RED4150 Assignments & Guidelines

Assignment Name Points Due Date

Shared Reading Lesson Plan & reflection 30

Instructional Plan with differentiated instruction 20

Early Literacy Assessment (ELA) 15

Classroom Library Environment & Critique 10

Field Log 16

Final Exam 24

In-class activities (4 @ 5 points each) 20

Shared Reading Lesson Plan and Reflection (30 points) Candidates develop a lesson plan that uses explicit, direct instruction steps to support students’ development of literacy. Candidates apply current theories of second language reading and writing development for ELLs to construct appropriate lesson plan. Candidates implement their lesson and reflect on their learning. Embedded in the development of candidates’ understanding about this type of lesson is information about how theories of second language reading and writing development for ELLs may be incorporated to enhance student learning.

Candidates will scaffold student learning by applying the principles of research-based reading instruction and integrating the six components of reading by writing and implementing and reflecting about a Shared Reading Lesson. Related to the Shared Reading Lesson, candidates will identify defining aspects of each of the six components. (oral language, phonological awareness, phonics, vocabulary, comprehension, and fluency) and identify a specific research-based strategy for each that could be used to build upon the Shared Reading Lesson.

1. With the host teacher, identify approximately 5 students for whom a Shared Reading Lesson would be appropriate (or, if your field placement is in grade 2 or 3, identify a small group of students for whom the Shared Reading Lesson is most closely appropriate – your task is to learn to effectively plan and deliver a Shared Reading Lesson).

2. Select text appropriate for a Shared Reading Lesson (ex. repeated or patterned text, a poem, a song, a short, powerful narrative or expository text).

3. Select the format for the text (ex. big book, chart, overhead transparency, sentence strips), and practice reading the text (with a pointer) using the format you have selected.

4. Develop a Shared Reading Lesson plan, using the format provided in class (see attached lesson planning guidelines and notes). In the procedure column of your lesson plan, you must include (1) the Shared Reading Lesson steps (introduce book, picture walk, teacher reads text, student response, teacher rereads text and invites students to read along), and (2) direct instruction steps (Explain, Demonstrate, Guide, Practice, Application, Students Reflect) that focus on the foundational concepts about print. The instruction will need to explicitly address the six components of reading (language, phonemic awareness, phonics, vocabulary, fluency and comprehension).

After you deliver your lesson, write a three level reflection of your experience:

Three Level Reflection (1) Describe what you did. (Descriptive Writing)

Name the title and author of type of text you used to teach the lesson. Describe the contents of the text you selected and how it related to the Shared Reading lesson you taught.

Explain the teaching strategy that you used to teach a group of diverse students.

Explain how you prepared to teach the lesson. What steps did you take?

What were the students’ responses to the lesson? Provide specific examples of what the students said and/or did.

How well did the students answer the Bloom’s questions pertaining to their understanding of the book?

(2) A critique of what you did: (Analytical Writing)

Explain whether your lesson was successful or not successful. Provide supporting statements.

What did you learn from writing this lesson plan?

What did you learn from implementing the lesson plan with the students?

What, specifically, went well? Why?

What, specifically, did not go well? Why?

What would you do the same the next time you teach this lesson? Why?

What would you do differently if you were to teach this lesson again?

Explain the modifications you provided for the ESE students and the ESOL students. Were the modifications helpful? Explain why or why not? What modifications could be made to make your lesson accessible to ESE and ESOL students if modifications were not made?

(3) Explain how Shared Reading informs your thinking about teaching reading.

What did you know about the importance of teaching concepts of print/book before you taught this lesson?

What did you learn about Shared Reading? (in general)

How does a Shared Reading lesson incorporate current theories of second language reading and writing development for ELLs from diverse backgrounds and at different English proficiency levels?

Why would you teach a Shared Reading lesson in your class when you begin teaching?

How could you incorporate other strategies in a shared reading lesson to help the students develop their language, vocabulary, comprehension, or fluency?

