Five Instructional Events with Reflections

USFSM FORMAL LESSON PLAN FORMAT
Jeanne N Asberry 03/07/2016
Lesson Title
Instructional Event #1-Interactive Read Aloud
for Comprehension (Whole Group)
2nd Grade
FloridaStandards
LAFS.2.RI.2.6-Identifythe main purposeof a text, including what the author
wants to answer, explain, or describe.
LAFS.2.RI.1.1-Ask and answer such questions as who, what, where, when,
why, and how to demonstrate understanding of key details in a text.
LAFS.2.L.3.6-Using words and phrases acquired through conversations,
readingand being readto and respondingto texts,including using adjectives
and adverbs.
ELD.K12.ELL.LA.1-English Language Learners communicate info ideas and
conceptsnecessaryforacademicsuccess inthe contentarea ofLanguageArts.
Arts Standards
VA.2.C.1.1-Useof art-makingprocess to communicate personalinterestsand
self- expression.
Essential
Question
How do I identify the main purpose of the text? What questions do I ask and
answer to understand the key details in a text? The importance of this topic
is that some students may experience or have experienced nervousness
during a test. Test anxiety is real and can affect student success rate. The
end of the bookcoverssome test taking strategies calledthe Dynamic Dozen.
Type of lesson
It may be new knowledge for some. For other students it is conceptual
understanding of test anxiety.
Assessment
Summative
(include a tool or
data you’ll gather)
Expectation-that students will better understand test anxiety. Students
will not only understand the concept, but also be able to summarize the
first part of the story. At the end of this first part, as this book is covered
in parts, students willsubmit astory map to retellthe story. Students may
color their story map and share with the group.
Formative
(include specific
ways to measure
and document
progress)
Students will flash index cards with sentences, definitions, words,
phrases, contractionsas I read the story. Before reading, I wrotestudent
predictions on chart paper. At the end of the reading, the students will
review results of those predictions and share their understanding. These
results and understandings will be written on the same chart paper.
Learning Objectives
After reading all parts of the book, “The Anti-Test Anxiety Society,” students will not only
understand the concept of test anxiety, but will be introduced to test-taking strategies; to
develop better testing skills.
Objective(s)
After reading the first 320 words of the book, “The Anti-Test Anxiety
Society, the students will begin to understand the conceptof test anxiety
by summarizing the story in a correctsequence (beginning, middle, end)
using a story map.

Prior Knowledge
LAFS.1.RI.3.7
Use the illustrations and details in a text to describe its key ideas.
LAFS.1.RI.1.2
Identify the main topic and retell key details of a text.
Complexity
At some point, most students have taken a test. While they know what a
test is, students may not know about nervousness or anxiety they may
feel when taking test.
Vocabulary
This book incorporates contractions, simile, and recurring sentence
patterns in order to increase vocabulary and understanding of the main
theme.
Instructional Design
Framework
The big picture is to increase student’s comprehension of the text. This
interactive read aloud uses prior knowledge, verbal prompting, making
predictions, think alouds, questioning, recurring sentence structures,
more probing questions, and a story map to aid in students’ better
understanding the story.
Differentiation
How will you handle progressing, proficient, and exemplary knowledge
and skill levels? How will you implement appropriate and allowable
instructional accommodations:
 Varying Exceptionalities- covering the first 350 words of
the story and introducing it in small chunks. Emphasize
the vocabulary and modeling think alouds
 Diverse Learners-Visual-draw pictures of the beginning,
middle, and end. Kinesthetic-create a tableau of their
beginning, middle, and end. Musical-can create a song or
poem for the beginning, middle, and end.
 English Language Learners- covering the first 350 words
of the story and introducing itin small chunks. Emphasize
the vocabulary and modeling think alouds and fluent
reading.
 Accelerated Learners- can predict what will they think
will happen in the next part of the story and read further.
Give them another story map forthe second 350 words of
the book and have them summarize the section.
Technology
Integration
LED Projector
Materials and
Resources
Index cards
Story map-http://rayeannboeke.weebly.com/comprehension.html
Chart paper
Book to read-The Anti-Test Anxiety Society

Approximate Time
Frame
30-40 minutes
Instructional Delivery and Facilitation Gradual Release Process
Opening
(2-3 minutes)
Begin by asking the following
question, “Have any of you ever felt
nervous during a test?
Students are seated on the rug in
the reading corner of the room.
Barriers to learning-Some
students may not be able to
identify being nervous during a
test or will not understand what
nervous means.
Development
Before Reading:
Explain to students that this read
aloud will be different, as we will
just be reading the first 350 words
of the book. The importance is to
give them a little of the book to aid
in comprehension (understanding)
Activity 1: Picture Walk of
Illustrations and identifying the
author, title, setting, and characters.
Transition: We have just seen some
pictures, identified the title, setting,
and characters inthe story. Whatdo
you think this book is going to be
about?
ThinkAloud: Aftera brief discussion
of all items in activity one, students
will begin to make predictions. As
students are making their
predictions, the teacher will write
them on chart paper to be reviewed
after two readings.
Activity 2:Discussion on vocabulary
and other phrases.
anxiety-nervousness
Students are seated on the rug
in the reading corner of the
room.
Barriers to learning-Some
students may not be able to
identify being nervous during a
test or willnot understand what
nervous means.
While making predictions
students will use the phrase, “I
think this story willbe
about_____.” “Ithinkthis bookis
sad, happy because____.”

