Tag Archives: tedu426

TEDU 426 – Read Aloud Lesson Plan

This is a lesson and a reflection based upon a read aloud that I performed with my third grade practicum class. I learned quite a lot about not only reading to a class effectively, but also what it takes to keep engagement and assess student understanding while still being timely and staying with the targeted goals.

Read Aloud Lesson Plan

– This lesson, the read aloud, is important to conduct because it helps students to understand and see what a fluent reader is like. By watching a teacher read aloud, they are able to see how a reader demonstrates fluency, through expression, clarity, and the speed of reading. The students also gain practice with comprehension and vocabulary. With the questions and activities spaced throughout the reading, focusing on what is happening, predicting, connecting experiences, and exploring new words, the class is able to not only see how one should think while reading, but also gain experience in actually participating in this more in depth thinking while exploring literature. Over all, student both see and take part in the process of reading to learn, which will help them to better be able to function in society as this is a skill that is used in everyday life.
– SOL:
Reading – 3.5 The student will read and demonstrate comprehension of fictional text and poetry.
a) Set a purpose for reading.
b) Make connections between previous experiences and reading selections.
k) Use reading strategies to monitor comprehension throughout the reading process.
m) Read with fluency and accuracy.

– Students will be able to correctly answer questions based on the theme, progression of the story, and the vocabulary. Before the read aloud, students will be able to correctly form a prediction given prompting from the teacher and working with a partner with without error. During the read aloud, students will correctly answer questions on the progression of events and vocabulary given specific questions with 80 – 90% accuracy. After the read aloud, students will be able to correctly demonstrate critical thinking and reflecting given a final prompt asking to confirm whether or not their initial predictions were correct and why without error.

– Introduction:
o I will introduce the lesson by having students gather around me on the reading carpet and telling them that today we will be reading a fable called The Lion and the Mouse.
o I will then go over what a fable is with the class, ask them to connect their own experiences with fables with this one and share those ideas with the class, and finally I will tell them we will be working on predicting and some vocabulary.
 A fable is a fictional story that has an important lesson to teach. The lesson is called a moral.
– Development:
o Next, and before actually reading the book, I will have the class turn and talk to a partner to form an idea, a prediction, about what the story may be about (Auditory).
o I will have students share with the class what they came up with before telling them to keep their ideas in mind.
o I will then begin reading the book (Auditory, Visual).
o I will read up until the the words ‘majestic shaggy mane’, and then pause to ask the class a few questions.
o I will ask them what words they heard that they think describe lion and his actions (majestic, shaggy, strutted).
o Then, once either they or I have mentioned the three words, I will ask the class to think about what they might mean and then have them raise their hands to share with the class once they have an idea.
o We will go over what each means.
 Strutted – a way of walking like you own the place, Majestic – being fancy or like a king, Shaggy – usually hair that is messy or poofy.
o Finally, I will ask the class to tell me what reference source they would use to find the meaning/definitions for the words we talked about if they did not know them (Possible answer: Dictionary).
o I will then continue reading up until the words ‘lion roared furiously’.
o We will pause once again and this time, I will have the class turn and share with a partner what has happened so far in the story and what they think will happen next.
o Afterwards, I will have students volunteer and share with me their summaries of the story and their new predictions.
o Then, I will then continue reading until the end.
o After the actual read aloud, I will have the class think about what happened and ask them what they think the lesson/moral of the story was.
o We will then go over it as a class.
 Moral: ‘Even the small can be great, and it’s important not to judge people on appearance’.
– Summary:
o To end the lesson, I will go over the idea that we have just read a fable as well as talk about what happened in the story and the moral of the story one more time.
o I will then ask the students to think about how they can relate the lesson/moral to their own life or experiences and have them share.
o Finally, students will return to their seats and write a sentence answering the following question (Kinesthetic):
 Was your first prediction, right? Why or why not?
o When finished, students will turn in their sentences.
– Differentiation:
o Students who may struggle with understanding the plot or events will have support from other students, in the form of partner sharing for the during read aloud pauses, who can explain to them the sequence of events.
o For students who struggle still to understand, I will be there to answer questions the best that I can.
o Students who are on level have both an auditory and visual learning example with me reading the book to them aloud. They will be able to listen and see the pictures to help them understand the substance of the story.
o Students who excel will have an opportunity to help who are struggling and test their knowledge of the content in the form of helping to teach it to another.

