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KSU Candidate: Jasmine Wirth
Student Grade Level: 3
Student Reading Level: 1.5-2.5
Common Core Standard(s):
ELACC3RL1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text
as the basis for the answers.
ELACC3RI2
Determine the main idea of a text; recount the key details and explain how they support the main
idea.
ELACC3RI8:
Describe the logical connection between particular sentences and paragraphs in a text (e.g.,
comparison, cause/effect, first/second/third in a sequence).
Text(s): Leveled reading passage (Seasons), Saturday at the Carnival
Materials Needed:
Pumpkin main idea and details game, main idea and detail graphic organizer, interactive notebook flip book
Date of Last Informal Assessment: 9/28/2015
Student Goals and Outcome:
Catalina will be locate the main idea and details of a story/ reading passage
Skill Focus: Comprehension: Main idea and supporting details
Level of Motivation: Catalina has a high level of motivation. She is enthusiastic about learning
and reading.
Student
Literacy Plan
Individualized
2
Strategy to Increase Motivation: Because Catalina is an ELL, I will be using videos, visuals, and
graphic organizers to both motivate and engage.
L e s s o n O u t l i n e P r o c e d u r e s f o r T e a c h i n g
Before the Lesson
Anticipatory Set
Building Background Knowledge
Video to introduce/ review
concepts to be reinforced
throughout the lesson
Main Idea Video
Name of Strategy: Background Building
On the interactive white board, Catalina and I will view the
video on main idea and supporting details together pausing
at discussion points throughout the video to review story
elements. After watching the video, Catalina will complete
the “easy” quiz on the interactive board to check for
understanding. Discuss choices to quiz questions and why
they do or do not make sense.
During the Lesson
Catalina will determine the main
idea and supporting details
Using the main idea and supporting details pumpkin themed
gamed, Catalina will match the supporting detail leaves to
the main idea pumpkins. She will explain why she thinks the
main ideas go with that particular pumpkin.
Guided Reading
Using the level 2 passage Seasons (QRI-5), Catalina will
read aloud the text.
After reading the story, Catalina will complete the main idea
and details graphic organizer for the story she has just read.
Questioning Catalina will visit
http://www.pspb.org/blueribbon/interactives.html
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Catalina will play several rounds of The Hamburger Game,
identifying/separating the correct main idea from the details
After the Lesson Writing or Illustrating
Writing/Journaling In her writing journal, complete the main idea interactive
journal foldable using the passage The Carnival
Home/Parent/Family Support What can the family and student do at home to support the
student’s reading goals?
I will provide Catalina with the link to the hamburger game
where she can practice at home
Assessments Formative: Ongoing Performance Monitoring of Reading
and Writing
Completed graphic organizer, PM comprehension probe
(data point)
Reflection Following the Lesson
What went well?
What would you do differently?
Did you meet your outcome?
What are the next steps?
What data supports your next steps?
4
KSU Candidate: Jasmine Wirth
Student Grade Level: 3
Student Reading Level: 1.5-2.5
Common Core Standard(s):
ELACC3RL1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text
as the basis for the answers.
ELACC3RI2
Determine the main idea of a text; recount the key details and explain how they support the main
idea.
ELACC3RI8:
Describe the logical connection between particular sentences and paragraphs in a text (e.g.,
comparison, cause/effect, first/second/third in a sequence).
Text(s): If You Give a Moose a Muffin by Laura Numeroff
Materials Needed:
If You Give a Moose a Muffin, sequencing graphic organizer, sentence strips, pocket chart
(optional), pencils, paper
Date of Last Informal Assessment: 10/8/2015
Student Goals and Outcome:
Catalina will identify and sequence details from a story
Skill Focus: Comprehension: Identifying details in a story and sequencing them
Level of Motivation: Catalina has a high level of motivation. She is enthusiastic about learning
and reading.
Strategy to Increase Motivation: Because Catalina is an ELL, I will be using videos, visuals, and
graphic organizers to both motivate and engage.
5
L e s s o n O u t l i n e P r o c e d u r e s f o r T e a c h i n g
Before the Lesson
Anticipatory Set
Building Background Knowledge
Video to introduce/ review
concepts to be reinforced
throughout the lesson
Sequence Video
Name of Strategy: Background Building
On the interactive white board, Catalina and I will view the
video on sequencing together pausing at discussion points
throughout the video. After watching the video, Catalina
will complete the “easy” quiz on the interactive board to
check for understanding. Discuss choices to quiz questions
and why they do or do not make sense.