Terrible-
Acronym-TEST-Terrible Every
Single Time; BST-Big State Test
Contractions
can’t-cannot
don’t –do not
that’s-that is
it’s-it is
I’ll-I will
simile-a comparison between two
things using like or as
Recurring Pattern Sentences:
1. The hair on the back of my
neck stands up.
2. My face turns red as a beet.
(simile)
3. I start to sweat, my stomach
aches.
4. I can’t control my feet.
5. What if I get every answer
wrong?
6. And I don’t get them right?
7. I just know I’ll get a bad
grade on this test.
8. So, I don’t even want to try.
9. I missed three and that’s a C.
10. OK, it’s time to take your
spelling test.
Similes and contractions should be
prior knowledge for most students.
Transition: Now I willbegin reading
the story for the first time. As I am
reading, everyoneisto remain quiet.
I want you to pay attention to the
wordsand phrases wejust reviewed
as they will be part of the story. I
will then read the story a second
time and you can take your index
cards and flash the sentence or
phrase that youhear fromthe story.
Students will be given index
cards with vocabulary,words,
and phrases to read before the
book is read. The students will
then flash (hold up) those same
cards as I am reading the parts
of the book.
Students are quiet and listening
to the story for the first time.

During Reading
Teacher will read the text the first
time as students listen for the
critical parts of the text. Before the
second reading, the teacher will
begin a brief discussion about test
anxiety.
Questions
“How do youfeel about taking test?”
“Does it make you feel like
Barbara?”
“What are your thoughts as you are
taking a test?”
After second reading ask questions
such as:
“Does the story make sense to you?
Why or why not?”
After Reading
Go backto characters feelings about
test and the sentence patterns.
Students will be asked questions
pertaining to summarizing the
story.
“Who was the main character in the
story?”
“What was her problem?”
“How did she feel about her
problem?” Include details from the
story.
Students will flash their index
cards containing a sentence,
phrase, contraction, or acronym
as they appear in the text during
the second reading of the story.
Think Aloud-Connections
(Visualize, Image)
Have students respond with:
“This is not making sense
because______.” Or“Thisis
making sense because_____.”
Student Response:
“Bertha Billingsworth”
Student Response:
“She was nervous about taking
test”
1. “Her hair on the back of
her neck stands up.
2. Her face turns red as a
beet. (simile)
3. Sweat and stomach

As a class review understanding and
results of predictions written on
chart paper
The teacher is assisting VE and ELLs
withmodeling and guidance of think
alouds and rereading the first 350
words of the story. These learners
will also be assisted with the story
map.
aches
4. She can’t control her
feet.”
VaryingExceptionalities-
covering the first 350 words of
the story and introducing it in
small chunks. Emphasize the
vocabulary and modeling think
alouds. Teacher guided
instruction with the story map
DiverseLearners-Visual-draw
pictures of the beginning,
middle, and end. Kinesthetic-
create a tableau of their
beginning, middle, and end.
Musical-can create a song or
poem forthe beginning, middle,
and end.
EnglishLanguageLearners-
covering the first 350 words of
the story and introducing it in
small chunks. Emphasize the
vocabulary and modeling think
alouds and fluent reading.
Teacher guided instruction with
the story map.
AcceleratedLearners-can
predict what will they think will
happen in the next part of the
story and read further. Give
them another story map forthe
second 350 words of the book
and have them summarize the

While in their seats, students will
create a story map toretell the story
in pictures and words
independently.
section.
Students will return to their
seats. They will begin working
on the story map exercise
summarizing the first part of the
book.
Closing the Lesson
(3-5 minutes)
Students have shared their
understanding and reviewed their
predictions from the beginning.
Student responses:
“Thebookisabout someone who
is nervous about test.”
“She has to take a big test”
“The girl looks nervous because
she is pulling on her hair.”
“Her face turns red as a beet.
(simile)”
QuestionsFromBlooms
Taxonomyofthe
CognitiveDomain
or
Webb’sDepthof
Knowledge
Knowledge/DOK Level I-Identify the simile in the story and
contractions (prior knowledge)
Comprehension/DOK Level 2-Summarize the story by making sense
of the important details.
Application/DOK Level Level 2-Students are asked to make
predictions prior to reading. They will also create a story map
HomeExtension

Reflection on the Interactive Read Aloud-Comprehension (Whole Group)
What can I say? This lesson was a disaster for lack of a better word. First, I discovered
through email, while already at the school, that the reading block had changed from 12:00-1:30
to 11:00-12:30. I was literally in the office checking emails at 11:40. The receptionist was busy
making copies of a story map and I had to wait for these copies, as they were essential to the
lesson. Next, I made my way upstairs to the classroom where I quickly had to place my things
beside the rocking chair. I then transitioned the students to the rug by calling individual groups.
I waited for the students to sit quietly before starting the lesson. As I began, I could see I was on
a tight schedule. The teacher was already looking at the clock. The beginning of the lesson went

well with the students making predictions. I wrote their predictions down on chart paper to
review later. Then I did a quick picture walk. I think it was the quickest picture walk ever! My
next move would be even dumber as I passed out the index cards for them to flash. This did not
go well. The students played with the cards as children do and the teacher had to redirect them.
In fact, I remember thinking, why would you pass out 20 flash cards to second grade students.
What were you thinking? I think this was too much. At this point, my mind was already
thinking, how can I cut this lesson down? I only have 20 minutes to teach it, so my “teacher
presence” was not there. On with my lesson, I gave the students strict instructions that I would
read the first 350 words. While I am reading, they must remain quiet, as this read aloud is
different from their other read alouds. The second time that I read the story; the students can
then flash their sentences, contractions, and acronyms. However, strike two here for me. Even
though, I had given the instructions not to flash the cards, the students still flashed the cards
during the first reading. After I had gone through the first part we quickly went back to the
predictions. The point of this was to see if their predictions were correct; it turned out two out of
three predictions were correct. The students were able to say that the book was about testing.
Based on the picture walk, the students could all name the character. It was at this point, that I
informed the students they were not supposed to flash the cards during the first reading;
however, I was glad to see that they paid attention to the story. To end this train wreck, I
transitioned the students to their seats, strike three, I was out! Instead of calling groups of
students, I released everyone at one time. The teacher kept staring at the clock and now I was
thinking about the time. These students still had to complete an activity to summarize the first
half of the book. Guess what, this was strike four! How many strikes do you get in baseball?
Second graders are quite literal. When given a story map and told to summarize the beginning,

middle, and end without reading the actual middle and ending, can you predict what happens
next? The teacher had to tell them just summarize the part they read. The ending would be
where we last stopped in the story. The concept was too confusing. Some students were able to
make the connection, but the majority was not. Here is what I learned from this lesson: a.
Always transition in small groups b. Do not overdo my lessons-keep them simple c. Do not
hand out 20 index cards to second graders until needed, which brings me to my next point d. Do
not have 20 index cards for an interactive read aloud until students become familiar with the
concept e. The interactive read aloud would be great as a small group activity first (a station),
then a larger group. Within the small group, the first 350 words are read twice and then the
beginning of the story is discussed f. make my directions clear and concise.