What did you learn about how concepts of print/book should be taught? RED4150 – Rubric for Lesson Plans (20 points) Candidate _______________________________________

In order for your lesson plan to be evaluated, you must provide the following:

Yes No

Your Name (heading)

Subject

Type of Lesson

Topic

Grade Level

Met criteria for evaluation:

Performance Areas for Evaluation

Mastery Proficient Limited Points

Objectives/Learning Outcomes: Content

Affective Reading Process

Type, focus and scope of objectives clearly support type of lesson;

Wording of objectives clear and precise with focus on student learning outcomes;

Type, focus and scope of objectives relevant for type of lesson;

Wording of objectives focus on student learning outcomes;

Includes and labels types of objectives

Objective(s) not appropriate for type of lesson;

Wording of objectives focuses on other than student learning outcomes;

1

.50

.25 - 0

Includes and labels types of objectives

Missing objective(s) &/or labels

Content Outline(s)

(Applying Past Knowledge to New

Situations)*

Clear, precise focus on explanation of knowledge and skills to be learned (not on what students are to do);

Detailed information that contains concepts that are anticipated to be discussed, using appropriate/ accurate, professional terminology

Adequate explanation of knowledge and skills to be learned (not on what students are to do);

Includes some concepts that are anticipated to be discussed

Little information on topic is listed with few ideas that are anticipated to be discussed;

Not related to objectives &/or tell what student will do

1

.50

.25 - 0

Assessments

(Being Analytical)*

Clearly match each objective;

For each, clear statements about what and how student learning will be assessed;

Each aligned with procedure/step where assessment will take place

Match each objective;

Indicate what and how student learning will be assessed;

Placed in lesson plan in proximity where assessment will take place

Missing assessment(s) and/or assessments lack relevance for objectives;

Lacks strategic placement in lesson plan

1

.50

.25 - 0

Relationship of Objectives/Learning Outcomes, Content

Outline(s) and Assessment

Clear congruity among objectives, focus of content outline(s) and assessments, demonstrating strong knowledge of reading content and instruction

Congruity among objectives, focus of content outline(s) and assessments, demonstrating adequate knowledge of reading content and instruction

Lacks congruity among objectives, focus of content outline(s) and assessments; lacks evidence of knowledge of reading content and instruction

3 2

1 - 0

Modifications for ESE/ ESL

(Being Open-

minded)*

Clear, consistent modifications for ESE/ESL fully support accessibility of lesson content for learners;

Modifications extend beyond verbal information only when building concepts

Modifications for ESE/ESL support accessibility of lesson content for learners

No modifications

Minimal and/or not helpful modifications for ESE/ESL students

1

.50

.25 - 0

Set/ Advanced Organizer

Stimulates interest to highly motivate students and

Activates prior knowledge key to understanding the topic of the lesson (or helps students acquire/develop necessary concepts)

Stimulates interest and/or activates prior knowledge related to topic.

Set relates to student learning outcome(s).

Does not stimulate interest to motivate student and/or activate prior knowledge;

Minimal or missing set and/or little relation to lesson or purpose of a set

1

.50

.25 - 0

Procedures/Steps

(Persisting)*

Steps clearly labeled and precisely match type of lesson and/or learning objectives;

Provide clear indication of progression of lesson, indicating what teacher and/or what students will do

Steps labeled and accurate for type of lesson and/or learning objectives

Adequately support student learning

Actively engage students in several ways

Lack labels and/or missing steps or inaccurate steps for type of lesson

Lack support for student learning

Students minimally engaged in learning

1

.50

.25 - 0

Students actively engaged throughout

Performance

Areas for Evaluation Mastery Proficient Limited

Points

Materials Uses appropriate materials closely matched to the topic;

Materials support and/or enhance student learning; materials aligned with respective procedures/steps

Provides appropriate materials related to the topic;

Most aligned with respective procedures/steps

Does not provide appropriate materials;

Materials selected do not support/enhance student learning;

Materials not aligned with procedures/steps

1

.50

.25 - 0

Closure/Transfer Closure:

Students summarize what was learned;

Closure clearly focuses on student learning outcomes (lesson objectives);

More than one student participates in closure

Transfer:

Candidate helps students identify other contexts for use of learning outcome(s) from the lesson

Closure:

Students summarize what was learned;

Closure relates to student learning outcomes (lesson objectives)

-- or – Transfer:

Candidate helps students identify other contexts for use of learning outcome(s) from the lesson

Closure:

No closure or teacher, not students, summarizes learning;

Lacks connection to learning outcomes;

Very general, not targeted

Transfer

Transfer of learning too general and/or lacks connection to learning outcomes of lesson

1

.50

.25 - 0

Relationship of Modifications, Set,

Procedures, Materials, and

Closure/Transfer

Clear evidence that congruity of modifications, set, procedures materials, closure/transfer work together to support student learning

In general, that congruity of modifications, set, procedures materials, closure/transfer work together to support student learning

Lack of congruity of modifications, set, procedures materials, closure/transfer

3 2

1 - 0

Self-Concept (valued/needed &

necessary/capable)