During the Lesson
Using a familiar story such as a
popular fairy tale or folk tale we
have read this year, with guidance
and support, Catalina will
sequence and retell the story
Retell a story while sequencing sentences on a pocket
chart.
Place a pocket chart and scrambled event sentence strips on
the table
Catalina will:
1. Read the sentences and select the title strip.
Place the title in the top pocket of the chart.
2. Select the sentence strip that tells about the first event in
the story, reread the sentence, and place in the next row of
the pocket chart.
3. Continue until all sentence strips are in sequential order.
4. Read the sentence strips in order.
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Guided Reading
Using the text If You Give a Moose a Muffin, Catalina will
read aloud the story. (This story is on her reading level)
After reading the story, Catalina will complete the
sequencing graphic organizer to sequence the story she has
just read. She may look back in the text to help her correctly
sequence the story.
Questioning After completing the graphic organizer, I will ask Catalina
to attempt retelling the story with the aid of her graphic
organizer.
After the Lesson Writing or Illustrating
Writing/Journaling In her writing journal, Catalina will complete a “comic
strip” to illustrate the sequence of events
Home/Parent/Family Support What can the family and student do at home to support the
student’s reading goals?
I will provide Catalina with a leveled reader or text on her
independent/ instructional level as well as another
sequencing sheet. Catalina will read this with her mother,
After completing the reading, she is to discuss the story with
her mother using the graphic organizer to guide her
Assessments Formative: Ongoing Performance Monitoring of Reading
and Writing
Completed graphic organizer, retelling accuracy, PM
comprehension probe (data point)
Reflection Following the Lesson
What went well?
What would you do differently?
Did you meet your outcome?
What are the next steps?
What data supports your next steps?
7
KSU Candidate: Jasmine Wirth
Student Grade Level: 3
Student Reading Level: 1.5-2.5
Common Core Standard(s):
ELACC3RL1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text
as the basis for the answers.
ELACC3RI2
Determine the main idea of a text; recount the key details and explain how they support the main
idea.
ELACC3RI8:
Describe the logical connection between particular sentences and paragraphs in a text (e.g.,
comparison, cause/effect, first/second/third in a sequence).
Text(s): The Mitten by Jim Aylesworth; Leveled reading passage
Materials Needed:
Story element header cards (Plot and theme header cards are available, but do not have to be used.), story
element cards, retelling graphic organizer, retelling ring, pencils
Date of Last Informal Assessment: 10/15/2015
Student Goals and Outcome:
Catalina will be able to retell a story accurately
Skill Focus: Comprehension: Retelling a story
Level of Motivation: Catalina has a high level of motivation. She is enthusiastic about learning
and reading.
Strategy to Increase Motivation: Because Catalina is an ELL, I will be using videos, visuals, and
graphic organizers to both motivate and engage.
8
L e s s o n O u t l i n e P r o c e d u r e s f o r T e a c h i n g
Before the Lesson
Anticipatory Set
Building Background Knowledge
Video to introduce/ review
concepts to be reinforced
throughout the lesson
Plot Video
Name of Strategy: Background Building
On the interactive white board, Catalina and I will view the
video on plot together pausing at discussion points
throughout the video to review story elements. After
watching the video, Catalina will complete the “easy” quiz
on the interactive board to check for understanding. Discuss
choices to quiz questions and why they do or do not make
sense.
During the Lesson
Using the story element headers
and cards, Catalina will sort the
story element cards from familiar
stories into the appropriate
categories.
Students identify story elements by sorting them into
appropriate categories.
1. Place header cards face up in a row at the center. Shuffle
the story element cards and place face down in a stack.
2. Catalina will select the top card from the stack and read it
aloud.
3. Identify what story element it is and place in column with
matching header card.
4. Continue until all cards are sorted.
Guided Reading
Using The Mitten, Catalina will read aloud the text.
After reading the story, Catalina will complete the retelling
graphic organizer for the story she has just read. She may
look back in the text to help her correctly retell the story.
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Questioning
Retell a story answering questions related to story
elements. Using a short passage on instructional/independent level
Catalina will read the text aloud, and using the questioning
ring, read each question and answer.
If unable to answer question, go back and review story for
answer. She will continue until all cards are discussed.
After the Lesson Writing or Illustrating
Writing/Journaling In her writing journal, Catalina will write a paragraph
retelling what happened in the story and draw a picture to
illustrate an event from the story
Home/Parent/Family Support What can the family and student do at home to support the
student’s reading goals?
