EDI 430 Instructional Plan

Mackenzie Aaron

Overview

The instructional plan demonstrated is consecutive lessons in a third grade reading

curriculum. The teacher will be referring to student readings taken out of the Harcourt Trophies

reading curriculum along with Scholastics Navigating Nonfiction book. The students will be

discovering the focus skill of authors purpose and the strategy of rereading to clarify. The

students will be pre-assessed on their prior knowledge and understanding of authors purpose.

At the beginning of each lesson the students will work on their Daily Language Practice by

correcting mistakes in sentences. The sentences they are using also connect with their weekly

reading selection. For the first lesson of the instructional plan, the students will discuss what is

the authors purpose and examine examples to further their understanding. The students will

also read a short passage with their vocabulary words they will find in that weeks reading. In the

first lesson, the students will also do a picture walk of their selection Turtle Bay while making

predictions and observing the illustrations. For the second lesson in the instructional plan, the

students will be doing a guided reading of the selection Turtle Bay. Throughout the reading the

teacher will pause and ask various comprehension questions and help students decode words

when necessary. Students will connect their own experiences and stories to what they are

discussing during that weeks reading. The final lesson of the instructional plan is when students

will be navigating nonfiction text. They will continue to talk about the authors purpose and their

strategy of rereading for clarity while navigating and comprehending nonfiction text features. As

a final assessment students will take a selection test on the vocabulary and comprehension of
the story Turtle Bay. They will also be asked questions about authors purpose and nonfiction

text features.

Lesson ONE

Content/Subject: Reading

Lesson Title: Authors Purpose, Vocabulary, and Picture Walk

Pre-Assessment Overview: For the pre-assessment students were given a half sheet of lined

paper and asked to answer a few questions. Students were first asked to give a definition of what

they thought author's purpose meant. After students had their first question answered, As a

class they described what authors purpose meant. The correct definition was given to students

in order for them to apply that new knowledge to the next questions. Students were given the

definition of author's purpose along with what it means to persuade, inform, and entertain. The

students then were given three titles of reading they have done thus far during their reading

instruction. The students needed to decided what the authors purpose was for those readings.

Was the author's purpose to entertain, to persuade, or to entertain?

Pre-Assessment Reflection: Based on the questions that the students wrote down 6/23

students answered author's purpose definition correctly. 17/23 students answered author's

purpose incorrectly. After discussing the correct answer and giving students the meaning of

entertain, persuade and inform for author's purpose, 5/23 of the students correctly matched the

purpose to the previous readings done in class and 18/23 matched them incorrectly. There were
a total of four questions on the pre-assessment. This pre-assessment data told me that students

are very unclear about author's purpose. I can now go through with my lessons keeping this in

mind and including more instruction for student mastery.

Pre Assessment Data:

Student 1: 100% Student 2: 50%

Student 3: 50% Student 4: 75%

Student 5: 0 Student 6: 100%

Student 7: 0 Student 8: 50%

Student 9: 0 Student 10: 0

Student 11: 0 Student 12: 100%

Student 13: 100% Student 14: 0

Student 15: 50 % Student 16: 75%

Student 17: 0 Student 18: 50%

Student 19: 100% Student 20: 0

Student 21: 0 Student 22: 0

Student 23: 0

There were four questions on the pre-assessment. The first question asked the students

to give their own definition of what they thought authors purpose meant. The next three
questions were the students giving what they thought the authors purpose was of three different

selections they have read. A majority of the students got zero of the questions correct. Some

were not able to give a definition of the authors purpose but after a short review could match

the purpose to the given story. Knowing the authors purpose for writing a certain reading is

very important for students to learn. After giving this pre-assessment I know that the students

will need a lot of review and lessons on this topic.

EFFECTIVE INSTRUCTIONAL DESIGN STANDARDS-BASED LESSON PLAN

Standards CCSS CCSS.ELA-LITERACY.RL.3.1

Ask and answer questions to demonstrate understanding of a

text, referring explicitly to the text as the basis for the answers.

CCSS.ELA-LITERACY.L.3.2

Demonstrate command of the conventions of standard English

capitalization, punctuation, and spelling when writing.

