose text in meaningful contexts.

[My plans build on each other because I scaffold the reading of the lesson. I read the first paragraph aloud to the students and demonstrate how to determine the main idea and supporting details. Then the students read the next three paragraphs one by one and stop after each paragraph to summarize and discuss with the group what the main ideas and supporting details are. Finally, the students read the rest of the text individually and determine the main ideas and supporting ideas on their own. This way, the students are challenged as the lesson goes on to think independently and really understand the concept of main idea and supporting details. This lesson also works on comprehending text in meaningful contexts. ]

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2. Knowledge of Students to Inform Teaching

For each of the prompts below (2a–b), describe what you know about your students with respect to the central focus of the learning segment.

Consider the variety of learners in your class who may require different strategies/support (e.g., students with IEPs or 504 plans, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students).

a. Prior academic learning and prerequisite skills related to the central focus—Cite evidence of what students know, what they can do, and what they are still learning to do.

[The students are learning about the layers of the rainforest for the first time, but they are familiar with what the main ideas and supporting details of a text are, which is what we will be working with throughout the reading. The group I am working with is at a beginning of fifth grade level, so their comprehension abilities may vary. The students are still learning how to find the main idea of a paragraph and how to back up the main idea with supporting details from the text.

b. Personal/cultural/community assets related to the central focus—What do you know about your students’ everyday experiences, cultural backgrounds and practices, and interests?

[At the start of the lesson, the students and I have a brief discussion about what they know about rainforests. We talk if they’ve seen a rainforest before and what they know about them. Because I guessed that the majority of students would not have been to a rainforest before, I showed the students pictures of when I went to El Yunque rainforest in Puerto Rico. This got the students excited about the reading and caused them to make more connections to the rainforest. ]

3. Supporting Students’ Literacy Learning

Respond to prompts 3a–c below. To support your justifications, refer to the instructional materials and lesson plans you have included as part of Task 1. In addition, use principles from research and/or theory to support your explanations.

a. Justify how your understanding of your students’ prior academic learning and personal/cultural/community assets (from prompts 2a–b above) guided your choice or adaptation of learning tasks and materials. Be explicit about the connections between the learning tasks and students’ prior academic learning, assets, and research/theory.

[My understanding of my students’ prior academic learning is what caused me to have the students fill in a graphic organizer with the main ideas and supporting details of the text. Students were familiar with the concepts of main idea and supporting details prior to this lesson, but this lesson reinforced the concepts and caused students to articulate the main ideas and supporting details both verbally through discussion and in written form through the graphic organizer. My understanding of my students’ personal/cultural/community assets were what caused me to bring in photos from my trip to El Yunque rainforest and start a discussion with the students about what they saw in the photos. I thought it would be interesting for the students to learn about the layers of the rainforest and connect what they learn with the photographs I showed them. ]

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b. Describe and justify why your instructional strategies and planned supports are appropriate for the whole class, individuals, and/or groups of students with specific learning needs.

Consider students with IEPs or 504 plans, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students.

[This lesson will be taught within a small group type of instruction to bilingual fifth graders.]

c. Describe common developmental approximations or common misconceptions within your literacy central focus and how you will address them.

[Common developmental approximations are addressed by reading some of the words and key vocabulary words of the text aloud to the students so as to avoid decoding errors and so that the students better comprehend what the text is saying. Common misconceptions within my literacy central focus will arise because most students are not familiar with the rainforest. I will address any misconceptions or lack of knowledge about the rainforest by having a discussion prior to reading about the pictures of the rainforest and by giving my students as much general information as possible about the rainforest.]

4. Supporting Literacy Development Through Language

a. Language Function. Identify one language function essential for students to develop and practice the literacy strategy within your central focus. Listed below are some sample language functions. You may choose one of these or another more appropriate for your learning segment.

Analyze Argue Categorize Compare/contrast Describe Explain

Interpret Predict Question Retell Summarize

[The language function of summarizing is essential for students to develop and practice the reading comprehension strategy of determining importance. Summarizing helps students determine the most important information from a given text which makes it easier for them to determine the main ideas and supporting details. It is important for the students to summarize each paragraph of the text so that the can have a clear understanding of what the text was about.]

b. Identify a key learning task from your plans that provides students with opportunities to practice using the language function in ways that support the essential strategy. Identify the lesson in which the learning task occurs. (Give lesson day/number.)

[ After reading and summarizing each paragraph, I will ask the students comprehension questions about each paragraph. The students will be expected to answer the questions and refer back to the paragraph if necessary. The students will also determine the main ideas of each paragraph and support them with details from the text.]

c. Additional Language Demands. Given the language function and learning task identified above, describe the following associated language demands (written or oral) students need to understand and/or use:

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Vocabulary or key phrases

Plus at least one of the following:

Syntax

Discourse

Consider the range of students’ understandings of the language function and other language demands—what do students already know, what are they struggling with, and/or what is new to them?