(Empathetic Understanding)*

Identifies one for each of the three self-concept builders

Precise wording that provides clear evidence of candidate’s understanding of how to support development of student’s positive self concept

Identifies two of the three self-concept builders

Wording provides clear evidence of candidate’s general understanding of how to support development of student’s positive self concept

Missing one self-concept builder

Wording indicates minimal or inaccurate understanding of how to support development of student’s positive self concept

1

.50

.25 - 0

FS, FEAP & TESOL

(Striving for Accuracy*)

FS – Provides specific information FEAP Provides specific information TESOL Provides specific information

FS – Provides some information FEAP Provides some information TESOL Provides some information

FEAP or FS or TESOL Missing one or more; Lacks match to student learning outcome(s) and/or candidate’s professional development

1

.50 .25 - 0

Knowledge of Reading and

Reading Instruction (Applying Past

Knowledge to New Situations;

Communicates

Overall lesson plan provides strong evidence of candidate’s positive development in planning high quality literacy instruction

(Mastery)

Overall lesson plan indicates candidate’s development of adequate knowledge and skills relevant for planning quality literacy instruction

Overall lesson plan indicates that candidate lacks critical understanding in one or more areas relevant for planning quality literacy instruction

(Limited)

4

3 – 2

1 - 0

Accurately; Striving for Accuracy)*

(Proficient)

Optional Comments: Total points

Grade

(_______)* above reflects candidate dispositions that are developed/refined through the completion of this assignment

Instructional Plan with Differentiated Instruction (20 points) Candidates will develop an Instructional Plan for the sensational 6 (oral language, comprehension,

phonological awareness, vocabulary, phonics, and fluency) plus writing/spelling. For the writing/spelling

area, material about young children’s writing development and modes of writing will be reviewed.

Additional material and discussions will include listening and speaking strategies appropriate for young

children’s literacy development. The plan will include one strategy per area with the following

information about the strategy:

Grade level

Name of strategy

Procedures/steps

Materials such as texts, manipulatives, word lists, etc.

Process objective

LAFS

Instructional Plan Graphic Organizer (IP G.O.)

Name ________________________________ Targeted Grade level __________

Strategy Name &

Objectives

Material & Procedures/Steps (include modifications for

differentiation for ELLs and for students with special needs)

Oral language Morning message or

Dialogic reading

Phonological

awareness

Elkonian sound boxes or

Phonogram word family

phonics Word hunts or

Making words

Vocabulary Sight/High frequency words

Or Concept web

Comprehension Story map or

Reciprocal teaching

fluency Paired/Choral reading or

Reader’s Theatre

Writing

Spelling

Me in a box or

Emerging six traits

Rubric for Instructional Plan (20 Points)

Candidate Learning:

Knowledge & Skills

Mastery

Proficient

Limited

Instructional Plan

includes

assessment name,

areas for growth

(AFG) and strategy

with source

information

Source

Information

Source

information

includes the

name of the

textbook, strategy

name, and page

number or site

address

Strategy is

specific to the

Area for Growth

Grade level and

standard are

included

Source

information

includes some

information: The

name of the

textbook,

strategy name,

and page number

Strategy is

somewhat

specific to the

Area for Growth

Grade level and

standard are

included

Source information does

not include the name of the

textbook, strategy name,

and page number

Missing information

Strategy is not specific to

the Area for Growth

Grade level or standard

missing

2 1.5 .75

Instructional Plan

includes

developmentally

appropriate learning

objectives and

instructional strategies

that lead to mastery

including detailed and

specific information

about instruction

Procedures

Clear and

detailed

explanation of

the Purpose

Clear and

detailed

explanation of

what will be

taught

Clear and

detailed

explanation of

how the strategy

will be taught

Complete list of

materials

Explanation of

the Purpose

Explanation of

what will be

taught

Explanation of

how the strategy

will be taught

Somewhat

complete list of

materials

Limited explanation of the

Purpose

Limited explanation of

what will be taught

Limited explanation of

how the strategy will be

taught

Incomplete list of materials

13 7.5 3.25

Use analytical thinking

to critique his/her own

progress as an

instructor

Reflection

Candidate uses

analytical thinking to

reflect on

differentiated

instruction

Candidate generally

uses analytical

thinking to reflect on

differentiated

instruction

Candidate minimally uses

analytical thinking to reflect on

differentiated instruction

5 2.5 1.25

/ 20

Early Literacy Assessment and Reflection (15 points) Candidates assess one student using a battery of informal early literacy assessments to identify and recognize student’s strength and/or difficulty with reading and early literacy development. Candidates identify various methods for assessing student’s literacy progress and various methods for the diagnosis, prevention, and intervention of common emergent literacy difficulties. Candidates will listen to

information provided by the instructor about how to triangulate data from appropriate reading assessments (primarily the Early Literacy Assessment battery by J. Johns) to guide instruction. Candidates will discuss how to triangulate data from appropriate reading assessments to guide instruction and record information in class notes. They will use the Early Literacy Assessment battery by J. Johns to consider the various types of data they have collected that may be used for triangulation. Reflection