– Teacher:
o Book: The Lion and the Mouse by Aesop, retold by Max McGee
o Questions / Comments for before, during, and after activities
o Question for Wrap Up
– Students:
o Paper
o Pencil

Student work will be evaluated based on whether or not the class has successfully created working predictions without error before the read aloud, has successfully answered the story and vocabulary questions during the read aloud with 80-90% accuracy, and has successfully revised and considered the ‘why’ portion of their writing prompt after the read aloud without error.
For my read aloud lesson, my students did meet the objectives that I had set for them. I know this because of how they not only formed predictions at the beginning, without fail, and then revised them and wrote about why at the end, without error, but also how the students successfully answered all of my questions during the read aloud. All students who individually answered my questions, answered them correctly. As a class, the students were all also able to answer any of my questions with expected answers. They were also able to quickly craft and then considered their predictions, both with partner help and individually.
My lesson had both strengths and weaknesses, as most lessons do. For example, one of my strengths was engagement. The students were extremely engaged with the read aloud and the lesson in general. I was able to keep myself sounding excited and interested, showing expression and fluency during the reading, which in turn helped to keep my students wanting to know what I had to say and what would come next. Not only that, but another strength is that I was able to relate my read aloud to what the class was already learning about in their literacy block, fables. I had the chance to talk to my teacher about the read aloud, and together, we came up with an idea for a book that would not only satisfy what I needed, but help the class to gain even more practice and reinforcement with a concept they are already focusing on. On the other hand, I also have weaknesses. One weakness was my reading speed. I tend to talk fast, and as such, I read fast as well. I know that the students were able to keep up with me, but it still could not hurt to slow myself down a bit to help things to sink in and allow students to better absorb what they are hearing from my reading. I also could have worked more on having an exact definition for the vocabulary that we talked about. I gave them general, off the tongue definitions, but specific, dictionary ones would probably help to better solidify the words’ meanings with the students.
There are a few things I would like to change should I have the chance to reteach my read aloud lesson. For one, I would like to practice reading my book a few more times before hand to try and help with my own pacing as I read. I think that more practice would allow me to better find a slower, better pace so that I could help better portray the story to students. I would also like to prepare more for any vocabulary that I might want to focus on before doing the read aloud. Specifically, I would like to have the definitions and potential synonyms already prepared to give to the class in case general, off the top of the head ideas do not catch with everyone. I think that these few things would definitely help to solidify the over learning from the read aloud and not only give me more confidence in my teaching it, but also help improve student learning as well.

TEDU 426 – Spelling Lesson Plan

This is a lesson created from a specific student’s spelling needs based on the results of a DSA test. It caters to the student and helps to guide the teacher in areas in which the student needs improvement. For myself, it helped me to plan out a lesson for my student and really help them to hone their skills on a certain sort so that they can better use it in the future.

Spelling Assessment

Connected Lesson Plan


  • The student had all five features, long vowels, r-controlled vowels, other long vowels, complex consonants, and abstract vowels, correct. The student had no features that they are using and confusing, nor did they have any that were absent.
  • Even though the student showed that they had all the features correct, there were a few instances and areas where there were errors. As such, I decided to focus on one of these error areas, r-controlled vowels, in hopes of helping the student to touch up and perfect the use of that feature.
  • It is important to conduct this lesson, and to further incorporate spelling into the curriculum, because the concept an essential part of life. It is integral for not only school to be able to spell and understand words, but in life in general as well. We use and write words every day to communicate or share ideas, and so it is important that one has an understanding of how to spell them and how they work in order to properly get one’s point across or understand another’s thoughts, to function in society.
  • SOL:
    • 3 The student will apply word-analysis skills when reading.
  1. a) Use knowledge of regular and irregular vowel patterns.
  • 5 The student will use phonetic strategies when reading and spelling.
  1. a) Use knowledge of consonants, consonant blends, and consonant digraphs to decode and spell words.
  2. b) Use knowledge of short, long, and r-controlled vowel patterns to decode and spell words.


  • The student will be able to demonstrate an understanding of r-controlled vowels by sorting a set of words into correct categories given the set of words and headings with 80% accuracy.
  • The student will be able to display a solid understanding of r-controlled vowels by correctly categorizing words from the four areas of the word sort in a word-based game given the set of words and a game board with 75% to 80% accuracy.
  • The student will be able to demonstrate a solid understanding of r-controlled vowel words by correctly writing them into categories given a visual of the words and headings with 80% accuracy.