[Students must be able to comprehend vocabulary terms and key phrases that are at the fifth grade level. Students must be able to understand and apply the vocabulary knowledge they gained during the debugging of the text prior to the reading. Most students are bilingual and may need additional support, so I can read certain words out loud to support their comprehension and learning.]

d. Language Supports. Refer to your lesson plans and instructional materials as needed in your response to the prompt.

Describe the instructional supports (during and/or prior to the learning task) that help students understand and successfully use the language function and additional language demands identified in prompts 4a–c.

[Prior to the learning task, students will complete a vocabulary-definition matching worksheet with key words that they will come across in the reading of the text. Some words the students will be familiar with and others will be new to them. I will read the words aloud because some students’ struggle with decoding may interfere with their comprehension.]

5. Monitoring Student Learning

In response to the prompts below, refer to the assessments you will submit as part of the materials for Task 1.

a. Describe how your planned formal and informal assessments will provide direct evidence that students can use the essential literacy strategy and requisite skills to comprehend or compose text throughout the learning segment.

[The informal assessment is a graphic organizer consisting of the main idea and supporting details of each paragraph. This will provide evidence as to how well students understand the concepts of main ideas and supporting details. It will also show how well they comprehended the content of the reading.]

b. Explain how the design or adaptation of your planned assessments allows students with specific needs to demonstrate their learning.

Consider all students, including students with IEPs or 504 plans, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students.

[The design of my planned assessment allowed students with specific needs to demonstrate their learning because it is organized clearly by paragraph. The material the students list in the graphic organizer will be factual and directly related to the text because

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they are determining the main idea and supporting details of each paragraph. The students with IEPs and/or 504 plans can received a modified version of the graphic organizer where they choose the main idea from a few choices and then back up the main idea with details from the paragraph. The bilingual students in my classroom will be provided with additional guidance and support in regards to decoding and comprehending the reading.]

Academic Language Demands Describe and reflect upon the formal language of instruction plus the concepts you’re teaching in this lesson.

Academic Language Used Which terms will you use that you’ll need to make sure students understand? How will you do this?

Prior to doing the reading, the students completed the vocabulary word matching worksheet. The students matched the vocabulary words to their definitions. The following words were on the worksheet: giant, umbrella, canopy, decompose, Fahrenheit, mysterious, adapted. I told the students to try their best in matching the words to definitions but not to worry if they were unsure about the words because some of the vocabulary was new to them. We went over the worksheet together as a group after the students completed it to the best of their abilities. A few tier three words specific to rainforests appeared in the reading in boldface print. We talked about the words as we summarized the paragraphs after reading. These words include: biome, emergent layer, canopy, understory, forest floor. Students will also use the following academic vocabulary to demonstrate their comprehension of the lesson: determining importance, main ideas, supporting details.

Meeting the Language Demands Describe the particular terms students will use to demonstrate they are achieving the goals of this lesson.

To demonstrate that they are achieving the goals of the unit, the students will use the academic language and tier three vocabulary words when crafting their summaries and finding the main ideas and supporting details of the text.

Teaching Analysis How did it go?

Which lesson aspects worked? Which did not work as well as you planned?

Showing the students pictures from my trip to the rainforest was a great hook. Seeing the pictures got them interested in the topic of rainforests and got them to start asking questions. The student enjoyed doing the vocabulary match at the start of the lesson. They were excited when they knew certain words and felt challenged with the words they were unsure of. The students turned it into a sort of competition among themselves to see who could get the most words. Some students struggled to distinguish between main ideas and supporting details at the start of the lesson. I think modelling the first two paragraphs as opposed to just the first paragraph with the students would provide them with a better example to go off of for the future paragraphs.

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What would you need to say/do tomorrow, based on how well this lesson worked today?

Based on how well this lesson worked today, I would provide a follow up activity the next day about the content of the rainforest article. This will show me that students comprehended the content. I will also provide students with another activity on determining importance to reinforce the reading comprehension strategy.

Specific Changes If you were to teach this lesson again, what would you do to change your instruction? Your materials? Your assessment? Why would you make these changes?

Whole class: I would read aloud the entire text so that students would not run into problems with decoding since students of all levels would be in the whole class setting. Groups of students: I would group students based on their reading levels or have students read in partners according to reading levels so they can support one another during reading. Individual students: I would provide each student with a list of the vocabulary and the definitions so they can better understand the text.