Jeanne N Asberry 3/27/2016
Lesson Title
Finding Context Clues for Vocabulary (Small
Group)
Grade 3
FloridaStandards
LAFS.3.RI.2.4
Determine the meaning of general academic and domain-specific words
and phrases in a text relevant to a grade 3 topic or subject area.
Arts Standards
TH.3.S.3.2
Use information gained from research to shape the creation of a character
Essential
Question
How can Iuse context cluesto help find the meanings of wordsand phrases?
This is a much-needed skill as it aids in comprehension and inference of a
story.
Type of lesson Guided Practice and Review
Assessment
Summative
(include a tool or
The outcome is that students will complete a clozeexercise consisting of
eight sentences using their vocabulary words from Unit 5 Week 3.
Formative
(include specific
waysto measureand
document progress)
Students will first give a brief definition of their vocabulary words from
Unit 5 Week 3 and their responses will be recorded. Writing down
student responses and make sure they stay on task.
Learning Objectives
Objective(s)
After a minilesson and student-generated definitions, the students will
identify context clues and complete a cloze exercise using their
vocabulary words answering at least six out of eight sentences correctly.
Prior Knowledge
LAFS.2.RI.2.4
Determine the meaning of words and phrases in a text relevant to a grade
2 topic or subject area.
Complexity
Being able to identify context clues aids in inference and comprehension
of informational text. Some students may find that context clues are an
abstract idea and others may not find it difficultat all. The students may
not be aware that sometimes the definition for certain words can be
located in the passage or sentence before or after a word. This lesson
would be Level 2 on Webb’s Depth of Knowledge for using context clues.
Vocabulary The vocabulary willenablestudents to becomefluent readers as they will

be able to read a passage and later on better writers as the students will
have more words readily available when writing.
Framework
In a small group, that is teacher-guided students and teacher will discuss
context clues. The framework begins with direct instruction, but as
students construct their own meanings for the vocabulary, it becomes
indirect. At the end of the lesson, students will complete an exercise that
requires their own thinking (I do).
Differentiation
 Varying Exceptionalities-The overall goal is to have
students complete eight sentences and correctly identify
six out of eight vocabulary words. Depending on where
the student developmental processes, the assignment can
be adjusted to give the student more time ordecrease the
number of sentences that must be completed. If students
have a hard time reading, then the teacher will read the
question only, but the student must construct their own
answer. The teacher will also guide and model the
context clues exercise
 Diverse Learners-Interpersonal students can choose to
collaborate with someone to help with the cloze exercise.
Kinesthetic these students will use the magnetic
vocabulary cards and place them near the correct
sentence on the white board. Visual will use a story web
to identify examples of context clues. Verbal students-
during the lesson all students orally speak their own
definitions. In the end, as a class the cloze assignment is
reviewed.
 English Language Learners-Same as varying
exceptionalities
 AcceleratedLearners-may is able to complete the cloze
exercise without guidance from the teacher. However,
the teacher willbe there toguide the student if necessary.
Technology
Integration
Since this lesson is within a small group and part of a reading station,
technology will not be used.
Materials and
Resources
Includedbelow is a teacher-generated exercise, whichincludessentences
for vocabulary and context clues.
Vocabulary words and definitions from Reading Wonders book.
Chart paper
Approximate Time
Frame
Minilessons and student centered definition-10 minutes
Completing the cloze exercise-15 minutes
Story web

Opening
(2-3 minutes)
“Raise your hand if you know about
context clues? What do they do?
Can you give me an example of a
context clue?”
As students are giving their
examples, the teacher will write
down the answers on chart paper.
If students cannot generate an
example use teacher, think aloud.
Students will be seated at the
kidney table or reading rug in
classroom.
Student responses:
“Something used to help you
with your work,” “something
used to help you with reading
answers,” and “something that
you look from the text.”
Student responses for example
of a context clue:
“Vocabulary words, summary-
closing sentences, dictionary,
paper or book, back of book,
title, chapter, titles, caption,
subheadings, pictures, and
author purposes.”
Students willnot understand the
concept of a context clue or may
not be able to define the
vocabulary in the Unit 5 Week 3
Lesson
Development
Transition: “Each of you may have
noticedand gone overdefinitions on
your Unit 5 Lesson 3 Weekly Sheets
for the following words: disasters,
careless, harmful, purpose,
accidental, equipment, prevention,
and respond. I want you in your
own words to tell me what each of
these words mean.”
Each of the four students should
briefly state a definition formost
of the words if not all of them.
Student responses
“Harmful-fullof harm, disaster-
a mess, careless-to make a
mistake, purpose-something
you meant to do, accidental-was
not meant to happen,

Transition: “You all have now
defined each word in your own
words. I now have an activity on
finding context clues in sentences.”
“We have discussed vocabulary
definitions and context clues. So,
again, what is a context clue?”
The teacher will now hand out the
exercise and read the directions.
The students will begin completing
the sentences. The teacher will
model the first sentence in the
activity before students try on their
own (I Do).
The teacher is assisting the VE
students and ELLs with direct and
guided instruction. This instruction
includes reading the directions one
at a time and reading the sentences.
equipment-tools needed for a
job, prevention-to stop
something from happening, and
respond-to reacts.”
All students in the group should
raise their hand and be able to
define a context clue.
Students will workthe exercise
with a little guidance from the
teacher if needed.
VaryingExceptionalities-The
overall goal is to have students
complete eight sentences and
correctly identify six out of eight
vocabulary words. Depending
on where the student
developmental processes, the
assignment can be adjusted to
give the student more time or
decrease the number of
sentences that must be
completed. If students have a
hard time reading, then the
teacher will read the question
only, but the student must
construct their own answer.
The teacher will also guide and
model the context clues exercise
DiverseLearners-
Interpersonal students can
choose to collaborate with
someone to help with the cloze
exercise. Kinesthetic-these