  • Introduction
    • The lesson will begin with introducing the sort and the sort’s theme to the student. I will be sure to connect the sort back to the DSA the student took previously and explain that we are going to be fine tuning an area that the student had a few errors with.
    • Next, I will model the sort. I will place each of the four headings down and then show the student how to sort them, sorting at least two from each category, by reading the word and each of the headers before matching it to the one that it matches with.
    • Once I am sure that the student understands, I will allow them to try the sort.
  • Development
    • The student will then try and sort the words, following my model as an example.
    • Once finished, we will go over the words and check to make sure that each of them is in the right category. If not, I will ask the student to look at it again and see if they can match it to the right place.
    • I will then ask what they noticed about the sort and go over the theme, r-controlled vowels. I will mention that these can be tricky as there is no real way to tell them apart by their sounds. We simply have to practice them and be aware of what words contain what r-controlled vowels.
    • Following the sort, the student will then play a game related to their words sorts called Vowel Spin (it is modified slightly from how it is presented in Words Their Way).
    • The student will begin by placing nine words, from the sort, face up on their player card. Then they will reach into the headings/category bag and pull out a category, collecting all the words on the board that match the category. New words from the sort will then replace the missing ones, and the game will continue until all of the sort words have been collected.
    • After the game, the student will finish the spelling activities with a written sort.
    • They will, in my particular case, be able to look at the words and then write them on a piece of paper into one of the four categories. This is because the words have no real way to discern their spelling from their sounds alone. The aim is to have them match all of their words with the right one.
  • Summary
    • The lesson will come to a close once the student finishes their written sort.
    • I will go over the sort and review the theme of the sort once again, being sure to talk about any mistakes.
    • Finally, I will have the student consider and reflect on what they learned from the activities, and ask what they think they achieved and why do they think that.


  • R-Controlled Vowels Word Sort
    • Headings: _ur_, _ir_, _or_, _er_
    • Words: curb, burn, turn, hurt, skirt, firm, dirt, bird, cord, sport, stork, fort, clerk, perch, germ, term
  • Word Sorting Game (Vowel Spin *modified)
    • Set of sort words
    • A player card
    • Bag containing the slips of paper labeled with the word categories (instead of spinner)
  • Pencils
  • Paper for Writing Sort


  • Part A

Student progress and learning will be assessed based on whether or not the student correctly completes the initial word sort, the game, and finally the written sort with an accuracy that falls within the targeted on listed in the objectives for each. Student understanding will also be assessed based on their response to being asked about what they believed they learned with the spelling lesson.

  • Part B
    • The student did meet the objectives that I had set for the lesson. The student demonstrated a new understanding of r-controlled vowels by sorting the words twice, once simply with the cards and another in a written sort, and by playing a game based around the specific word sort given to them.
    • I know the objectives were met because of how the student was able to sort and play the game, all three times in which they were able to sort the words any without fail or mistake. As well as with the student’s thoughts on the sort when asked to reflect on what they believed to have learned from working with it. My student told me that the sort was a tricky sort, as we had talked about at the beginning, and that they would need to pay attention to remembering what word was spelled which way, as there are no real rules for r-controlled vowels.
    • My own part in the lesson, the teaching, had both strengths and weaknesses. For one, I believe that a strength was with the engagement and clarity in which I presented the lesson to the student. At no point during the spelling activities did the student show disinterest or resistance to what I was teaching or having them work with. There was no confusion, pretty much at all. And there was even a point after the game, in which my student pulled a few words from the sort and wanted to have a sort of discussion about them, relating their meanings back to their own life and mine as well. The student was clearly interested in not only doing the activities, but also learning about the words in the activities as well. On the other hand, a weakness I noticed is that my lesson was almost too easy. My student, who is at the upper end of the WWP stage, breezed through each of the assignments and finished earlier than expected. They clearly understood spelling sorts and what was asked of them, and so I feel as though the lesson would have been even more effective if I had planned something more or picked and created a bit more of a challenging game. Over all, the lesson went rather well with some strengths and only a few weaknesses.
    • If given the chance, there are a few things I would do to change this lesson. First and foremost, I would definitely try to come up with a more difficult game or modify the current game to be more challenging. I believe that something with a bit more of a challenge would help to further reinforce the words with the student, as it would make them have to really consider the words and their spellings in order to win. I would also like to work on expanding the reflection portion of the lesson as well. The student was able to give me a reflection, one that went up and beyond my expectations, and so further prodding those thoughts could help even more to familiarize the sort with the student and even further, to get the student to really think about why we would use, need, or have to know those words. Hopefully, with these modifications, the student would be able to get even more out of the lesson in terms of learning.

TEDU 426 – Running Record Lesson Plan

This is a lesson plan created based around performing a running record with a single student. It focuses on what and how a running record is done and what a teacher must do to successfully gather data on a student’s reading information. It was very insightful to myself and helped me to not only practice a running record, but be more aware of what goes into such a thing.