Explain how this experience informs your thinking about administering reading assessments. (Reflective Writing)

What did you know about assessing early literacy prior to this experience?

What did you learn about assessing early literacy knowledge after this experience?

What did you learn about assessing early literacy knowledge as related to teaching reading?

Why is it important to assess early literacy?

Why would you use this assessment with your students when you begin teaching?

What have you learned about reading assessments (in general)

What have you learned about teaching reading from this experience?

Explain any modifications used with the ESOL and the ESE students. If none were used, what could

be done to accommodate ESOL and ESE students? Were the modifications helpful? Explain why or

why not.

Early Literacy Assessment Protocol Report

(IMPORTANT: The following is a model of the protocol report you need to use for your early literacy assessment. You need to follow the format exactly. Data have been entered in various places to show you what should be entered there. You should eliminate this data and put in your own. It is very, very important that you enter data from your student and that you interpret that data. As you begin to learn to develop protocol reports, this model will help scaffold your thinking, but, again, you should not just copy and paste without thinking carefully about your student’s performance and your interpretation of your student’s performance.)

Early Literacy Assessment

Purpose: This evaluation is designed to assess the literacy knowledge and abilities of children who are at early emergent stages of reading and writing. The evaluation consists of tasks that are similar to everyday activities that students encounter in classrooms.

A. Alphabet Knowledge provides information about the student’s knowledge of upper-case and lower-case letters of the alphabet.

B. The Writing task reveals the student’s ability to write letters, words and sentences.

C. Literacy Knowledge provides information about the student’s knowledge of parts of a book, print directionality, letters, words and sentences.

D. Wordless Picture Reading provides information about the student’s ability to tell a story using pictures and reread the written dictation of the story.

E. Caption Reading provides information about the student’s ability to read a brief story with helpful picture clues.

F. The Auditory Discrimination task reveals the student’s ability to distinguish between words that differ in one phoneme (sound).

G. The Phoneme Awareness (Spelling) task reveals the student’s ability to associate letters with the sounds in words.

H. The Phoneme Segmentation task reveals the student’s ability to segment phonemes (or sounds) in spoken words.

I. The Basic Word Knowledge task reveals the student’s ability to identify the most basic high-frequency words in English.

J. The Pre-Primer Passage task reveals the student’s ability to read connected text. Description: Sasha, a five-year-old Kindergarten student, was invited to participate in a variety of reading and writing activities that provide information about her emerging literacy abilities. Explanations for each activity were given, and the student had ample time to complete each task. Findings: A. Alphabet Knowledge Sasha was able to identify __ out of 26 upper-case letters of the alphabet. Sasha was able to identify __ out of 28 lower-case letters of the alphabet. Sasha made the following substitutions in lower-case letter identification:

Lower-case letter Sasha’s response

b d

B. Writing The student wrote the following: Letters: Words: Sentences:

C. Literacy Knowledge

Question Correct Incorrect

Show me the front of this book.

Point to where I should start reading.

Which way should I go?

Where should I go after that?

(period) What’s this?

Point to a lower-case letter and say “Find a capital letter like this.”

Point to a capital letter and say “Find a lower-case letter like this.”

Show me one letter.

Now show me two letters.

Show me only one word.

Now show me two words.

Show me the first letter of a word.

Show me the last letter of a word.

Show me a long word.

Show me a short word.

Show me a sentence.

Show me the title.