Kinesthetic students-Teacher will
write the context clue sentences on
the whiteboard. The teacher will
also create magnetic vocabulary
cards.
students will use the magnetic
vocabulary cards and place
them near the correctsentence
on the white board. Visual- uses
a story web to identify examples
of context clues. Verbal
students-during the lesson all
students orally speak their own
definitions. In the end, as a
class the clozeassignment is
reviewed.
Same as varying exceptionalities
AcceleratedLearners-may be
able to complete the cloze
exercise withoutguidance from
the teacher. However,the
teacher will be there to guide
the student if necessary.
Closing the Lesson
(3-5 minutes)
The group will go over the answers
from the exercise.
Students should remember that
definitions to words or phrases
could be found in informational text
or other trade books to help the
reader comprehend the story. This
is the basis of context clues.
Students are giving answers to
the sentences.
QuestionsFromBlooms
Taxonomyofthe
CognitiveDomain
or
Webb’sDepthof
Knowledge
Level 2 on Webb’s Depth of Knowledge and Level 1-Knowledge on
Bloom’s Taxonomy as students are just identifying context clues and
recalling vocabulary words.
HomeExtension

Context Clues
disasters careless harmful purpose
accidental equipment prevention respond
The following sentences contain context clues to your vocabulary words. Please
fill in the blank with the correctvocabulary word and underline the word or phrase
used to help discover your answer.
1.A series of sudden misfortunes led to a few
__________________.
2.I did not mean to react to the comments being made,
but I had to ______________.
3.The car crash was so unexpected, it all seemed
____________.
4.We ask our teacher every day, what is the reason or
_____________for this homework?

5.Carla was not paying attentionwhile mixing the
chemicals for her volcano project and she made a
____________mistake.
6.Doctors recommend _____________to stop certain
diseases from happening.
7.The bulldozerwas used to dig up my neighbor’s
yard; it is a needed piece of ______________.
8.Unkind words can hurt a person’s feelings so they
become ______________.
Reflection of Context Clue Lesson (Small Group)
This lesson consisted of a small group of four students. The lesson began with the
objective, and then the students were asked, “What is a context clue?” Some students responses
were: “something used to help you with your work,” “something used to help you with reading
answers,” and “something that you look from the text.” The group then gave examples of
context clues such as vocabulary words, summary-closing sentences, dictionary, paper, or book,

back of book, title, chapter, titles, caption, subheadings, pictures, and author purposes. Even
though we were not covering author purpose, one little girl used the acronym P.I.E. This
acronym stands for persuasive, inform, and entertain. She was using prior knowledge to make a
connection. I was so excited. Next, the group was asked to look at their vocabulary words and
form their own definition. Following are student responses: “disaster-make a big mess,”
“accidental-did not mean to do,” “careless-without care,” “equipment-net, sea salt, chlorine;
these responses were given by another little girl in the group whose father is employed at Perfect
Pools. The students gave “hurt somebody,” and “full of harm” for harmful, prevention-
“whenever you show something” and “to stop something from happening.” The word purpose
was defined as “to do it with knowing.” Last word was respond, which meant, “reacting.”
After this review of their vocabulary, the group began a cloze activity. This activity went
well. I read the directions and the students knew were able to follow them. I remember thinking
how proud I felt. The lesson was clear and concise. All students were able to underline the clue
in the sentence that helped them to define their vocabulary word. The lesson concluded with a
review of our lesson. I asked each student what he or she learned. All students were able to tell
me what they learned. This was a success and I will use this lesson again.
Jeanne N Asberry Date 04/13/16
Lesson Title
Instructional Event 3- On the Back Activity-
Inflectional Endings for Phonics (One on One)
Grade 3
Florida Standards
LAFS.3.L.1.2
Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.

a. Use conventional spelling for high frequency and other
studied words and for adding suffixes to base words
(e.g., sitting, smiled, cries, happiness).
b. Use spelling patterns and generalizations (e.g., word families,
position-based spellings, syllable patterns, ending rules,
meaningful word parts) in writing words.
Arts Standards n/a
Essential Question
How do I use words with inflectional endings such as –ing, -ed, ies, and ied
to spell other similar words? What ending rules willhelp me to spell words
with inflectional endings? This skill is important as it demonstrates
decoding skills necessary for students to further comprehend and become
fluent readers.
Type of lesson Review
Assessment
Summative
(include a tool or
Students will hand in a teacher generated on- the- back activity. This
activity will include the spelling words for the week.
Formative
(include specific
ways to measureand
document progress)
The teacher willplacefivewords with inflectional endings and sentences
on the board and ask students what word would rhyme with the word
being used. The answers will be placed on notebook paper or chart
paper.
Learning Objectives
Objective(s)
During a minilesson on words with inflectional endings, students will
demonstrate their knowledge of spelling at least 16/20 words with
inflectional endings that rhyme.
Prior Knowledge
LAFS.2.L.3.4
Determine or clarify the meaning of unknown and multiple-meaning
words and phrases based on grade 2 reading and content, choosing
flexibly from an array of strategies.
a. Determine the meaning of the new word formed when a known
prefix is added to a known word (e.g., happy/unhappy,
tell/retell).
Complexity
Students should already have prior knowledge of inflectional endings
from first grade. This activity ideally should be a review and it is level 1
recall on Webb’s DOK.
Vocabulary/Spelling
Tries, tried, trying, dries, dried, drying, hurries, hurried, hurrying,
studies, studied, studying, plays, played, playing, chapter, bedtime, letter,
obeyed, worrying.