CCSS.ELA-LITERACY.L.3.3

Use knowledge of language and its conventions when writing,

speaking, reading, or listening.

Objective/Target and I I can identify the authors purpose

can statements written
in student friendly
language I can understand that rereading can help to clarify story events
or information that is confusing while reading.

Lesson Management: Student focus will be on predictions and observations of their

Focus and Organization weekly reading. They will go through the vocabulary and then
walk through the the illustrations of the text and have whole
class discussions. Questioning strategies and involvement
strategies will be utilized throughout this lesson. Teachers will
use delving to question students about the information they are
reading and activate prior knowledge. Students will be
rewarded with tickets for participation.

Introduction: Creating Where can we go to get information we might not know? A

excitement and focus for small discussion will be held and students will give their
the lesson target thoughts on helpful places to find unknown information. The
teacher will read aloud a short passage from the Oxford
Childrens Encyclopedia entitled Turtles. The teacher will
explain to students that a good reader can also gain
information from being an active listener. Students will listen
to the passaged and focus on information that is presented to
them that they think will be useful when reading about turtles.

Input: Setting up the 1. Task Analysis: For this lesson the students will need to
Lesson for Student
Success know the meaning of authors purpose. The teacher will begin

by giving students a pre-assessment on authors purpose. The

teacher will ask the students to think about what kinds of

writing they write in school or at home. The teacher will then

have the students write down their idea of the meaning of

authors purpose. The students will think back to the previous

selections that they have read in the class. The students will

decided what they think the authors purpose of the reading

selections might be (to entertain, inform, or persuade) and

write it.

2. Higher Level Thinking: Revised Blooms or Webbs

D.O.K. Questions to engage students thinking:

Students will be told a personal story about turtles that were

found and laid eggs. The students will have time to share

personal stories or encounters that they might have about

turtles. This will give the students a chance to connect to the

literature they are reading. The students will use these

experiences to make connections to their upcoming reading.

3. Accommodations; differentiating to meet student

needs: When reading aloud students are able to read as much

as they feel comfortable with in reason. I have students in the

class of third graders that are reading at a high first grade level

to a sixth grade reading level. All students are eager to read and

are given the choice of how much they would like to read aloud.

Several examples are given when discussing vocabulary in

order for students to grasp the meaning. Students are able to

share connections during the class to deeper understanding.

4. Methods, Materials, and Integrated Technology:

Materials:

Daily Language Practice books

Harcourt Trophies book

Turtle Bay selection reading

 Vocabulary short story

Focus Strategy print out on author's purpose

Modeling: I DO The teacher will show the focus strategy that explains the
different purposes of writing. The teacher will verbally go
through the various purposes for writing such as to inform, to
persuade, and to entertain.

Checking for The teacher will read aloud a short passage about turtles. The
Understanding: students will be active listeners and attend to important facts
and information that they think are useful to remember. The
students will also explain the authors purpose for writing the
short passage.

Guided Practice: WE The teacher will introduce the selection for the week Turtle
DO Bay by Saviour Pirotta. The students will go through the story
only looking at the illustrations as a pre read to the story. The
students will make predictions and ask questions based on
what they see strictly in the observations.

Collaborative (YOU DO The teacher will ask the students to make their own
TOGETHER) and/or connections to the reading and encourage them to share them
Independent Practice when necessary. As the teacher and students go through the
(YOU DO) reading as a picture walk, the teacher will model the
observations and predictions they should be making. For
example the teacher might say, On this front cover I see a boy
and a girl looking at a turtle. I also see an older man with a
broom in the background. What do you think this man is doing.
Why?

Closure The students will make predictions based on the information

that was discussed and the questions asked during the picture
walk. The teacher will explain to students that good readers are
constantly forming questions in their minds as they read. The
students will write down one question they have so far before
they begin reading the text.
Assessment The teacher will do a formative assessment for the students by
seeing the questions that the students generate from the
picture walk, genre, and vocabulary.

