EDT 448M: Literacy Strategy Lesson Plan

Day & Date: Wednesday

April 27, 2016

Tutor: Meghan Stier

Student: Parker
Grade: 3
Cooperating Teacher: Stephanie Pearson

Description of Learner(s):
Include reading levels,
assessment data, any
differentiations; add new data
to each lesson plan.

Parker is a third grade student who is nine years old. He is reading at a

third grade independent reading level. He is reading Bader graded word
lists at the third grade level. Parker has been struggling with reading
comprehension, so he has been receiving additional help during
tutoring and circle time.
Ongoing Assessment Data:
Bader Graded Reading Passage: Instructional 4.0
Bader Graded Reading Passage: Independent 3.0
Bader Graded Word Lists: Instructional 3.0
DSA: Middle Within Word Pattern of Spelling Development
Running Record Based on First Snow by Bernette Ford: 3.0 RL is
his independent reading level
Dolch Sight Words: 100% accuracy (41 out of 41 words correct!)
Cloze Assessment: 58% correct replacements, instructional level 2.8
Running Record Based on On the Go by Ann Morris: 2.8 RL is his
independent reading level

Strategy Title, Source of

Strategy (citation) & Brief
General Description of
Strategy: 2-3 sentences.

Strategy Title: Uh-oh...Phew (5.4)

Source of Strategy: Serravallo, Jennifer (2015). The Reading
Strategies Book: Your Everything Guide to Developing Skilled
Readers. Portsmouth, NH: Heinemann.
Description of Strategy: This strategy helps students comprehend a
story through retelling it. The students must concentrate on the problem
(uh-oh) and determine how the problem gets worse (uh-oh!) then the
student will share how the problem was solved (phew!) This strategy
helps students to retell the story, and determine out of all the details
which are the most important.

CCSS Standard: Identify

strand, grade, number (e.g.,
RL1.3) & include entire
standard & any applicable
subcategory.

Grade: 3
Strand: Writing
Number: 3.3
CCSS.ELA-LITERACY.W.3.3
Write narratives to develop real or imagined experiences or events
using effective technique, descriptive details, and clear event
sequences.

Student Learning Objective

for Literacy Strategy
(central focus): ABCD

Audience: Who (the

student)

Behavior: What

While reading Little Red Writing by Joan Holub (3.5) and using the
strategy Uh-oh...Phew from The Reading Strategies Book by
Jennifer Serravallo the student will be able to write a narrative on
storyjumper.com to develop imagined experiences using effective
technique, descriptive details, and clear event sequences to demonstrate
a clear understanding of plot that includes a beginning, rising action,

(the standard))
Condition: How
(strategy & text titles)

Degree: Measurable
outcome (assessment)
(Should be 1 sentence with
all 4 elements.)

climax, and resolution with 100% accuracy.

Key Vocabulary: List

vocabulary from the text
&/or activity that is at the
students instructional &
frustration level (at least 4
words).

Boogied
Descriptive
Hindered
Abandoning
Abruptly
Intercom
Hero

List of Instructional
Materials, Equipment &
Technology: List all of the
texts, materials & technology
the teacher & students will
use during the lesson,
including titles, reading
levels & sources. (Cite
creator of materials. Where
appropriate, use "Lesson plan
or activity adapted from
_____).

Little Red Writing by Joan Holub (3.5)

Notebook paper
Pencil/ Pen
Colored Pencils
Computer
Use website: StoryJumper on computer
https://www.storyjumper.com/sjeditor/edit/27616368/572198e9
1f9de

Independent Reading (at

every session): Text must be
at the students independent
reading level OR at his/her
instructional or frustration
level if you are reading it
aloud.

Independent reading material:

Casey at the Bat by Ernest Lawrence Thayer (3.1)
The Slime Wars by Debbie Dadey (3.1)
Cloudy with a Chance of Meatballs by Judi Barrett (3.2)
Surprise Island by Gertrude Chandler Warner (3.3)
Down and Out Down Under by Melanie Watt (2.9)
Baseballs Best by Andrew Gutelle (3.9)

Text(s) Title, Author & Reading Level(s):

Casey at the Bat by Ernest Lawrence Thayer (3.1)
The Slime Wars by Debbie Dadey (3.1)
Cloudy with a Chance of Meatballs by Judi Barrett (3.2)
Surprise Island by Gertrude Chandler Warner (3.3)

Down and Out Down Under by Melanie Watt (2.9)

Baseballs Best by Andrew Gutelle (3.9)
[Student will chose if they want to read aloud, they want me to read
aloud, or if they want to read silently to themselves. So far my student
has wanted to read aloud each session, if this changes I will indicate it
on the hard copy of the lesson plan]
___You read aloud ___X__Student reads aloud (Your book title: Like
Normal People by Karen E. Bender)
Opening: Elicit students
prior knowledge about
concept & strategy in
multimodal ways (not just
questions--& no yes/no
questions).

