(What is your goal for this lesson? Start each sentence with “The student will…” and use Blooms verbs)

These 3 should align, using similar language

Use your state standards or CCSS. List at least 1 for content (Reading Foundation or Language) and 1 from the Speaking and Listening, and/or Writing

The purpose is to involve as many as students as possible, piquing their interests for the subject matter to come. This can come in the form of a song, a fun activity, or a regular ritual you enge in that helps gather their attention and make sure they are excited to hear your next words. This is also the opportunity to level the playing field as you create common background they will need to be successful for the upcoming instruction.

· How will you inform your students of the lesson’s context and objective, in kid-friendly language?

· What do the students need to know before they can delve into the direct instruction segment of the experience (revisiting previous learning you will build upon)?

· Connection to previous lesson (building on background knowledge)

Example: “Who can tell me what we learned yesterday? Yes, we talked about —–. Let’s make a list of all the things we remember about —–. Today we are going to use that knowledge to help us learn something new. (introduce topic and have students review “I Can” statements)

· Please place your detailed plans for teaching and engagement

· Include your detailed steps in the Gradual Release of Responsibility steps

· (What activity could you give the child to complete independently to demonstrate level of understanding? What would be your threshold of correct to determine mastery (80%, 85%, 90%, 100%)?

· This assessment should provide some independently created artifact (Word Sort, worksheet completed during a learning game, recording, etc).This artifact can become part of a portfolio or documentations for demonstration of mastery or lack of mastery.

· This can come from an activity from your book or outside your book.

· This assessment MUST tie back into your goals/objectives and Content Standards.

· Remind them what you just learned

· Include them in the refresher and use this as a final time to informally assess

· Connect to next steps so students see the continuity of learning and build their schema).

Example: “Who can tell me what we learned today? Let’s take another look at our ‘I Can’ statements and see if we can come up with a few examples for each. Today we are going to use that knowledge while we work and learn. We are also going to use this important knowledge tomorrow as we learn about….”

What we know for certain is that all students learn in different ways and at different rates. Therefore, in any lesson you develop (small or whole group) you will have a variability of skill attainment and comprehension levels. When writing a lesson plan, always make sure to account for adjustments that may need to be made for individual students within whatever grouping size you have.

· Include 1 plan to support “Student X” who has not yet mastered the content (e.g. Maxx is on the cusp of learning but seems to need a little more support from the teacher and opportunities to observe good models. Of the 10 words I have chosen for the direct instruction part of the lesson, I will make sure Maxx gets a more basic word to work with (example, example) and also ensure that he/she not be the first to practice within the group setting)

· Include 1 plan to support “Student X” who has demonstrated some strengths above the average group member but I would like to provide some additional reinforcement, while also scaffolding him/her. (e.g. Jaxx has demonstrated some strengths but occasionally seems confused by (name the topic). I would like to provide a little more support before scaffolding his learning to the next level. Of the 10 words I have chosen for the direct instruction part of the lesson, I will make sure Maxx gets a more challenging word to work with. I will also stretch Jaxx to transferring today’s work to tomorrow’s next lesson.

· This cannot be tied to your assessment

· Please work to make this a hands-on and fun activity that is easy for busy families to do, avoiding worksheets, if possible.

List what you will need for this lesson.

Will you use technology? Is it necessary? Remember, technology is not always appropriate and when trying to include it in every lesson, for the sake of “using technology” can distract from the learning taking place.

How will you implement a writing component to your lesson?

Do not hesitate to your technical language with your children. If you are working with digraphs, blends, diphthongs, etc. do not hesitate to use the correct language with your children and use it throughout the language.