Special Education

Instructional Lesson Plan Template

Overview

Teacher(s):Diana Loya Subject: Reading Grade: 2nd

Lesson length: 15-20 Lesson Topic/Unit: Reading Comprehension

Minutes
Learning Objectives:
I. By the end of this lesson, students will II. By the end of this lesson, students III. I will know that students have met
know: will be able to: this objective when:

That they can use their own
experiences to connect to
the main idea of the
passage.
They can look back in the
text to help find the answer
to questions on the reading.
IV. Essential question(s) for students to answer
State the main idea of a
text.
Answer questions based on
what was read.
Look back at the reading in
order to find answers to the
reading questions.
Use their experiences to
relate to the overall idea of
the text.
They can answer all the
comprehension questions
from the text.
They draw a picture after
the reading to see where
they would go (this lets me
see if they understood what
the book was about~going
to different places.
Therefore, they should pick
a place and not say muffin,
for example.)
They can complete the
sentences based off the
repetitive pattern of the
story (“We go to the____”)
and the matching picture.

Where can you look to help you find the answer to questions?
What is the main idea of a passage and summary?
State Standards:
In this section, identify and list the VA SOLs standards (or other) that are addressed in this lesson.

2.8 The student will read and demonstrate comprehension of fictional texts.
b) Relate previous experiences to the main idea.
 c) Ask and answer questions about what is read.
d) Locate information to answer questions.
g) Identify the main idea.

Context for Learning/Background Information

Situating the Lesson: In this section, list/describe topics of previous lessons related to the topic of this lesson that
students should be familiar with.

This lesson relates to previous lessons in that it continues to work on reading

comprehension and related skills (i.e. concept of word, decoding, fluency).
Lesson Content: In this section, briefly list/describe the content of the current lesson. (2-3 sentences)

This lesson is focused on reading comprehension. The students will take turns reading a
short story and will answer questions based on what they read. Also, they will complete
an activity that will require them to remember what they read. Additionally, I’ll be
collecting data to see if N follows my instruction with just one prompt.
Lesson Rationale: In this section, describe why students need this lesson the way you have planned it. What are you
offering them? What needs are you addressing? (2-3 sentences)

My reasoning for choosing this lesson in particular is because both students are not
having enough time reading books. Therefore, their skills related to reading are not
where they should be. Thus, this lesson is a way for them to get practice in order to
improve those skills.
Individualized Instruction

IEP Goals: In this section, list the IEP goals that this lesson addresses. You can list them by student/pseudonym.

 N will attend (sit still, eyes on teacher, hands to self, quiet voice) to a task during
large and small group instruction across settings for a 10 minute period with no
more than 1 teacher prompt in 4 out of 5 documented opportunities by April
2019.
 N will demonstrate an understanding of basic beginning reading concepts by
identifying letters and their corresponding sounds with 95% accuracy by April
2019.
K

 K will read at a Late Beginner level (Guided Reading level H-I) with at least 90%
accuracy and 80% comprehension.
 K will use the strategies and tools that he has been taught to manage his
frustration and be able to return to the classroom within a 20 minute period.
IEP Accomodations: In this section, list the classroom & teaching accomodations that must be provided. You can list
them as accomodations or by student/pseudonym.

 Preferential seating.
 Frequent breaks
K

 Clear consequences for undesired behavior.

 Daily behavior contract with K, which includes a Check In Check Out system.
 Flexible schedule and structured breaks.
 Give advance warning of transitions taking place especially when there is change
in his daily schedule.
 When K becomes frustrated, or noncompliant, he will have access to a resource
classroom with an adult nearby.
Accommodations for Students from Diverse Cultural &/or Linguistic Backgrounds: In this section,
list any relevant accommodations or other information that you will provide given unique student needs arising from their
cultural or linguistic backgrounds.

N/A
Co-Teaching & Collaboration

Co-Teaching: In this section, select the co-teaching Grouping: In this section, describe the way(s) in which
format that you will be using in this lesson. students will be assigned to instructional groups. Which
Check one or more. It is possible to use several strategies teacher will lead/instruct each group?
during a lesson.
Small Group
☐ One Teach, One Support
☐ Station Teaching
☐ Team Teaching
☐ Alternative Teaching
☐ Parallel Teaching

What is each teacher’s role within the model(s) you selected?

N/A

Assessment of Student Learning

Assessment Procedures: In this section, describe the assessment procedures that will be used to measure learning of
the objective(s). Assessment procedure must be concrete and tangible, and teacher observation (without a record of it) is
unacceptable. Attach assessment probe or checklist to lesson plan. Multiple forms of assessment are strongly encouraged.