Catalina may logon to her Epic reader account (previously
set up) and select one of the books to read with her mother.
She can practice retelling the story she selects.
Assessments Formative: Ongoing Performance Monitoring of Reading
and Writing
Completed graphic organizer, retelling accuracy, PM
comprehension probe (data point)
Reflection Following the Lesson
What went well?
What would you do differently?
Did you meet your outcome?
What are the next steps?
What data supports your next steps?
10
KSU Candidate: Jasmine Wirth
Student Grade Level: 3
Student Reading Level: 1.5-2.5
Common Core Standard(s):
ELACC3RL1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text
as the basis for the answers.
ELACC3RI2
Determine the main idea of a text; recount the key details and explain how they support the main
idea.
ELACC3RI8:
Describe the logical connection between particular sentences and paragraphs in a text (e.g.,
comparison, cause/effect, first/second/third in a sequence).
Text(s): Duck for President by Doreen Cronin
Materials Needed:
Graphic organizers(s), interactive notebook flipbook, pencil, writing journal
Date of Last Informal Assessment: 10/22/2015
Student Goals and Outcome:
Catalina will be able to summarize a passage or story
Skill Focus: Comprehension: Summarization
Level of Motivation: Catalina has a high level of motivation. She is enthusiastic about learning
and reading.
Strategy to Increase Motivation: Because Catalina is an ELL, I will be using videos, visuals, and
graphic organizers to both motivate and engage.
11
L e s s o n O u t l i n e P r o c e d u r e s f o r T e a c h i n g
Before the Lesson
Anticipatory Set
Building Background Knowledge
Why do we Summarize?
Name of Strategy: Background Building
Catalina will view the short educational film on
summarizing. After, we will make a quick chart together in
her writing journal of what summarizing is and is not. We
will discuss reasons why we summarize.
During the Lesson
Somebody, Wanted, But, So,
Then…
Model Summarizing with a familiar story or one we have
read in tutoring with “Somebody, wanted, but so, then…”
She will verbally share her summary.
Guided Reading
Using the book Duck for President, Catalina will read the
book aloud and complete a “Somebody, Wanted, But, So,
Then…” graphic organizer
Questioning Catalina will visit
http://www.pspb.org/blueribbon/interactives.html
12
Catalina will practice her questioning skills by playing the
interactive game “Questioning Cube” in which she has to
read a short passage, roll the dice, and answer the question
to test her comprehension
After the Lesson Writing or Illustrating
Writing/Journaling In her writing journal, complete summarizing interactive
journal foldable using the passage. After completing the
sections she will write the short summary as one paragraph
underneath it.
Home/Parent/Family Support What can the family and student do at home to support the
student’s reading goals?
Catalina will use her Epic! account to select one of the
stories from her list. She will summarize that story using
“Somebody, Wanted, But, So, Then…” in her writing
journal
Assessments Formative: Ongoing Performance Monitoring of Reading
and Writing
Completed graphic organizer, PM comprehension probe
(data point)
Reflection Following the Lesson
What went well?
What would you do differently?
Did you meet your outcome?
What are the next steps?
What data supports your next steps?
13
KSU Candidate: Jasmine Wirth
Student Grade Level: 3
Student Reading Level: 1.5-2.5
Common Core Standard(s):
ELACC3RL1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text
as the basis for the answers.
ELACC3RI2
Determine the main idea of a text; recount the key details and explain how they support the main
idea.
ELACC3RI8:
Describe the logical connection between particular sentences and paragraphs in a text (e.g.,
comparison, cause/effect, first/second/third in a sequence).
Text(s): Owl Moon by Jane Yolen
Materials Needed:
“Poetry Pictures”, pencil, writing journal, coloring materials
Date of Last Informal Assessment: 10/29/2015
Student Goals and Outcome:
Catalina will use the visualization strategy while reading
Skill Focus: Comprehension: Visualization
Level of Motivation: Catalina has a high level of motivation. She is enthusiastic about learning
and reading.
Strategy to Increase Motivation: Because Catalina is an ELL, I will be using videos, visuals, and
graphic organizers to both motivate and engage.
14
L e s s o n O u t l i n e P r o c e d u r e s f o r T e a c h i n g
Before the Lesson
Anticipatory Set
Building Background Knowledge
Visualizing Video
Name of Strategy: Background Building
Catalina will view the short educational film on visualizing.