T: Parker, we have an exciting afternoon ahead of us. I know how

much you enjoy writing and drawing so I decided on our last day
together we are going to be writing a story. Have you ever written a
story before? What did you write about?
Student responds.
T: Todays story can be about any topic you want, but it is important
that your story has a plot. Can you tell me what a plot is?
Student responds.
T: You are correct! A plot is a series of events that make up the story. A
plot is made up of elements. Lets make a story map together, this will
help us with the application we are going to use on the computer. A
story map has the different elements in a plot. Can you name any of the
elements that make up a plot?
Student responds.
[Lets add them to our story map]
T: While we are writing our story today it is important that we make
sure we have a beginning, a rising action, a climax, and an resolution.
[make sure elements are on story map]
To create our story we are going to use StoryJumper. StoryJumper is an
awesome website that allows you to create books, we can even share it
with Mrs. Pearson when we are finished. I think you are really going to
enjoy the website.
T: Lets take a moment to explore how it works. [Teacher and student
explore the tools he will use to create his book]
T: Would you like to begin your book? What are you going to write
about? Take a minute or two and think about what you would like to
write about. Got it? Okay, give your story a title and a front cover.
T: Wow, your book is going to turn out awesome. We are going to read
the book Little Red Writing by Joan Holub and discover what Little
Red wrote her story about.

Teacher Modeling:
Describe how you alone will
demonstrate the entire
strategy to the student,
including complete
description of strategy &
examples (no participation

T: I absolutely love this story, I hope you enjoy it too.

[Teacher reads first four pages]
T: Ms. 2 mentions that a story path includes idea, characters, and
setting. It also needs trouble and even bigger trouble then you are able
to fix the trouble. That is what I am going to do in my story.
T: Using StoryJumper, I will write a narrative. I think I will write about
the time I found a magical tree house.

from student).
One day I was walking through the woods, and I discovered a tree that
stood out to me. It loomed high above the other trees. It was taller than
the tallest skyscraper in Cincinnati. I looked up and had to shield my
eyes from the blinding sun. I walked close to the base of the tree, and
spotted a tree house, but how can I get up there?....
T: As you can see my narrative has lots of descriptive details that I
added to my enhance my story. Adding descriptive details helps engage
the reader in your story. The author Joan Holub includes a variety of
descriptive details throughout the story Little Red Writing.
T: Lets continue reading and see what Red does in the deep, dark,
descriptive forest.
Guided Practice: During
this part of the lesson,
describe how you and the
students practice together,
including examples. You will
assist the student, take turns
& participate in the strategy.

T: oh no, Red squeezed the conjunction glue and too many words came
out! Her sentence goes on and on AND ON! We need to avoid having
run on sentences in our narratives.
T: My story has a beginning, but what does it need next?
Student responds.
T: Yes! Next we will add a rising action to the story. I introduce the
character and the problem- not being able to climb up to the tree house.
Can you help me write a rising action in my story?
[If student does not know what rising action is, explain that it is when
the characters work on solving the problem]
Teacher and student write rising action together on StoryJumper.
T: Building a ladder is a great idea! Thanks for your help. What do I
need to complete my story? I still need two elements, do you know
what they are?
Student responds.
T: Yes you are correct. I need a climax and resolution. I think you are
ready to write your own story!

Independent Practice:
Release the student to
demonstrate his/her ability to
complete the activity alone.
Include complete directions
that explain what student
must do to complete the
activity & meet the objective.

T: Alright Parker, I think you are ready to write your own narrative.
Remember to be creative and use descriptive details throughout your
story. It is important that you have a clearly written out plot that
includes all the elements we discussed.
T: I cant wait to see what you create. Go ahead and get started.
[Student will work on StoryJumper and write a narrative]

Closure/Assessment:
Describe how the student

T: Awesome job today Parker. Can you please read me your story that
you wrote on StoryJumper?

[The objective will be met if the student is able to write a narrative on

storyjumper.com. The narrative they create should include effective
technique, descriptive details, and clear event sequences. The teacher
will be looking for the students ability to demonstrate a clear
understanding of plot that includes a beginning, rising action, climax,
and resolution with 100% accuracy]

will demonstrate his/her

ability to meet the objective,
including how you will
measure & document this
ability.

Have student read aloud what he wrote on the computer and explain
his illustrations.
T: Great job! I am so impressed by your creativity in your story. I really
enjoyed the narrative you wrote and you included many descriptive
details and a clear event sequence. Thank you for sharing.
T: What was the most difficult part about creating this narrative? What
was your favorite part?
Student responds.
T: I am so proud of everything you have accomplished this semester.
You have made so much progress, and become a very strong reader.
Thank you for helping me to become a better teacher this semester, I
couldnt have done it without your help. I brought something for you
today.
[Give student book]
T: I hope you continue to read and enjoy all the books the world has to
offer.
T: I brought a few books today for us to read, would you like to take a
look? We can also read the book that I gave you if youd like.
[show student book options and allow them to pick one story]
[If they pick one of the stories teacher brought: great pick, this is an
awesome story. I cant wait to read it.]
T: Would you like to read aloud today, read silently, or I can read to
you? What sounds best to you?
Student responds.
[The objective will be met if the student wrote a narrative on
storyjumper.com. The narrative they created should include effective
technique, descriptive details, and clear event sequences. The teacher
will be looking for the students ability to demonstrate a clear
understanding of plot that includes a beginning, rising action, climax,
and resolution with 100% accuracy]