Running Record Lesson Plan


  • The purpose of this running record is to gain an understanding of at what level a student is proficiently reading. Then, based on the information gained, it can be appropriately decided whether to keep the student at the same, current reading level or adjust it for the student’s unique needs so that they are reading at the right level for their fluency and comprehension capabilities.
  • SOL: 3.6 – The student will read and demonstrate comprehension of nonfiction texts.
  1. a) Identify the author’s purpose.
  2. b) Use prior and background knowledge as context for new learning.
  3. c) Preview and use text features including table of contents, headings, pictures, captions, maps, indices, and charts.
  4. d) Ask and answer questions about what is read using the text for support.
  5. e) Draw conclusions using the text for support.
  6. f) Summarize information found in nonfiction texts.
  7. g) Identify the main idea.
  8. h) Identify supporting details.
  9. i) Use reading strategies to monitor comprehension throughout the reading process.
  10. j) Read with fluency, accuracy, and meaningful expression.


  • The student will be able to successfully demonstrate fluency and comprehension in texts with the use of a provided passage from a book as shown by reading the mentioned passage with a 90-97% accuracy, as well as making predictions and answering questions correctly about it.


– Introduction:

  • The lesson will begin with explaining to the student that they will being reading to the teacher (student teacher), and that the teacher will in turn be taking notes about their reading.
  • The student should be told that this is an activity to help the teacher better understand them as a reader, and that it is not something for a grade.
  • The teacher will then introduce the book to the student, allowing them to see the cover, title, and any present on the front, while reading the title aloud to them.
  • Once the student has had a chance to look over the front, for about a minute, the teacher will ask the student to make a prediction about what will happen.

– Activity:

  • Once the student has made their prediction, they will be asked to read the story/ selected passage to the teacher aloud.
  • The teacher will time the student’s reading, as well as take notes, using the hundreds chart, on the student’s mistakes, including any with; substituting, omitting, repeating, reversing, or having to be told a word or words.
  • The teacher will also be offering assistance should a student not know a word, telling the student the word after five seconds of the child being unable to give it.
  • Closing:
    • After the student finishes reading the passage, the teacher will then stop the time and ask the student a few questions about the reading (at least one).
      • Did your prediction at the beginning come true?
      • What did you learn about *the topic* from reading this?
      • Tell me what happened during this story.
      • What do you predict will happen next?
    • The teacher will then close up the activity by reviewing one of the student’s mistakes they made while reading with them. The teacher should make note of it in the passage and explain to them what they changed and how it was different from what was actually on the page.


  • The book which contains the selected passage for the student to read (student use)
  • A hundreds chart (teacher use)
  • A timer, stop watch, or something to keep time with (teacher use)
  • Miscue Analysis chart, for after the running record (teacher use)

Evaluation – Part A:

  • The student’s knowledge will be assed with the use of the data gathered from the running record with the hundreds chart to see if the student has performed within the 90-97%, Instructional level, as well as with the responses given about the passage for the comprehension questions about the story.

Evaluation – Part B:

  • The student I worked with did meet the objectives that I had set for him. Logan read the passage with an accuracy of 97% and had a total of four mistakes in his reading, one of which was not counted as he self-corrected himself. However, his reading and fluency was much stronger than his comprehension. When asked about what the story had told him, he only gave a very simple answer, and even asked what I meant by my question at first. The error that we went over together was with the words ‘grow’ and ‘grown’ and how he had left off the ending of the word grow when he read it. The student made that mistake twice and I wanted to be sure that he understood the difference between the two versions of the word and that the ending can change the meaning of a sentence, and if it even makes sense.
  • The percentages for the cues were as follows; meaning – 100%, structure – 25%, visual – 75%. The percentages for self-corrections was 25%.
  • I had both strengths and weaknesses with my teaching for this lesson. One strength was that I was able to clearly tell the student what I wanted and they were able to do so. I had no issues with Logan understanding that I wanted to see how his reading was and how I wanted him to demonstrate it to me. On the other hand, a weakness was the lack of clarity with my actual, comprehension questions. The student either did not understand fully what he had read or was not sure of what I was asking with a few of my questions, perhaps because of how they were worded, and that created confusion and affected his comprehension. Another weakness was that the student was clearly somewhat nervous with me. He read very quietly and never made eye contact with me. While it may be because the student is shy, it is also important to make sure that he is comfortable to as to not skew his data because of some miscellaneous variable.
  • For the next time I teach this lesson, I will be sure to try and work on a few things to improve it. First, I will definitely try to vet any questions I plan to ask the students again more carefully. I want the students to be able to understand the question and answer it to the best of their ability so that I can get a full, unhindered understanding of their comprehension and what they know. I will also work to try and make sure that the student is comfortable when working with me. To do, I will do my best to emphasize that I am not only not taking this for a grade, but that I am not judging them either and that the activity is only there to help them do their best.