Assessment Type(s): In this Assessment Criteria: In this Feedback: In this section, describe
section, describe how you will assess section, describe how students will what feedback from the assessment(s)
students.
1)Comprehension
Questions- N and K will
have to answer questions
based on the reading:
 “What was the story
about?”
 “Where did the
characters go in the
story?”
 “Where do you think
they’ll go next?”
 “Which place would
you like to go?”
2)Coloring Worksheet- The
students will receive a
worksheet where they will
have to complete the
following sentence “We will
go to ______” and draw a
picture of the place they
want to go to.
demonstrate mastery on your
assessment(s).
1)The students will
demonstrate mastery when
they can answer all
questions correctly.
2)The students will
demonstrate mastery when
they choose somewhere they
want to visit (i.e. must be
place, like amusement park)
and draw a picture that
illustrates that place.
you will give students and how you will
give it to them.
1)The feedback I give both
students depends on how
they do on the assessment.
For example, if they do
really well, I may say
“Great job you two! I love
how you went back to the
reading to help you find the
answers to my questions.
Great job using your
resources! Keep up the
good work! On the other
hand, if they’re struggling,
I’ll tell them to look back at
the reading for help. If
they’re still struggling even
after looking back at the
reading, I will try to
scaffold for them by further
prompting them with
questions (i.e. “Where did
the characters go? It’s a
place with lots and lots of
animals.”)
2)The feedback that I give
depends on how well they
do. If they both do a good
job, I’ll tell them “Wow! I
love your picture! The
colors go well with each
other and I can tell that
what you drew matches the
sentence. Nice work!
However, if they struggled
(let’s say that they drew a
stuffed animal for example),
I’ll say, “I love your stuffed
animal! It’s really cute!
When I was reading the
directions, did you not
understand what you were
supposed to draw?” Wait
for their response. “Where

3)Exit ticket- The students
will have to complete a
worksheet where they have
to complete sentences and
match the picture to the
correct word in the sentence
(i.e. the picture is of a pool,
so the word that goes in the
line is pool).
4)Behavior- During this
lesson I’ll be taking data to
see if N responded to my
instruction with only one
teacher prompt.
3)The students will
demonstrate mastery when
they correctly choose the
words that go in the blanks
and match the picture to the
word.
4)N will demonstrate
mastery when he isn’t
prompted more than 1 time
when following my
instruction. For example, if
I ask “Where were some of
the places the characters
traveled to in the story?”, I
expect that he was listening
while reading so he can
answer the question.
would you like to go with a
friend right now?” Wait for
response. “That’s a great
place! How about you draw
that on the back of your
cute stuffed animal.” I want
to make sure that when I
say this, that they don’t feel
like they did something
wrong. So, I’ll speak in a
calm and warm voice, while
redirecting and clarifying.
3) The feedback that I give
depends on how they do. If
they do a good job, I’ll tell
them “Excellent job! I love
how hard you two worked
and asked for help when
you needed it. I’m proud of
both of you!” However, if
they put the incorrect word
in the blank, I’ll scaffold by
asking them what the story
was about. Then, if more
scaffolding is needed, I’ll
recite two lines from the
text and see if they notice
the repetition (the
worksheet uses the same
lines from the text). If they
don’t, I’ll explain it to them.
4)The feedback I give N is
dependent on how he does
during the lesson. If he
follows all of my instruction
without any prompts, I’ll
say to him, “Great work
buddy! You followed
directions and answered all
of my questions. You met
my expectations for today!”
However, if he doesn’t
follow my instructions, I’ll
ask him what my
expectations were and if