Sasha was able to correctly identify _____ aspects of the assessment, she was not able to identify ______. D. Wordless Picture Reading Sasha was able to dictate a story that was relevant to the pictures on the page. She demonstrated ________ of sense of story, connection to the pictures and language use. She demonstrated ______ evidence of reading the dictation. E. Caption Reading Sasha’s reading of the caption story was _______related to the illustrations. She identified ___ out of 12 words correctly from the story. F. Auditory Discrimination Sasha identified ___ of the 12 word pairs correctly. The identification of the following word pairs as same/different were incorrect: G. Phoneme Awareness (Spelling) Sasha provided the following sound-spellings:

Standard Spelling Sasha’s Sound-spelling

1 back

2 feet

3 step

4 junk

5 picking

6 mail

7 side

8 chin

9 dress

10 peeked

11 lamp

12 road

H. Phoneme Segmentation Sasha was able to correctly segment ____ of the 22 words spoken to her. I. Basic Word Knowledge Sasha was able to correctly identify _____ of the 20 words. She identified correctly: _____. She incorrectly identified: ______. She said “I don’t know” when asked to call the following words: _____. . J. Pre-Primer Passage When reading the Pre-Primer passage, Sasha performed as follows: Words read correctly: ___ Substitutions: Insertions: Omissions: Reversals: Repetitions: Self-Correction of Unacceptable Miscues: Meaning Change (Significant Miscues): Comprehension Level: Retelling Ability: Interpretation: Sasha seems to be developing in her knowledge of_____________. At this time she seems to have (more, less, same) knowledge about upper-case letters than about lower-case letters when she is asked to identify the letters in isolation. Sasha seems to have _______knowledge about reading a story using helpful picture clues. At the time, Sasha seems to be developing in ______. Sasha seems to also have _____awareness of concepts of books and/or concepts of print. She still seems to be (developing, has mastery, has difficulty) in her knowledge _____.

Strengths:

Sasha is generally able to recognize all 26 letters of the alphabet in their upper-case form.

Sasha is generally able _______________.

.

Areas for Growth:

Sasha could benefit from instruction __________________

Sasha could benefit from instructional experiences that help her distinguish between pairs of spoken words that differ in one phoneme.

Sasha could benefit from instruction __________________

Evaluation of Classroom Library (15 points) View or take a picture of the classroom library area (may have more than one). This picture must be include when your turn in your assignment. Make a copy of this checklist and use it to evaluate the classroom library area.

Checklist for Classroom Library

Criteria Yes No If you were the teacher what would you do?

Physical Environment

Clearly designated library space in the classroom

Enough shelves or containers for many books

Comfortable space with comfortable seating

Easy access to books

Significant number of books displayed with covers forward

Content of the Classroom Library

An adequate number of books (at least 10 per student)

Many high-quality books (appealing, quality content, good condition)

A range of text formats (big books, picture books, short chapter books) appropriate for the grade level

A good mix of narrative, expository, and environmental text

A variety of genres (realistic fiction, historical fiction, poetry, information, biography, etc.)

Books appropriate for students reading at, above, or below grade level

Many books that are relevant to students’ cultural backgrounds and communities

Many books that can be used to support content area instruction (math, science, social studies)

Organization

Clear system for organizing the books is in place

Books are labeled or grouped by format, genre, level, or topic

Students can find books at their “just right” level quickly and easily

Adapted from Building an Effective Classroom Library, S. Catapano, J. Fleming, & M. Elias (2009).

After you have completed this checklist

1. write a well developed paragraph that summarizes the strengths of the classroom library

2. write a well developed paragraph that summarizes the weaknesses of the classroom library

3. write a well developed paragraph in which you identify a minimum of two ways, with details, that you

would improve the classroom library.

4. What organizational model and environmental support will be used in your classroom to support all

students literacy development?

Books Too Good To Miss Reading Assignment

Purpose(s): Through this assignment, candidates will 1. Identify a variety of Books-to-Good-to-Miss (quality Children’s Literature)

2. Identify a variety of books appropriate for teacher read-alouds in primary classrooms

3. Present a read-aloud experience to colleagues, followed by a professional development dialogue

related to his/her Books-to-Good-to-Miss

Procedure(s): 1. Identify and read five (5) new-to-you books that you would classify on a bookshelf as Books-to-Good-

to-Miss. These books should be appropriate for the teacher to read aloud to children in the primary

grades.

2. Develop a one to two page reference sheet with information about all 5 books. Include the following

for each book:

a. Basic book citation – APA style – (ex. Son of Citation Machine)

b. ISBN number for the book

c. A one to three sentence “summary” of the book – basically identifying the focus of the book

d. A brief, two or three sentence explanation about why you would classify the book in the

category of Books-to-Good-to-Miss

e. A brief, two or three sentence explanation of how you would specifically integrate this book

into your classroom curriculum.