This language is important as it demonstrates decoding skills necessary
for students to further comprehend and become fluent readers.
Framework
Direct Instruction, guided practice, modeling, and then independent
work
Differentiation
 Varying Exceptionalities-This lesson is designed to be
one on one and begins with direct instruction. The
teacher will provide directions one at a time and use
examples.
 Diverse Learners-Musical, Kinesthetic, and Visual- watch
YouTube videos of inflectional endings.
 English Language Learners- One on one instruction with
the teacher and think-pair-share and canbenefit fromthe
YouTube videos.
 Accelerated Learners-Direct instruction and then let
them try the on the back activity and constructing
sentences with rhymes for 10 of the spelling words. The
teacher will only assist when necessary.
Technology
Integration
YouTube videos of inflectional endings
LED Projector
Materials and
Resources
YouTube
LED Projector
On the Back activity
Chart Paper
Approximate Time
Frame
20 minutes
Opening
(2-3 minutes)
Pretest
I have five words written on paper.
Teacher shows students the words.
These words will have inflectional
endings such as –ing, -ed, and -s
Words: seeing, showed, training,
ways, and cats.
Can you think of words to rhyme
with these words? What words
rhyme with these words? Student
and teacher do a turn and talk
The student is watching,
pointing, and saying the words
along with the teacher.
Student may answer:
“Being, freeing, skiing, orkeying”
for seeing
“Mowed, towed, or road” for
showed
“Raining, draining, or gaining”
for training

“Days, stays, or rays” for ways
“Bats, mats, or pats” for cats
The student will struggle to
understand the concept of the
lesson itself or have limited
vocabulary to access words that
rhyme.
.
Development
Transition-“We see that we can use
words withinflectional endings that
rhyme with other words. Now I will
show you today’s spelling words.
What do you notice about them?”
If student has limited answers ask
the following questions:
Verbal Prompt:“Let us lookat tried,
tries, and trying, is there anything
you can tell me about how they are
spelled? What was the base word?
Where do you think the –y went in
the word tried, tries? What other
words on the list have this same
pattern?”
Teacher and student discuss base
words such as fry, dry, hurry, and
study.
The teacher will also give two
examples fromthe spelling words of
dropping the-y and adding –i then –
es and –ed. The teacher will also
havethe student lookatthe patterns
of words with –ing endings.
Student may observe that the
word trying has an –ing, while
tried and tries have an -ied and –
ies. Base word is try
Student responses:
“Fries, dries, dried, drying,
hurries, hurried, hurrying,
studies, studied, and studying”
The student may not be able to
notice patterns with changing
the -y to –i. The teacher with
twoexamples is guiding
student. Then the student will
provide other examples.

Transition-“remember when we
first began the lesson; we used
words withinflectional endings that
rhymed with other words. We will
now complete the same activity
with your spelling words.”
The teacher is giving one on one
instruction to varying
exceptionalities and English
Language Learners.
While in groups, the diverse
learners will watchYouTube videos
on inflectional endings from –y to –i
and –ing. They may be able to
complete the on the back
assignment without much
guidance. (For future use, the
teacher will play the videos first in
the opening. For timing reasons,
this portion may be cut out).
Then the students will complete a
on the backactivity.
VaryingExceptionalities-
Receiving one on one and direct
instruction. Directions are
being provided one at a time
and as and student is being
guided. By the teacher.
DiverseLearners-Musical,
Kinesthetic, and Visual- watch
YouTubevideos of inflectional
endings.
One on one instruction with the
teacher and think-pair-share
and can benefit from the
YouTubevideos.
AcceleratedLearners-Direct
instruction and then let them
try the on the backactivity and
constructing sentences with
rhymes for 10 of the spelling
words. The teacher willonly
assist when necessary.
Students are with a buddy as
they complete the On-the-Back
activity.
Closing the Lesson
(3-5 minutes)
The teacher willreview the patterns
of words –y to –i and –ing endings.
Students are writing an exit
ticket for review of knowledge.
QuestionsFromBlooms
Taxonomyofthe
CognitiveDomain
or
Webb’sDepthof
Knowledge
Level 1-Recall on Webb’s DOK and Level 1: on Blooms
HomeExtension

On the Back
That Cat in the Hat came back and gave me some words in sentences that rhyme with your
spelling words. Can you help me to find all the words he wants to tell his next story? In
the following activity, write the spelling word or words after the sentence that rhymes with
the underlined word. The Cat in the Hat thanks you so much!
tries dries hurries studies
tried dried hurried studied
trying drying hurrying studying
plays playing chapter letter
played obeyed bedtime worrying
1. I ordered some fries from McDonalds last night. __________,__________
2. The girl cried after being hit with a ball.______________, _____________
3. While lying flat on my back, I could see stars.__________, _____________
4. The mouse scurries into his hole in the wall._________________________
5. Shoppers all over the mall scurried to the stores. ______________________
6. Nick watched the lizard scurrying up the wall.___________, ___________
7. Roberto and Angel are long time buddies.____________________________
8. The truckers changed a muddied, flat tire.____________________________
9. The dogwas muddying the lounge chair.
____________________________
10. How many days are left in school? ________________________________

11. We stayed after schoolfor tutoring._______________, ________________
12. Are you staying with your grandmother?
____________________________
13. Have you seen the adapter to my computer? _________________________
14. Look! There is a dime on the floor. _______________________________
15. After taking medicine, Kevin felt better. ____________________________
Reflection on Phonics Lesson (One on One)
This lesson began with five words placed on drawing paper. The five words were
“seeing, showed, training, ways, and cats.” Kyleigh was then asked to find other words that
rhyme with these words. Kyleigh was shy at first and needed some guidance and modeling to
begin. She eventually rhymed being with seeing, slowed for showed, raining for training, days
for ways, and rats for cats. I asked Kyleigh to see if there was a pattern with some of the words.
Could she use some of the words to spell the words I initially provided? Kyleigh then responded
that “if she replaced the ‘h’ in showed, you could spell slowed and “she could take the‘t’ off
training and have the word raining. Kyleigh noted the same pattern with days and ways, just
remove the‘d’ in and replace it with the ‘w’. If the ‘c’ in cats was replaced with ‘r’, then the
word rats can be formed. Next, Kyleigh was shown her spelling words an asked to make some
observations. She noticed that the words tried, tries, trying, dried, dries, and drying had the same
beginnings. Kyleigh was able to even pinpoint base words such as try, dry, play, and hurry. She
noticed that the –y in ‘try’ had been replaced with an –i and then the –es or –ed ending was
added. The same pattern was noted in hurry and dry. We then examined these words closer.

