T&L Instructional Plan Template

(Updated 4/17/15)
(edTPA Aligned)

Overview
The information included in this document is to support faculty in teaching about and supporting students with the
T&L (and edTPA) Instructional Plan. While there are many variations of lesson plans, this format meets
departmental requirements and is aligned with the 2014 edTPA as well.

Background Information (When doing the actual edTPA, leave out identifiers)

Teacher Candidate: Ruby Velazquez Date:

Cooperating Teacher: Mrs. Roberts Grade: Kindergarten
School District: Yakima School District School: Whitney Elementary School
University Supervisor: Karen Craig
Unit/Subject: Literature/ Oral Language & Reread
Instructional Plan Title/Focus: “Foods in Farms”/Reread

Section 1: Planning for Instruction and Assessment

a. Instructional Plan Purpose: Teacher candidates explain how this instructional plan develops students’
conceptual understanding of overall content goals. This is sometimes also called a “rationale” and includes a
“what, why, how” general statement (see also Central Focus in edTPA)
The purpose of this lesson will be for students to learn about the importance of rereading and practicing language
orally. It is important for students to know that when they are confused and need clarification or want to focus on
certain details, it is helpful to go back and reread. Practicing this strategy along with oral language can help them
develop the skills they need to read independently and later learn to write. Today as our second day of the week, we
will read once again “An Orange in January” to focus on certain key details in the book.

Additionally, explain where in a unit this lesson would be taught. What lesson topic came prior to this one
(yesterday) and what related lesson will come after this one (tomorrow)?
Today’s lesson is day two of week three, unit five. Before today students should have been introduced to this week’s
book “An Orange in January” and introduced to their letters of the week. After today’s lesson students will work to
develop their knowledge with their new vocab words introduced today.

b. State/National Learning Standards: Teacher candidates identify relevant grade level concepts/content and
align them to Content Standards—Common Core Standards or Washington State EALRs, or National.
CCSS.ELA-LITERACY.RL.K.1
With prompting and support, ask and answer questions about key details in a text.

CCSS.ELA-LITERACY.RL.K.2
With prompting and support, retell familiar stories, including key details.

CCSS.ELA-LITERACY.RL.K.3
With prompting and support, identify characters, settings, and major events in a story.

CCSS.ELA-LITERACY.RL.K.7
With prompting and support, describe the relationship between illustrations and the story in which they appear
(e.g., what moment in a story an illustration depicts).

c. Content Objectives (to be copied in Assessment Chart below) and alignment to State Learning
Standards:

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 1. SWBAT… identify characters and events they went through.
2. SWBAT… associate an image with an event that occurred.

Aligned standard:
CCSS.ELA-LITERACY.RL.K.3
With prompting and support, identify characters, settings, and major events in a story.

CCSS.ELA-LITERACY.RL.K.7
With prompting and support, describe the relationship between illustrations and the story in which they appear
(e.g., what moment in a story an illustration depicts).

Language Objectives:
1. SWBAT… orally ask and answer questions about the story.
2. SWBAT… use their vocabulary words to orally retell parts of the story.

Aligned standard:
CCSS.ELA-LITERACY.RL.K.1
With prompting and support, ask and answer questions about key details in a text.

CCSS.ELA-LITERACY.RL.K.2
With prompting and support, retell familiar stories, including key details.

d. Previous Learning Experiences: Teacher candidates should explain what students know and have learned
that is relevant to the current lesson topic and process.
Before this lesson students should have knowledge of:
 Appropriate carpet behavior
 Whole group reading active participation
 Fruits (specifically orange)
 Asking questions
 Sentences have periods at the end

e. Planning for Student Learning Needs (accommodations, student experiences, prior learning and
experiences):
 ELLs
o Students will have visual representations, such as images, of their vocab words. With all our ELL
students knowing Spanish, we will also have the Spanish translation of the word.
o Our story is also in a big book format to help them have an opportunity to better see the images in
large print that accompany the story. They will be able to associate words to images that they can
better understand or relate to what they know.
 Visual
o As we reread “An Orange in January” I will be able to use descriptive language to describe what we
see in the book. This will help our student hear the story but also associate descriptions to what other
students are seeing.

f. Assessment Strategies (Informal and formal)

Teacher candidates should attach questions, worksheets, tests or any additional documentation related to their
assessment strategies, including accommodations or modifications for students with disabilities as stated in
their IEPs. They may also attach appropriate marking rubrics, criteria lists, expectations, answer keys, etc.
Consideration for multiple means of expression should occur here. That is, how will teacher candidates allow
for K-12 students to express their learning in different ways? Will K-12 students be given some choice?

Content/Language Objectives Assessment Strategies

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 Content example: SWBAT create an input- Informal:
output diagram, and explain reasoning in
writing.
Language example: SWBAT use conditional Informal:
forms correctly 90% of the time when
describing their input-output diagram.
SWBAT… identify characters and events they Students will identify who the main characters of the book
went through. are. They will be able to think quietly to themselves first,
and then as a whole group shout their answer. We will find
SWBAT… associate an image with an event images we feel are important and demonstrate the character.
that occurred.