3. On (date ____________), bring to class

a. One of your Books-to-Good-to-Miss to read aloud to others in our class

Note: If you miss class on (date _________) there will not be a way to make up the read-aloud and

professional development dialogue parts of this assignment, and your grade for the assignment will

reflect the missing parts.

Professional Development Field Log (16 points) Make an introduction for this assignment. On this first page, include your name and Panther Id., the name of your field school, the school’s phone number, the name of your field teacher, the grade level of your field placement classroom. For 5 different days that you are in your field placement classroom, you must complete a field log. In this log, you must:

a. make a bulleted list of everything you did in your field placement for RED 4150 during this day that you are in your field classroom

b. identify one (1) great idea from the field (related to literacy) that you want to be sure to remember. Describe the idea in a well-developed paragraph and why you want to remember it (for example -- How does the idea support literacy development?)

c. write a well-developed paragraph in which you reflect about how your experience in field this day informs your thinking about teaching reading (professional development).

Submit in this order:

5 Professional Development Field Logs (following a-b-c format) above. Rubric for Literacy Log Assignment

RED 4150 – Rubric for Field Log Assignment (16)

Candidate Learning: Knowledge & Skills

Candidate Learning: Dispositions

Mastery

Proficient

Limited

Candidate demonstrates the ability to support literacy development in a variety of ways in primary classroom.

Showing curiosity and passion about learning through inquiry (Being Inquisitive).

Well-developed bulleted lists of a diverse variety of ways candidate supported literacy development in the field classroom.

Bulleted lists show some ways candidate supported literacy development in the field classroom.

Lists are not bulleted or missing or incomplete or simplistic.

4 3.8 3.6 3.4 3.2 3 2.8 2.6 2 1 0 Candidate demonstrates the ability to identify “great” ideas

that support literacy development

in primary classrooms.

Adopt a critical eye toward ideas and actions (Being Analytical).

Consistently identifies “great” (quality) ideas to support literacy development in primary classrooms; consistently quality explanations.

Identifies some identifies “great” (quality) ideas to support literacy development in primary classrooms; generally quality explanations.

“Great” ideas missing or simplistic; explanations are missing or simplistic and/or incorrect.

4 3.8 3.6 3.4 3.2 3 2.8 2.6 2 1 0 Candidate demonstrates the

ability to reflect on his/her

field experiences that lead to personal professional

develoment in the area of

literacy.

Thinking about his/her own thinking (Reflective Thoughtfulness).

Consistently well-developed paragraphs that reveal how experiences have informed thinking about literacy development and/or instruction.

Generally well-developed paragraphs that reveal how experiences have informed thinking about literacy development and/or instruction.

Paragraphs are missing or simplistic and/or present incorrect information.

4 3.8 3.6 3.4 3.2 3 2.8 2.6 2 1 0 Candidate demonstrates the

ability to communicate ideas

clearly and accurately, using format, style and conventions

to enhance readability. (Communication)

Take time to check over work because of being more interested in excellent work than in expediency (Striving for Accuracy).

Consistently maintains the required format for each part of the assignment. For each part, the word choice, style and use of conventions enhance readability.

Generally maintains the required format for each part of the assignment. For each part, the word choice, style and use of conventions generally enhance readability.

Format of all or part of the assignment and/or lacks depth. The word choice and/or style and/or use of conventions detract from readability.

4 3.8 3.6 3.4 3.2 3 2.8 2.6 2 1 0

Checklist of Classroom Library and Books-Too-Good-To-Miss -- Total Points = _________/16

Quizzes and Tests to be announced

LESSON PLAN FORMAT – Please change page orientation to landscape for format use Name _________________________ I. SUBJECT/TOPIC/GRADE II. CONTENT OUTLINE(s)

1. Book/Text (Summary of the book/text the student will be reading) 2. Strategy/skill definition (Explain the strategy to be taught and the teaching idea that will be used to teach the strategy)

III. PROFESSIONAL TEACHING PERFORMANCE Lesson Part Objectives/Outcomes

(Cognitive Objective,

Reading Objective , Affective Objective)

FSS

TESOL Lesson

Steps/Procedures Explain, Demonstrate, Guide, Practice,

Application, Student

Reflects

Materials (Align where

used in the LP Steps)

Assessment (What student

learning will be assessed; and

How student

learning will be assessed)

Set / Advanced

Organizer (Stimulate interest in

the topic; activate

prior knowledge)

1. (Activity to stimulate interest in the topic)

Body

Closure/Transfer

Modifications for

ESE/ESOL

Self-Concept

(C/V/N & N)