Kyleigh remembered that /dr/ and /tr/ with a –y immediately after them and that may be why the
–y has to be dropped. For words like play, there is a vowel in the middle of pl- and –y and it
does not follow the same pattern as hurry, dry, and try. After the mini lesson, Kyleigh was given
the on-the-back activity. I reminded that her that the activity was just like what we did before
the lesson with seeing, showed, training, ways, and cats. She was able to complete most of the
on-the-back activity. In the closing of the lesson, Kyleigh was asked what she learned today.
She then told me that playing has a vowel and keeps the –y. In the words hurry, dry, and try you
drop the –y and it becomes a –i before adding –es and –ed. This was a successful lesson.
Kyleigh was shy and needed some modeling and I used a think aloud to generate her thoughts.
She eventually made some good connections and was able to tell me what she learned. I count
this lesson successful and I will use this lesson again in the future.
Lesson Title
Instructional Event 4-Guess the Covered Word
for Fluency (Whole Group)
Grade 3
Florida Standards
LAFS.3.RF.4.4
Read with sufficient accuracy and fluency to support comprehension
a. Read on-level prose and poetry orally with accuracy, appropriate rate,
and expression on successive readings.
Arts Standards MU.3.O.2.1: Rearrange melodic or rhythmic patterns to generate new phrases.
Essential Question
How can I use a poem to help me read with accuracy,appropriate rate, and
prosody? The importance of this lesson is to increase automaticity and
prosody while reading and spelling.
Type of lesson Guided practice and skill drill for fluency and mastery
Assessment
Summative
(include a tool or
Guess the Covered Words in a Poem Activity

Formative
(include specific
ways to measureand
document progress)
Place a poem on chart paper with words covered and see how many
spelling words the class can uncover. The teacher will write down the
guesses from the class.
Learning Objectives
Objective(s) During a minilesson on fluency, students will identify 16/20 spelling
words in a teacher-generated poem.
Prior Knowledge
LAFS.2.RF.4.4
Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text orally with accuracy, appropriate rate, and
expression on successive readings.
Complexity
Level 2: Basic Application, Skills, and Concepts on Webb’s Depth of
Knowledge. This lesson is not difficult, although some students might
need more guidance with the covered words.
Vocabulary/Spelling
Pilot, favor, cover, tiny, silent, diner, lemon, shady, label, spider, tiger,
planet, robot, cozy, frozen, tried, hurried, studying, melon, and stomach
Framework
Direct Instruction, small groups(think and pair), whole group (share)
Differentiation
 Varying Exceptionalities-think-pair-share activity and
the teacher will work with them one on one. Repeated
reading of the poem.
 Diverse Learners- Kinesthetic/Visual-Poem is inside a
rocket shaped picture. Poem will be placed on the LED
Projectorand chart paper with sticky notes. Musical-it is
a poem so these students will recognize a pattern,
rhythm, and rhyme.
 English Language Learners-peer pair-repeated readings
of the poem
 Accelerated Learners- uses a few words in a poem on
their own. May be ableto completethe Guess the Covered
Word lesson without much guidance.
Technology
Integration
Use of computer for students generated responses and LED projector to
display poem in classroom
Materials and
Resources
TheTeachersGuide.com for spelling words
Teacher Generated poem

Chart paper
Sticky notes
Class copies of the activity
Approximate Time
Frame
15-20 minutes
Opening
(2-3 minutes)
Display poem on LED projector and
have students begin to read. State
the objective.
“Batman’s evil enemy the Joker
blacked out all your spelling words.
Now you must read the poem and
tell me where all your spelling
words belong.”
During this activity, you must raise
your hand.
Students should be focused on
projector in the room and
reading the poem,
Some students will not have a
strong grasp of the English
language, or what some of the
words mean.
Development
The teacher will hand out copies of
the poem with words covered for
students to discuss as a think-pair
assignment.
Allow students 10 minutes to
complete the activity.
After10 minutes, theclass willcome
together as a whole, the class will
share their answers
The teacher will begin reading and
stop at the words in black. The
teacher will allow students to make
three guesses before revealing the
answers in the poem.
The teacher will circulate around
the room assisting students as
necessary.
The students are sitting with their
think-pair buddy preparing for the
activity.
Students are completing a think-pair
with the cover the word activity.
Students are generating answers from
this week’s spelling words. Answers
will vary.
Varying Exceptionalities-think-pair-
share activity and the teacher will work
with them one on one. Repeated
reading of the poem.
Diverse Learners- Kinesthetic/Visual-
Poem is inside a rocket shaped picture.
Poem will be placed on the LED
Projector and chart paper with sticky
notes. Musical-it is a poem so these
students will recognize a pattern,

rhythm,and rhyme.
English Language Learners-peer pair-
repeated readings of the poem
Accelerated Learners- uses a few
words in a poem on their own. May be
able to complete the Guess the Covered
Word lesson without much guidance.
Closing the Lesson
(3-5 minutes)
Once all the answers are revealed,
the teacher will callon two students
to reread the poem. In doing this,
students can develop fluent reading
habits.
Twostudents will read the
poem a final time and other
students should be listening.
QuestionsFromBlooms
Taxonomyofthe
CognitiveDomain
or
Webb’sDepthof
Knowledge
Level 2: Basic Application, Skills, and Concepts on Webb’s Depth of
Knowledge
Level 1: Blooms-Knowledge
HomeExtension

In a tiny diner, they stopped to eat a frozen
treat. The two tried lemon and melon apple
cider. They were half way through when along
came a spider. This spider sat down and asked
for a favor. However, the pilot and robot
hurried away and said, “I’ll talk to you later.”
With their stomachs full, they left in fright.
That’s when they ran into a tiger on this silent
night. The pilot and robot were studying this
fellow to see if he was calm and mellow. The
tiger looked up at the pilot and robot, “I know
this cozy, shady spot.” Therefore, the pilot and
robot followed the tiger. Under a cover of
trees, there stood a table and they saw a label.
The label said
“Thank You!
For trusting me, being my friend and walking
with me too.

