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: _Santana Martensen_______ Date: 9/15/19

Cooperating Teacher: __Tracy Plank______ Grade:_Kindergarten__
School District: Lake Washington School School: __Robert Frost_
University Supervisor: Lori White
Unit/Subject: Reading
Instructional Plan Title/Focus: Smart Start Week 3 day 3

Section 1: Planning for Instruction and Assessment

a. Instructional Plan Purpose:

This is the 3rd day of reading lessons on a 5 day schedule in the 3 rd week of the Smart Start unit. This Unit
Smart Start is what is taught to the kids in the beginning of the year to get them acquainted with the alphabet,
with what it looks like to be a kindergarten readers, as well as gets them familiar with the structure of what
the curriculum is going to feel like and what they will be learning about. Each lesson is a total of around 45
minutes, but is comprised of many different mini lessons. The mini lesson activities change, but the concepts
that they are being taught around do not. The concepts that the students have been working on since the
beginning of the unit are Oral language or building the concepts, listening comprehension, word work with
has 3 parts (phonological awareness, Phonics, and high-frequency words), as well as shared writing. The
students are working on syllable recognition as well as addressing the question all week of “what can you
do?” The same categories will be touched on in the lesson proceeding this, but the activities and the
supplements will be different.

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.RF.K.1 Demonstrate understanding of the organization and basic features of print

CCSS.RF.K.1a Follow words from left to right, top to bottom, and page by page

CCSS.SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and

texts with peers and adults in small and larger groups

CCSS.SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other

media by asking and answering questions about key details and requesting clarification if something is not

understood,

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 CCSS.RF.K.1d Recognize and name all upper- and lowercase letters of the alphabet

CCSS.RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes)

CCSS.RF.K.2b Count, pronounce, blend, and segment syllables in spoken words

CCSS.RF.K.1c Understand that words are separated by spaces in print

CCSS.RF.K.3c Read common high-frequency words by sight

CCSS.W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts

in which they name what they are writing about and supply some information about the topic

CCSS.L.K.2a Capitalize the first word in a sentence and the pronoun

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

1. SWBAT… Use spaces to separate words in print

Aligned standard:

RF.K.1c Understand that words are separated by spaces in print

2. SWBAT count and divide words into syllables

Aligned standard:

RF.K.2b Count, pronounce, blend, and segment syllables in spoken words

3. SWBAT…Recognize and name all upper and lowercase letters

Aligned standard: RF.K.1d Recognize and name all upper- and lowercase letters of the alphabet

4. SWBAT…Understand the sounds that letters and words make

Aligned standards: RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes)

5. SWBAT… understand how books are meant to be read

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 Aligned standards: RF.K.

6. SWBAT…Follow words from left to right, top to bottom, and page to page

Aligned standard: RF.K.1a

Language Objectives:

1. SWBAT… Show their understanding of print by pointing their finger

Aligned standard:

2. SWBAT… Clap the syllables of words as they are being said.

Aligned standard: K.2 (A-E) Confirm understanding of a text read aloud or information presented orally or

through other media by asking and answering questions about key details and requesting clarification if

something is not understood

3. SWBAT… Participate in conversations about kindergarten topics and books with peers and adults in small

and larger groups

Aligned standard: SL.K.1 (A-B) Participate in collaborative conversations with diverse partners about

kindergarten topics and texts with peers and adults in small and larger groups

d. Previous Learning Experiences: Teacher candidates should explain what students know and have learned
that is relevant to the current lesson topic and process.
This is a lesson that is coming out a of a series of Smart Start lessons, so the students are becoming familiar
with the routine of reading lessons and what it looks like, feels like, and sounds like to be a kindergarten
reader. The concepts that the students have been working on since the beginning of the unit are Oral
language or building the concepts, listening comprehension, word work with has 3 parts (phonological
awareness, Phonics, and high-frequency words), as well as shared writing. Students are familiar with almost
all of the letters of the alphabet, but are going to be focusing on the letters H and M. In this lessons student
will continue to work on their understanding of rhyming words and being able to identify those rhyming
words in a book or a poem. Students are aware of the routine that is expected of them throughout reading
time in class as well as throughout the handwriting time in class.