Teacher Materials (I need): Attach teacher
instructional materials to lesson plan submission. If you are
using a SMARTBoard during lesson, include a file with
materials (saved as a pdf). If you are using external websites,
videos, etc, list the links below.
Reading book
General Concerns: What routines
are already in place to help you
manage student behavior/keep students
focused & on task?
*Both students*
If the students are feeling
frustrated or overwhelmed,
they’re allowed a break to
get a drink of water, take a
walk, and use their fidget
bags.
what he’s doing meets them.
If it happens repeatedly, I’ll
have to assess the situation
and see if he needs a break
(i.e. maybe the lesson is too
overwhelming or he is
frustrated).
Materials & Resources
Student Materials (They need): Attach ALL student
instructional materials to lesson plan (i.e., worksheet,
graphic organizer, test/quiz, etc).
Reading book
Worksheets
Pencil
Colored pencils
Behavior Management
Specific Concerns: Are there any Feedback: How will you provide
specific antecedents, unique situations, feedback to students about their
or other student behavior concerns that behavior during this lesson?
may impact this lesson? Indicate how
you are planning to confront those
I will provide positive and
concerns.
specific feedback as much
*Both students* as possible. An example of
positive and specific
A concern that I have for feedback is, “Thank you for
both students is themgetting asking your classmate if you
off task or becoming could use the colored pencil
distracted during the lesson. after he was done. You used
In order to confront this your kind words and were
concern, I will remind them patient until he let you use
of the class expectations it. I’m very proud that
(pay attention, be you’re meeting my
respectful, try your best) expectations. Keep up the
and then ask him if what great work!”
they’re doing is following
the expectations. Next, I’ll
ask them to show me what
following the expectations
look like (i.e. pay attention=
them looking at me).
 Another concern that I have
for them is them becoming
too frustrated in the lesson
that they both shuts down
and don’t want want to
finish the assignment/task.
Also, they tend to call
themselves stupid or other
names. In order to confront
this concern, I’ll ask them
to explain why they’re
feeling frustrated that way I
can address the concern (i.e.
rewording in a different
way, providing examples,
scaffolding). Also, I can give
a small break (i.e. about 2-3
minutes) to move around
and get their mind off the
difficult task for a bit.
Preparing Students for Instructional Content
Estimated time: 2-3 Minutes
Review of prerequisite skills: In this section, identify Student-Friendly Objective: Re-state the lesson’s
any skills or content that you will review with students prior learning objective in student-friendly language.
to new instruction. This could be the warm-up, “do now”, or
other introductory part of lesson that reviews prior learning. Today we’re going to read a story and
answer some questions from it.
Go over what is the main idea and
summary of a reading passage.
Essential Vocabulary
Estimated time: 2-3 Minutes
Reviewing vocabulary: In this section, identify any Pre-teaching vocabulary: In this section, identify any
vocabulary that must be reviewed or re-taught. vocabulary you need to introduce or pre-teach ahead of the
main lesson. If this is a vocabulary-centered lesson, skip this
Main idea section.

Summary Main idea

Estimated time: 10 Minutes
Direct Instruction (I DO): In
this section, describe the direct
instruction that will be provided. How
will you model/demonstrate ideas?
How will you use “think aloud” and
cognitive modeling?
Instruction
Guided Practice (WE DO): In
this section, describe the practice that
students will be provided with. Include
how you will determine that students
are ready to independently practice.
Independent Practice (YOU
DO): In this section, describe the
independent practice students will
complete.

**During the entirety of the

lesson, tally on a sticky
note/paper the number of
times N needed more than 1
teacher prompt for my
instruction.**
At the beginning of the
lesson, I will go over the
class expectations:

 Pay attention
 Be respectful
 Try your best
After going over the class
expectations, I will address
the purpose of today’s
lesson. The main purpose of
this lesson is to check
Naheim and Kanayis’s
comprehension after
reading a passage. Then, I’ll
ask if they have any
questions regarding what
we’re going to do for class.
Before starting the lesson,
I’ll ask them if they know
what a main idea and
summary is. I’ll address
any confusions or
misunderstandings they
may have and accurately
explain what each is. Next, I
will have them take turns
reading the short story “We
Go Out”.
Afterwards, I will ask them Students will answer
some questions regarding reading comprehension
the reading: questions.

*Encouarge them to look

back at the reading for
help*

 “What was the story

about?”
  “Where did the
characters go in the
story?”
 “Where do you think
they’ll go next?”
 “Which place would
you like to go?” (i.e.
serve as transition to
next activity).
Estimated time: 2 Minutes
Lesson Review: In this section,
review the learning that occurred
during the lesson. Be specific and ask
students to review in a way that reflects
what they learned, rather than what the
topic was or what activities were used
to facilitate learning.
Before leaving, I will ask
them what main idea and
summary are.
In this section, list any references for lesson plans, resources, or other ideas you used that are not primarily yours. This is
also where you will list the APA citations for the articles that were referenced.
The worksheets are on the following pages below.
Closure
Forward Look: In this section, link
this lesson to future learning. State how
this lesson is related to the next lesson
or future learning.
This lesson relates to their
future learning in that they
will continue to keep
working on their reading
comprehension.
References
Notes & Other Information
Students will be given a
sheet with the sentence,
“We go to the ________.”
They are to choose a place
they want to visit and write
it on the line. Above the
sentence there’s a blank
space where they have to
draw a picture of the place
they want to visit.
Exit ticket- They have to
complete a worksheet that
has 3 sentences with blank
spaces and correspond the
picture beside the sentence
to it’s word and write it on
it’s line in the sentence.
Homework: Describe any
homework assignments. Use N/A if
there is no homework assignment.
N/A
In this section, include any other helpful information that is relevant for the lesson plan.