After, we will discuss visualizing (we have done this before)
and how it helps us understand the story better
During the Lesson
Using the book Owl Moon, Model visualizing. Catalina will
read the book aloud and explain what she visualizes as she
reads.
Guided Reading
“Poetry Pictures”
Read the poems “April Rain Song” by Langston Hughes &
“This is Just to Say” Catalina will complete the visualization
activity in which she write about what she visualized while
reading and draws a picture of it
Questioning
Catalina will visit
http://www.pspb.org/blueribbon/interactives.html
Catalina will practice her skills by playing the interactive
visualization game in which she has to read a short passage
and answer questions to test her comprehension
After the Lesson Writing or Illustrating
Writing/Journaling Catalina will choose her favorite part of owl moon, write it
in her journal, and illustrate what it made her visualize while
she was reading
15
Home/Parent/Family Support What can the family and student do at home to support the
student’s reading goals?
I will provided the link for the interactive visualization game
to Catalina, so she can practice the skill at home
Assessments Formative: Ongoing Performance Monitoring of Reading
and Writing
Completed graphic organizer, PM comprehension probe
(data point)
Reflection Following the Lesson
What went well?
What would you do differently?
Did you meet your outcome?
What are the next steps?
What data supports your next steps?
16
KSU Candidate: Jasmine Wirth
Student Grade Level: 3
Student Reading Level: 1.5-2.5
Common Core Standard(s):
ELACC3RL1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text
as the basis for the answers.
ELACC3RI2
Determine the main idea of a text; recount the key details and explain how they support the main
idea.
ELACC3RI8:
Describe the logical connection between particular sentences and paragraphs in a text (e.g.,
comparison, cause/effect, first/second/third in a sequence).
Text(s): The Other Side by Jaqueline Woodson
Materials Needed:
Inference triangles, inference cards, answer key, Game pieces (e.g., counters), graphic
organizers(s), pencil, writing journal
Date of Last Informal Assessment: 11/5/2015
Student Goals and Outcome:
Catalina will make inferences and prediction while reading
Skill Focus: Comprehension: Making inferences/ predictions
Level of Motivation: Catalina has a high level of motivation. She is enthusiastic about learning
and reading.
Strategy to Increase Motivation: Because Catalina is an ELL, I will be using videos, visuals, and
graphic organizers to both motivate and engage.
17
L e s s o n O u t l i n e P r o c e d u r e s f o r T e a c h i n g
Before the Lesson
Anticipatory Set
Building Background Knowledge
Making Inferences Video
Name of Strategy: Background Building
On the interactive white board, Catalina and I will view the
video on making inferences together pausing at discussion
points throughout the video to review. After watching the
video, Catalina will complete the “easy” quiz on the
interactive board to check for understanding. Discuss
choices to quiz questions and why they do or do not make
sense.
During the Lesson
Inference Cards Identify inferences by reading clues. 1. Place inference cards face down in a stack at the center.
2. Provide Catalina with an Inference triangle and game
pieces.
3. She will draw a card from the stack and read it. For example,
Mom made a cake, decorated it, and put candles on it. There
are lots of balloons. Children came with presents. Everyone
played games. What is going on?
4. Look for phrase on triangle that answers the question (i.e., a
birthday party). Read phrase and place game piece on that
spot. Place inference card in a discard pile.
5. If no phrase is found which matches clues, place trivia card
at the bottom of the stack.
6. Continue activity until all matches are made.
18
Guided Reading Using the book The Other Side, read the first half of the
book, model making inferences. In the second half of the
book, Catalina will practice making inferences.
Catalina will complete “Making Inferences: Reading
Between the Lines”
Questioning
Catalina will visit
http://www.pspb.org/blueribbon/interactives.html
Catalina will practice her skills by playing the interactive
inference/prediction “Detective’s Notebook”
game in which she has to read a short passage and answer
questions to test her comprehension
After the Lesson Writing or Illustrating
Writing/Journaling In her writing journal, Catalina will come up with her own
inference clues/ inferences and have me guess them
Home/Parent/Family Support What can the family and student do at home to support the
student’s reading goals?
I will provided Catalina with the link to “Detective’s
Notebook” and she can practice inferencing at home
Assessments Formative: Ongoing Performance Monitoring of Reading
and Writing
Completed graphic organizer, PM comprehension probe
(data point)
Reflection Following the Lesson
What went well?
What would you do differently?
Did you meet your outcome?
What are the next steps?
What data supports your next steps?