b. Planning for Student Learning Needs (accommodations, student experiences, prior learning and
experiences):

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 Before the lesson starts, I will have already set aside the picture cards that show natural pictures of all of the
H and M words that we are going to be covering in class. This is a very helpful accommodation for the ELL
students in the classroom because they are able to hear the letter be named, hear the letter sound, and then see
pictures that show the letter sound be used. This is to help ELL students with their letter recognition and their
first letter sound recognition. I also know that there are 2 students with IEP’s that allow them to do a
modified work load, so they won’t be completing the entire 4 full pages of their handwriting book. To make
connections to their prior learning experiences, I will be reading from the same rhyming book that we have
been reading out of during the entire Smart Start unit. Students know that when we are reading out of the
Smart Start rhyming book that they are to hold up a finger when they hear 2 words that rhyme and they are
supposed to do that throughout the entire passage. They will be doing that again during this lesson, which is
activating their prior learning and their student experiences that they are familiar with. I will also be having
the students have conversations with their peers about the rhyming words that they hear in order to allow for
a positive student experience. Instead of having the student sit and break up the syllables of the words, I will
be accommodating for their understanding of syllables by having them model me by clapping the syllables of
the words that we hear. I will also be accommodating the students understanding of syllables by playing them
a really fun and engaging song called “rhythm safari” which has the student clap the syllables they hear in
the names of safari animals.

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

Content objective: SWBAT… Clap the
syllables of words as they are being said
Language objective: SWBAT… Participate in
conversations about kindergarten topics and
books with peers and adults in small and
larger groups
Content objective: SWBAT… Use spaces to
separate words in print
Content objective: SWBAT… understand how
books are meant to be read
Content Objective: SWBAT…Follow words
from left to right, top to bottom, and page to
page
Informal: I will be reading a rhyming poem from the big
book called “1,2, buckle my shoe.” I will have the students
clap the syllables of the words that rhyme in the poem.
Informal: Students will be asked to talk with the person
next to them about things that they can do.
Formal: I am going to have the students complete a
sentence frame that says “I can…” and the students are
supposed to fill in the last word from a word web that we
created together as a whole class.

Content objective: SWBAT…Recognize and Informal: Students will stand up and sky write the letters H
name all upper and lowercase letters and M.

Formal: Students will be asked to complete their

handwriting in their handwriting book for the pages H and
M.
(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

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 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).
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).
collected (things produced by will reflect on their learning.
students: journals, exit slips, self-
assessments, work samples,
projects, papers, etc.)
I will write the learning target that Students will be asked to give
the students are going to working to a thumbs up, thumbs down or
meet during the lesson on the board. thumbs in the middle if they
I will read it out to the class and feel they still need some work
track the print, then have the on the learning targets.
students help me read it while I
track the print, and finally the
students will read the learning target
to me while I track the print.
During the lesson I will reinforce Students will be able to
the learning targets as well as be tangibly see if they
clear and concise with what I expect understand the learning
of them during each of the tasks targets and what is asked of
asked of them. I will show them them by their ability to
what I expect of them as well as complete the task.
make sure that every student knows
that they are doing their best work.
If there are students who feel like If the student feels like they
they need some extra support they are dependent on the teacher
are first supposed to ask their to complete the task then they
accountability partner who is sitting will be asked to seek out other
next to you. If they still need resources.
support then we can offer some
individual help during the
handwriting process as well as we
can help spell the words that the
students want to write on their
sentence frame by writing in
highlighter and having the students
write over the highlighter in pencil.

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.
At the beginning of the lesson the students will be grouped at the carpet for 20 minutes. Then the students will be
given 6 minutes to complete their sentence frame at their desk. Once the timer goes off, then the students will be
asked to return to the carpet for the introduction to the two letters that they are going to be writing. Once they are
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introduced to the letters, they will be sent back to their desk to grab their handwriting book and complete their
handwriting at their desk.