Reflection on Fluency Lesson (Whole Group)
The opening went well or so I thought. I showed a picture of the Joker, Batman’s enemy.
Beside the Joker was a caption that stated, “HaHaHa, I have blacked out all your spelling words
and now you have to figure out what they are and where they belong all over again. Have fun
kidsss! I think I hear the Batman. Got to run…” After, I handed the students the activity and
began to read the poem/story on the paper. I made the students aware that they could use the
blank space between the lines to write the missing spelling words, but this is about where my
sunset. One little girl asked, “Is the Joker real?” I had to reply ‘no’ the Joker is a fake character,
but focus on the activity.” I kept reading, and then someone else shouted, the Joker is Batman’s
enemy and he was in the last movie.” Again, I had to refocus this little boy. The reading of the
poem was over and then I went over their spelling words. The spelling words were from the
previous week. I wanted to see what the students could attempt in small groups. Therefore, I
instructed the students to do a “turn and talk.” I was not aware that I needed to model a “turn
and talk,” as the students were apprehensive. In fact, I noticed that they were apprehensive about
beginning the lesson. I circulated around the room and made some observations. One reason for
the apprehension was there were no blank lines to write their spelling words. For this class
looking at the page seemed to be overstimulating. Even though, the activity had a rocket ship
shape on it, it just confused the students. The group needed almost constant modeling and
guidance. This assignment seemed to be on their frustration level, not instructional level. Mrs.
Fancher then asked me, could she make a suggestion. I of course replied ‘yes,’ as her input was
much appreciated. She suggested that for her group, I should use actual sentences with blank
lines, and that a ‘turn and talk’ is difficult for them. Mrs. Fancher stated that her group needs
constant modeling. She then told me next time to do a “think aloud” and then after three

guesses, let them define the words. This was valuable information for me and I will tweak this
lesson. From her feedback and my observations, I learned that a) use blank lines with third
graders, these students needed a physical place to write the spelling words. B) Cute ideas like
rocket ships are good, but not always an efficient way of presenting material. C) Always, think
aloud and model what you want your students to perform. D) Use actual sentences with blank
lines on chart paper. E) Keep this assignment simple, then when students have mastered the
simple assignment; they may be able to attempt an activity similar to this one. F) I do not know
what I was thinking by placing the little box at the top of the rocket. When I stepped back from
the active board, I was thinking, “what the hell is that and why did you do it?” These are third
graders, you want them to read sideways, and you have no blank lines on the paper. G) Due to
the confusion, this lesson took an hour versus the twenty minutes planned. The moral of the
story is to keep it simple and try not to overcomplicate the lesson that the content and
connections are lost in translation. H) At the closing, I realized I should have used chart paper
and not the 18x24-poster board; students could not see the poster board.

Opening
(2-3 minutes)
“Record, refuse, reveal, redo,
rework, replay, rebound, return,
replace. What does all this‘re’ stuff
The students are watching the
teacher pretending she does not
know what the “re” prefix means
Lesson Title
Instructional Event5-PrefixLesson
FrameworkActivityfor Phonemic Awareness
(Small Group)
Grade 3
FloridaStandards
LAFS.3.RF.3.3
Know and apply grade-level phonics and word analysis skills in
decoding words.
a. Identify and know the meaning of the most common prefixes and
derivational suffixes.
Arts Standards n/a
Essential
Question
What do some prefixes mean and how can I use them to identify meanings
of words?
Type of lesson Guided practice and review
Assessment
Summative
(include a tool or
n/a
Formative
(include specific
waysto measureand
document progress)
Running recordduring the opening of thelesson. Oral meanings of words
with prefixes and a discussion on the meaning of the prefix itself.
Collected handwritten definitions and exit tickets.
Learning Objectives
Objective(s)
During a minilesson on prefixes, the students will construct a prefix
lesson framework correctly using their spelling words.
Prior Knowledge
LAFS.2.RF.3.3
Know and apply grade-level phonics and wordanalysis skills in decoding
words.
a. Decode words with common prefixes and suffixes.
Complexity
Level 1: Recall on DOK as students are just recalling what some common
prefixes mean.

mean?”
“Can you help me figure it out?”
“Which words belong together?”
or which belong in a group.
Students may nothave been able
to decode wordswith prefixes in
second grade or if there were a
language barrier, would need
Vocabulary
Record, refuse, reveal, redo, rework, replay, rebound, return, replace,
disappear, dislike, disagreed, unknown, unbeaten, unwrap, unlucky,
untied, recover, reprint, resell, rebuild, precook, preschool, previous,
prepaid. This language can help students figure outthe meaning of words
with prefixes and chunking parts of words for comprehension.
Framework
Direct instruction, guided practice, modeling, and turn and talk
Differentiation
 Varying Exceptionalities-the lesson is designed to
chunk some common prefixes together. The teacher will
guide and model forthe students a think aloud. Students
will also use index cards and poster board to classify
words by meaning of similar prefixes; peer pair
 DiverseLearners-Visual-lessonwillbeonLEDProjector,
use of index cards and poster board to classify words by
meaning of similar prefixes. Kinesthetic-classification of
prefixes on index cards which allow them to manipulate
the words.
 English Language Learners- the lesson is designed to
chunk some common prefixes together. The teacher will
guide and model forthe students a think aloud. Students
will also use index cards and a poster board to classify
words by meaning of similar prefixes and peer pair.
 Accelerated Learners-give these students some words
with common prefixes, as they may be able to classify the
spelling words on their own and identify the meaning.
Technology
Integration
LED Projector
Materials and
Resources
Posterboard
Index cards
Pencil
Printer paper
Approximate Time
Frame
30 minutes