Reflection: for every After completing this lesson I know that students need more
lesson - questions to ask instruction and practice on author's purpose. They will be given
yourself after the lesson more examples of short passages and asked to find the author's
purpose. Along with finding author's purpose the students will
continue their questioning and predicting skills with their
guided reading. Overall I think the lesson went very well the
students were engaged and eager to find out what was going to
happen in the story Turtle Bay. I was really excited to see
students sharing personal stories that made connections to the
text.

Lesson TWO

Content/Subject: Reading

Lesson Title: Selection Reading Fluency and Comprehension

EFFECTIVE INSTRUCTIONAL DESIGN STANDARDS-BASED LESSON PLAN

Standards CCSS CCSS.ELA-LITERACY.RF.3.4

Read with sufficient accuracy and fluency to support

comprehension.

CCSS.ELA-LITERACY.RF.3.4.A

Read grade-level text with purpose and understanding.

CCSS.ELA-LITERACY.RI.3.1

Ask and answer questions to demonstrate understanding of a

text, referring explicitly to the text as the basis for the answers.

CCSS.ELA-LITERACY.L.3.2

Demonstrate command of the conventions of standard English

capitalization, punctuation, and spelling when writing.

CCSS.ELA-LITERACY.L.3.3

Use knowledge of language and its conventions when writing,

speaking, reading, or listening.

Objective/Target and I I can answer comprehension questions based on my reading.

can statements written
in student friendly
language

I can connect real life experiences to happenings in my reading.

Lesson Management:
Focus and Organization
This lesson focus is on comprehension of the story and the
focus strategy of rereading to clarify. Questioning strategies
and involvement strategies will be utilized throughout this
lesson. Teachers will use delving to question students about the
information they are reading and activate prior knowledge.
Students will be rewarded with tickets for participation

Introduction: Creating As a short review students will discuss some key points of the
excitement and focus for picture walk that they remember. The students will also
the lesson target practice using their skill of summarizing to tell what they
already know about the story Turtle Bay. The target and focus
of the lesson is for students to be able to answer
comprehension questions about their reading as they read. The
students will also work together to make connections to the
world they live in now.

Input: Setting up the 1. Task Analysis: The students need to be able to read aloud
Lesson for Student
Success at a fluent pace for comprehension. The students will be

following along in their own personal books while classmates

take turns reading aloud and answering questions about the

story. The teacher will use delving to help the students

completely understand the important parts of the story that

they need to know.

2. Higher Level Thinking: Revised Blooms or Webbs

D.O.K. Questions to engage students thinking:

Questioning strategies will be used throughout the reading

process in order to enhance reading comprehension and ensure

mastery of the material. When answering questions throughout

the reading, delving will be used to help students reach the

 correct answers. The students will have a discussion in partners

about how the text compares to the current world that they live

in. The students may make connections such as, turtles lay eggs

on beaches and live in the sea, some people litter on beaches,

litter is harming our planet, we can help to keep beaches and

other areas in the world clean by picking up litter.

3. Accommodations; differentiating to meet student

needs When students are working in partners they will need to

come up with two connections to the world now. The teacher

will facilitate learning by conversing with each group to further

their thinking and challenge then to deeper their thoughts.

When students read aloud they may choose how much they are

comfortable with reading.

4. Methods, Materials, and Integrated Technology

Daily Language Practice books

Harcourt Trophies book

Turtle Bay selection reading

Modeling: I DO The teacher will begin by having students open their Trophies
books the the selection Turtle Bay. In this lesson the teacher
is more the facilitator and allows students to answer questions.
The teacher will model how to answer some comprehension
questions. For example, when reading through the first page
the teacher might ask the students, How are the characters
Jiro-San and Taro alike? How are they different? The the
 teacher might allow students to give insight before answering
the question to the students completely.

Checking for As the students are reading their Trophies book aloud the
Understanding: teacher is asking comprehension questions throughout the
pages to gage their thinking and further understanding of the
story.

Guided Practice: WE The students together will work through reading paragraphs of
DO the story Turtle Bay by Saviour Pirotta. The teacher will ask
the students to follow along line by line to be engaged and with
each other.