Section 2: Instruction and Engaging Students in Learning

a. 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”).

I will engage the students by asking them a questions. I will ask them “who can raise their hand and tell me
what we have been talking about this week so far?” Then I will go over the learning target with the students
and track the print. Once it’s time for the students to read it for themselves, I will have the rainbow helper
come to the board and pick out a pointer and help me track the print while their peers read the learning
targets aloud.
b. 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)
“What is the family doing in this family?” (Understand, 2)
“What is the girl doing in this picture?” (Understand, 2)
“What else can the girl do?” (Apply, 3)
“Have you ever done something similar to what the girl did in this story?” (Analyze, 4)
“What is something new that you could try to do with your family? Talk to your neighbor sitting next to
you.” (Create, 6)

c. 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.

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Learning Steps and Activities
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.
1. Write the question “Who is in my family” on
the board
- Stand up and show how many family
members are in my family as well as
have other students share how many
people are in their family
- Really emphasize that all families are
diverse and different
2. Shared reading
- I am going to read the book family fun. I
read a page and then the students read the
page back to me. We do this throughout
the entire book
- Once the book is done, I will ask the
students the questions that were written
above to try to further the thinking for the
students.
- down the path of comprehension and retention.
3. Create a word web for their sentence frame
- I will ask students to share things that
they can do and I will create a word web
of what they said.
- Once they have created the word web I
will show them what I want them to try
to do on their own sentence frame
- more confident in what they are doing. It also gives
4. Sight word work
- I will have the rainbow helper track the
print of the sight words on the board
5. Phonological awareness
- I will read the big book 1,2, buckle my
shoe and have the students stop and point
Supporting Theories/Principles
(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.
Piaget: Scheme, Schemes, Schema.
Piaget: Developmental Stages
Vygotsky: Zone of Proximal
Development/Scaffolding
Students are used to this type of introduction into
the reading lesson every day. This activated
students prior learning as well as connects to other
content areas with the sight words. This is the most
appropriate cognitive way to introduce a subject
given the grade level. Engaging the students prior
knowledge is the only way that the students
learning will be supported as well as successful.
Piaget: Scheme, Schemes, Schema.
Piaget: Developmental Stages
Vygotsky: Importance of Language
Paivio: Dual coding
Constructivism: Social Interactions are important
in the knowledge construction process
Talking about a story audibly, internally or with a
partner/teacher helps the students guide themselves
De-coding the pictures and images and talking
about them helps them store the information as
long-term memory. Students talking to students
helps them build on prior knowledge as well as
extend the current knowledge they have.
Paivio: Dual Coding
Showing the students how to write the words they
are thinking, and then having them fill in a
sentence frame with me helps them store the
motions as long-term memory. It also allows
students to practice the fine motor skills and feel
the students exposure to what certain words look
like
Paivio: Dual Coding
Showing the students how to write the words they
are thinking, and then having them fill in a
sentence frame with me helps them store the
motions as long-term memory. It also allows
students to practice the fine motor skills and feel
more confident in what they are doing. It also gives
the students exposure to what certain words look
like
Vygotsky: Importance of language 7
Reinforcing the directions to the person next to
 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)

(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 close the lesson, students will be completing their handwriting books and then they are going to be asked
to make a choice on what to do when they are through. Once everyone is done, we are going to sit on the
carpet once more and review the learning targets, and the students are going to share if they feel like they
have met the learning targets, and they are going to demonstrate that they know they have met the learning
targets.

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.)

If we see that the students need some extra support, we will provide handwriting sheets to send home for the
students to work on at home with their family. We will also provide time for the students to play fun letter
games so that they are not just focused on drilling out worksheets. Students will also be working on these
concepts covered in this lesson during their reading group time for further reinforcement.
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.

e. Acknowledgements: Acknowledge your sources