SWBAT… orally ask and answer questions
about the story.
Students will be asked to answer questions before, during
and after we read our book. As we are completing a whole
group lesson their answers and questions will be done
orally.
If they feel like they have an important question they can
raise their hands and be called on to share. As a class we
will answer the question together.

SWBAT… associate an image with an event
that occurred.
SWBAT… use their vocabulary words to
orally retell parts of the story.
After being asked what happened throughout the book
students will be encouraged to use their vocabulary words
to describe the orange. They will also be able to use or refer
to images as they talk about what happened.

(Add rows as needed)

*In the right column, describe whether the assessment you’ll collect is informal or formal. Note: most
assessment is considered formative when thinking about day-to-day lessons. Summative is related to mastery.
An exception might be having a “formal” quiz mid-way in a unit to assure that students are on track with a
certain degree of proficiency. Should the quiz indicate students are not progressing, and adjustment of timing in
the instructional “unit” will be required.

g. Student Voice: Student voice is a term used to describe students expressing their understanding of their own
learning process. For your lesson, respond to the three required components of student voice and identify how
students will reflect and/or communicate on their learning or progress toward meeting the goals. (Use the
following table.)

Student-based evidence to be Description of how students

K-12 students will be able to:
1. Explain student learning targets
and what is required to meet
them (including why they are
important to learn).
collected (things produced by
students: journals, exit slips, self-
assessments, work samples,
projects, papers, etc.)
Students will meet learning targets
by using their voice. They will have
opportunities to answer and ask
questions to develop their language
skills, as well as, social skills.
will reflect on their learning.
Students can reflect as a
whole group when they
answer questions. They will
also have opportunities to
work with partners to further
their understanding. They
will be working on their
language skills and social
skills.
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 2. Monitor their own learning
progress toward the learning
targets using the tools provided
(checklists, rubrics, etc.).
3. Explain how to access
resources and additional
support when needed (and
how/why those resources will
help them).
Students will vocally reflect on theirStudents can reflect their own
own learning towards our targets
when we review our vocabulary
words and retell our story.
We will question what our vocab
words mean and use the images
associated with them in the story
and on the cards on the board.
Students will have access to me as
the teacher to ask questions. We will they can raise their hands and
have our book to refer to and our
vocab cards too.
knowledge of vocab words as
we come across them in our
reading. They will be able to
visually look at the vocab
cards we put up on the board
for extra support.
They will also review what
they recall from the story they
have read a day before and
will reread today again.
Students will be aware that
ask questions if they are
confused and need
clarification.
They will be encouraged and
allowed to refer to the book
and our vocab cards if they
think it would be more helpful
to their understanding.

h. Grouping of Students for Instruction: Describe why, how, and where in the lesson students will be divided
into groups, if applicable (e.g., "why" could be to support language learners, for reciprocal teaching, and/or to
use jigsaw, and "how" might include random, ability-based, interest, social purposes, etc.). Recognize that
some lessons or parts of a lesson may call for grouped work or individualized work or both.
For this lesson students will be taught in a whole class manner. For student’s engagement and differentiation, instead
of students being sent to their seats after our read aloud we will have a short discussion at the carpet where they are
already gathered. During the lesson students will also be asked to turn to a person next to them to discuss a question.
This will allow them to move and release wiggles, so they are not just sitting staring at me throughout the entire
lesson. Having some partner discussions will help students work on their social skills as they talk to an individual
peer in their class.

Section 2: Instruction and Engaging Students in Learning

1. Introduction: Teacher candidates identify how they are going to introduce the concept, skill or task in a way
that gains students’ attention and gets them involved (the lesson “hook”).
Students will be directed to our carpet area at the front of the class. “Good morning class! Yesterday we had a
fun conversation on foods that grow on a farm. Who can tell me some things that grow on farms?” (Students can
have multiple answers. They will be encouraged to not repeat what someone else already said and instead when
they agree with someone do our same sign). “Those are a lot of good answers! Sometimes to describe these food
we love we want to use words that tells others they are good. One word we can use is “fresh” (give definition,
and example, and ask them to repeat the word), we can also use the word “delicious” (give definition, and
example, and ask them to repeat the word).

2. Questions: Questions teacher candidate will ask during the lesson that drive thinking and learning and
engagement (5 or more questions) and in parentheses, indicate Bloom level and/or question type to ensure
that you are posing questions that push critical thinking and engagement (e.g. Analysis/Divergent)
1. What kind of things grow on a farm?
2. What can we do to review a story we are confused on or don’t remember all the details?
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 3. Where is the orange now?
4. How does the drawings help us?
5. How do we know this is the last word in the sentence?
6. What was the order in which we saw the orange travel?

3. Learning Activities: Describe what the teacher will do and say and students will do during the lesson.
Write it as a procedural set of steps in the left column of table below. On the right, refer to a supporting
learning theory or principle driving that activity and/or your rationale for doing what you are doing.