Collaborative (YOU DO The teacher will explain to students the focus strategy of
TOGETHER) and/or rereading to clarify. When asking the students the
Independent Practice comprehension questions, if the students are unclear about the
(YOU DO) answer the teacher will encourage them to reread to clarify
their answers. The students will read the story for a second
time out loud to a partner. The teacher will roam around the
room to listen to students read aloud and discuss the story they
are reading.

Closure The teacher and students will have a discussion about author's
purpose for review. They students will discuss in small groups
what they think the authors purpose of Turtle Bay is. The
teacher will do a review of comprehension questions that they
might see on their selection test.

Assessment The teacher will give the students a summative assessment on

the comprehension and understanding of their weekly
selection. The students will be assessed on their overall
vocabulary and comprehension of the reading Turtle Bay. The
students will be asked a variety of multiple choice questions
that they will work on independently to complete.

Reflection: for every This lesson went really well. I felt that the students really
lesson - questions to ask enjoyed both the story of Turtle Bay along with the illustrations
yourself after the lesson in the story. The students were engaged and eager to answer
 questions and make their own connections to the text. I made
sure to go over author's purpose in relation to this story so that
students would get more practice of its meaning and also have
another example. I liked having the students partner ready this
story because i heard them talking about real world examples
and connections while reading. I liked including these
discussions and deeper thinking ideas into the lesson.

Lesson THREE

Content/Subject: Reading

Lesson Title: Navigating Nonfiction

EFFECTIVE INSTRUCTIONAL DESIGN STANDARDS-BASED LESSON PLAN

Standards CCSS CCSS.ELA-LITERACY.L.3.3

Use knowledge of language and its conventions when writing,

speaking, reading, or listening.

CCSS.ELA-LITERACY.RI.3.1

Ask and answer questions to demonstrate understanding of a

text, referring explicitly to the text as the basis for the answers.

CCSS.ELA-LITERACY.RI.3.5
 Use text features and search tools (e.g., key words, sidebars,
hyperlinks) to locate information relevant to a given topic
efficiently.

Objective/Target and I I can name some features of nonfiction text.

can statements written
in student friendly
language I can explain the importance of text features in the nonfiction
genre.

Lesson Management: Questioning strategies and involvement strategies will be

Focus and Organization utilized throughout this lesson. Teachers will use delving to
question students about the information they are reading and
activate prior knowledge. Response techniques such as
pointing to specific things within the chapters and answering
individually specific questions will give each student an
opportunity to collaborate and to work independently.

Introduction: Creating The students will discuss the text features that they notice in
excitement and focus for the article. The students and teacher will have a brief review of
the lesson target the common text features found in nonfiction text and their
meanings. The teacher will refer to the list of features both in
the classroom and at the top of their lesson page.

Input: Setting up the 1. Task Analysis: The students will go through each common
Lesson for Student
Success text feature of nonfiction and describe its meaning, how it

helps us when reading, and also an example found their article.

After going through the text features, the students are ready to

ready through the article keeping in mind the text features and

their importance to the understanding of the reading. The

students will then do the practice your skills part for review

and a check for understanding of text features along with

comprehension of the article. The students will then turn to the

next article in this lesson entitled New Buzz on Bees. The

students will do a quick check noticing the text features of the

article. After silently reading the article the students will week

in a small group to discuss the as you read questions along

with the after you read questions.

2. Higher Level Thinking: Revised Blooms or Webbs

D.O.K. Questions to engage students thinking: The

students will be given an article about ants that has some

missing text features. The students will recall the information

that they know about text features and fill them in

appropriately with that they think fits. The students will use

their own prior knowledge and creativity to place the text

features.

3. Accommodations; differentiating to meet student

needs: Some students may need to be pulled in a small group

for assistance when reading the nonfiction articles. The teacher

will be walking around the classroom during small group

discussions in order to facilitate learning, ask more detailed

questions and assist students when necessary.

4. Methods, Materials, and Integrated Technology: The

materials that are needed for this lesson include students
navigating nonfiction workbooks and a pencil. The teacher will
also use the document camera in order to display the text large
with color to help students visualize even more.
Modeling: I DO Questioning and redirecting is a continuous process that
should occur throughout discussions with the students.
Teacher may also point at items on the document screen to
help students recall information and connect with what they
see in their booklets.