more guidance and modeling.
Development
The teacher hands each pair of
students index cards withthe words
record, refuse, reveal, redo, replay,
return, rebound, and replace.
Teacherkeeps the word‘rework’for
a think aloud.
“I have this word ‘rework’ and I
think itmeans toworkagain. Ithink
the prefix‘re’ always means to do
again, maybe.”
“Now it is your turn to tell me your
word and what you think it means.”
“Now wewillsortthese prefixes and
words to see if some of them are
similar.”
“If welookatthedefinitions youjust
gave me, what words can we put
together? The teacher places the
words back and again on the poster
board for the students to place the
words in columns.
Verbal prompting: “Now this is
tricky because if we take the the
prefix away from some of them, will
the suffix make sense by itself?”
Students are paired off in a small
group ready to begin a
discussion of four words with
‘re’ as the prefix.
Students are in a turn and talk
sharing what their prefixes
mean.
Some student responses:
“Replace-to put something back
in place.”
“Record-to write something or
to store for something for later.”
“refuse-don’t want to do
something”
“Redo-to do something again.”
“reveal-to show something”
“replay-toplay something again”
“return-to take something back.”
“Rebound-to bounce back.”
Student responses:
“Words that mean back:”
“Rebound”
“Return”
“Replace”
“Words that mean again”
“redo”
“replay”
“rework”

“What words are left over?”
“Why do you think these two words
are left over?”
“I have more words with prefixes
that I need help with.”
“Prepaid, previous, preschool, and
precook, what do these words
mean?
Which one of these words does not
belong and why?”
“Now see if you can do the same
with the following words: rebuild,
resell, reprint, recover, untied,
unlucky, unwrap, unbeaten,
unknown, disagreed, dislike, and
disappear.”
“What do these words mean?”
Student responses:
“Record” and “reveal” are left
over.
Student responses:
“Record and reveal are left over
because if you take way the “re”
the suffix does not make sense
by itself.”
“The definitions do not mean
‘back’ or ‘again’
Student responses should be:
“prepaid-to pay before”
“previous-before something
else”
“preschool-the school before
elementary”
“precook-to cook before”
“Previous does not belong
because if we take the ‘pre’ off,
we do not have a word.
Students are in pairs for a turn
and talk. Students now begin to
place their responses on the
poster board.
Student responses on the poster
board:
“Words that mean not-unlucky,
unwrap, unbeaten, unknown,
disagreed, dislike, and
disappear.”
“Words that mean do again-
rebuild, resell, and reprint.”

“Whichoneswouldnot belong if any
and why?” If students have, a hard
time making the connection for
recover the following sentence
should help them-“The police
officer was able to recover her
stolen car.”
Thewholelesson wasdesigned with
these learners in mind. If more
assistance is needed, the teacher
will provide it.
“Recover doesn’t belong”
because it means to get back
something.
Varying Exceptionalities-the
lesson is designed tochunksome
common prefixes together. The
teacher willguide and model for
the students a think aloud.
Students will also use index
cards and poster board to
classify words by meaning of
similar prefixes; peer pair
DiverseLearners-Visual-lesson
will be on LED Projector, use of
index cards and poster board to
classify words by meaning of
similar prefixes. Kinesthetic-
classification of prefixes on
index cards whichallow them to
manipulate the words.
English Language Learners-
the lesson is designed to chunk
some common prefixes together.
The teacher will guide and
model for the students a think
aloud. Students will also use
index cards and a poster board
to classify words by meaning of
similar prefixes and peer pair.
Accelerated Learners-give
these students some words with
commonprefixes, as they may be
able to classify the spelling
words on their own and identify
the meaning.

Closing the Lesson
(3-5 minutes)
How will you help students
summarize the lesson?
Exit ticket-Hand each student an
index card and have him or her
write down what was learned from
the lesson. Does ‘re’ alwaysmean to
do again and what can it mean?
Students are writing down what
they learned from the lesson on
an index card.
Student response:
“No” it can mean back or just be
part of a word.
QuestionsFromBlooms
Taxonomyofthe
CognitiveDomain
or
Webb’sDepthof
Knowledge
Level 1 on Webb’s DOK and Level 1 on Blooms
HomeExtension

Reflection on the Prefix Lesson Framework-Phonemic Awareness (Small Group)
When I first began this lesson, I stated that I needed help with the prefixes and words, as I
did not know what they meant. Juan replied, “You are a teacher, you are supposed to know.”
He asked is this a trick? I smiled at him. This was a small group of four students and all
students did well. First, I gave them words with the‘re’ prefix such as: rework, replace, redo,
replay, refuse, return, rebound, and reveal. The group also had a 18x24 poster board to sort all
the‘re’ prefixes into categories by the meanings of back and again. The students were able to use
prior knowledge to give a meaning and sort the words correctly. We discussed refuse, reveal and

record as these words have the ‘re’ as a prefix, but they do not mean back or again. In fact, it
was stated that if the‘re’ were removed, the word would have a completely different meaning. I
then gave the students the prefix ‘pre’ and again they wrote definitions and sorted the words on
the poster board. The same was done with ‘dis’ and ‘un.’ Again, we discussed words with
prefixes that were not like all the rest like ‘previous.’ Juan wrote the definition of ‘something
done before something else’, but he also stated that the word meant ‘before vious.’ I asked the
group is ‘vious’ a word that makes sense. Everyone stated ‘no’ it is not as the other ‘pre’
prefixes. The lesson wrapped up with the students presenting exit tickets of what they learned.
This was a great lesson and I definitely will use this again as it is.

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