Prompts for right hand column—supporting theories/principles. In the right column, use references from
texts, research/peer reviewed journals, or other learning theories to support your choice of activities. You
might draw from your 301 and/or your methods courses here.
o Connections between students’ own lives, experiences, cultures, interests and the content.
o Active learning over passive learning (e.g. SCI Learning Experiences ladder—simulation over verbal)
o Theoretical support for learning activities (e.g. Culturally responsive strategy, or processing)
o Multiple means of representation for the K-12 students (UDL principle)
o Multiple means of engagement for the K-12 students (UDL principle)
o Multiple means of expression of learning by the K-12 students (UDL principle)
o Accommodations and modifications for students with diverse needs, including those with disabilities (as
stated in their IEPs)
o How the teacher candidate will assess the learning of the students (from table above)

Learning Steps and Activities Supporting Theories/Principles

Example: Transition from introduction by asking
students to look at “inputs” and in pairs, create a list of
additional community assets/contributions (inputs) for
social change diagram. Circulate around groups to
observe students’ progress.
(Why are you doing what you are doing?)
Supports multiple means of engagement, and allowing
students to generate their own inputs from experience;
is more culturally responsive than teacher generated
ideas only.

1. After reviewing our vocab cards, students will
be asked “What can we do to review a story we
are confused on or don’t remember all the
details?” (Let students give answers and then
tell them we will Reread). “To better understand
we can reread. Today we are going to read
again our story from yesterday (pull out big
book). This will help us focus on details we
might have not focused on yesterday.
2. “One thing we are going to do different today is
when you hear a fruit name do an eating sign to
demonstrate we can eat it.”
By rereading a book students are given support in
comprehension, word recognition, and differentiated
thinking. Students can think about the importance of
rereading and know that this is a strategy they can later
use in their own independent reading.
Having a physical movement for students to use when
they hear a certain word supports their understanding of
a new concept, in this case this is differentiation fruits
from other foods. It is a fun way to note they are paying
attention and participating.

3. Begin reading “An Orange in January”.
4. As the story is developing stop to ask “Where is
the orange now?” Students will be able to look
at the image and say what they see or maybe
what they remember from the day before. I will
encourage them to use descriptive language to
describe why they think their answer is correct.
To find out if they are we will read the sentence
on that page.
Supports learning through visual and audio. Students
are able to work on their oral language as they answer
questions and think about the story. They are also able
to use the images to support their responses and have a
better understanding of what is happening.
With a whole group this is also giving them social skills
to feel comfortable with one another. They might have
similar questions to those other students ask and receive
the same information in their own ways.

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 5. Ask “How does the drawing help us? How did
it give us information before we read?”
Students can answer it let us see where the
orange was and what was around to give an
answer.
6. Before concluding, at the very last page ask Supports the knowledge on sentence structure “FAB 5”
students “How do we know this is the last word students are working on in their writing.
in the sentence?” Students should be able to
acknowledge a sentence ends with a period at
the end.
(Add rows as needed)

b. Closure: Closure is the signal to students that the lesson is now coming to an end. In closure, teachers
review the learning targets (what was taught) for the day and refocus on what is important.
To conclude students will review the order in which the story developed. “Alright class, “What was the order in
which we saw the orange travel?” from the beginning to the end. (Students will raise hands and we will talk about
the beginning how it was a seed and the end when the little boy shared with everyone.) With a partner talk about
what was your favorite part. Make sure you both take turns.” (Let students have a few minutes to share with one
another. Make them all come back and have a few students share what their partner said and 1 or 2 share what they
thought.) Good job class! Now we can say that we are all key detail experts. We reread our book and talked about
important parts. Give yourself a round of applause!”
*Lesson should end right before or at 9:30 AM. For a smooth transition into reading groups, ask students to remain
sitting until their name is called out and they are asked to line up for their reading groups.

c. Independent Practice: Describe how students will extend their experiences with the content and
demonstrate understanding in a new and different context (perhaps even outside of the classroom). Include
possible family interaction (identify at least one way in which you might involve students’ families in this
instructional plan.)
Students will review how fruit gets from farms to our markets for us to buy and choose. They can share this
information with their family and friends, as well as remember when they accompany someone to the store or
market. Parents will also be notified in our weekly newsletter sent out on Fridays of what unit and week we will be
covering in class if they have questions.
Along with learning about the transportation of food, students will also learn about rereading. They will be able to
use this strategy as they develop their own reading skills during independent reading to remember they can go back
to have a better understanding of something in the book.

d. Instructional Materials, Resources, and Technology: Attach a copy of ALL materials the teacher and
students will use during the lesson; e.g., handouts, worksheets, multi-media tools, and any assessment
materials utilized.
 Big book- “An Orange in January”
 Vocab cards “fresh” and “delicious”

e. Acknowledgements: Acknowledge your sources

National Governors Association Center for Best Practices, & Council of Chief State School Officers. (2010).
Common Core State Standards for Literature: Kindergarten. Retrieved on January 21, 2019.

Wonders; Unit 5:Week 3, Day 2. McGraw Hill Education.

Hutts D. A. (2007). An Orange in January. Dial Books: Penguin Young Readers Group.