Checking for The teacher will check for understanding several times during
Understanding: the lesson. The teacher will see what text features the students
are able to point out during review and also if they are able to
explain their importance. The teacher will also check for
understanding when the students create their own titles and
headings to an article on their independent work.

Guided Practice: WE The teacher and students will discover the text features and
DO importance of nonfiction when discussing the first article. They
will use what they already know to point out the features and
read the article together aloud.

Collaborative (YOU DO The students will work on the second article in collaborative

TOGETHER) and/or groups. They will point out the text features that are important

Independent Practice in the article and also discuss some comprehension questions

(YOU DO) from the reading.

Closure The teacher will begin to sum up the lesson while also making
connections to the previous lessons on Turtle Bay. The
students have previously been learning about authors purpose.
The teacher will ask the students, what is the authors purpose
for writing these articles? (to inform) What kind of genre are
these articles? How could this relate to a different genre of
Turtle Bay? The teacher and students will have a discussion
on the authors purpose of the two selections. The teacher will
encourage students to notice the connection they are able to
make and relation to past lessons. The teacher will point out to
students that authors purpose isnt always based on genre but
needs further examination.

Assessment Students will be assessed formatively on their ability to create

 text features in their nonfiction booklets. Their text features
need to correspond with the information presented and be in
logical places in the article. A summative assessment will be
done the day after finishing this lesson to assess students on
their comprehension of the weekly selection along with
questions on authors purpose and text features in nonfiction.

Reflection: for every Students are getting to know their text features in nonfiction. I
lesson - questions to ask think the students are a little unclear on how to identify when a
yourself after the lesson story or piece of writing is nonfiction. However, the students
did well with recognizing text features and explaining how they
are important to read. I found the students to be engaged and
exciting about creating their own headings and titles to a
passage. I think the students did well in combining the lesson
that they learned and also adding in their own creativity.

Post Assessment Data:

Student 1: 95% Student 2: 100%

Student 3: 90% Student 4: 95%

Student 5: 85% Student 6: 100%

Student 7: 95% Student 8: 90%

Student 9: 95% Student 10: 98%

Student 11: 83 % Student 12: 100%

Student 13: 100% Student 14: 85 %

Student 15: 90% Student 16: 75%

Student 17: 78% Student 18: 80%

Student 19: 100% Student 20: 95%

Student 21: 95% Student 22: 100%

Student 23: 93 %

Post Instructional Plan and Reflection:

As a final assessment the students will be given their selection tests on the

comprehension and vocabulary of their weekly reading. They will also be asked a few questions

extra. The students will also have to write what the author's purpose of the selection Turtle

Bay is, along with naming at least two nonfiction text features that we have discussed in their

nonfiction lessons. After viewing and reflection on the results, the students have gained more

knowledge on authors purpose. 19/23 students received a 85 or above on their weekly selection

test. 18/23 students correctly named the author's purpose and 13/23 were able to correctly name

two non fiction text features. The data showed me that there were four students that did not

complete mastery of the reading focus skill and comprehension. This shows me that most of the

students have improved through their pre-assessment and the past lessons in their reading

class. However, this also shows me that not every students has gained complete mastery of the

material. As an action plan I would continue to use the language and topics of text features and
authors purpose through the lessons in the future. I will connect these topics to new learning

not only to help the students that have not gained total mastery, but also to give more examples

and references to the topics being explained. After reflecting on the student feedback form I

found that the students were very happy and clear with the lessons being taught. One question

that some student disagreed with was regarding the learning targets. I did have the learning

target strated and displaying in the class but I did not reference them as well as I could have. I

think that telling students about the I can statements or standards would be something I could

work on with my lessons. Overall the students are familiar with the format and flow of these

lessons. I think that they were able to expand their learning by connecting to real world stories

and also collaboration with their peers.

Resources:

Harcourt Trophies Reading Curriculum

Turtle Bay by Saviour Pirotta

Navigating Nonfiction Curriculum by Scholastic