TPA-Referenced Lesson Plan

Teacher Candidate Name: Jessica Kaiser

Grade & Subject Area: Kindergarten English Language Arts
Date for Planned Lesson: February 9, 2024
*Examples are given in the right-hand column. When submitting your
lesson plan, you may either replace the given examples or leave them
intact.
Lesson Title Reading Decodable Stories

MN/CC State Standard(s) MN Standard: ELA 0.1.1.3 Read decodable texts accurately, with guidance
- direct quote from MN standards and support. (Decodable texts are those that include words taught in
documents phonics lessons.)
- if only focusing on one part of a MN Standard: ELA 0.1.4.1 Ask and answer questions about key details in
given standard, underline the part a text, with prompting and support.
being focused upon

Central Focus Read decodable text.

- derived from standard, Answer questions about a story.
- communicates the general goal

Learning Target for this Lesson I can read the story and answer questions about it.
- concisely says what students will be
able to know and do
- start with the appropriate language
function (active verb)
Academic Language (AL) a. Domain-specific academic vocabulary: character, setting, and title.
a. Domain-specific Acad vocabulary
b. General Academic vocabulary b. General academic vocabulary: problem, solution, and retell.
(words used in school across many
subject areas) c. Sentence Frames:
c. Syntax Sentence Frame: Example
The characters are…
sentence that students can use
to accomplish the target. The problem was…
d. Point in the lesson where students The setting of this story is…
will be given the opportunity to The solution was…
use Academic Vocabulary (Note: d. In Lesson Phase 4, students will be asked to talk about different
It components of the story, such as characters, settings, and problems.
is important that this appears in
TPA videotape segments
Needed modifications/supports. Students will be taught in small groups during reading rotations.
a. Identify how some form of The students have been placed into groups based on their reading
additional support will be abilities.
provided for some aspect of the The highest group will be reading The Cone Shop, which includes words
lesson for given student(s) with a silent e. The other three groups will be reading Pip and Tad, which
- visual, graphic, interactive
is a decodable story consisting of CVC words.
- reduced text, rewritten text, fill-in-
For the lowest group, we will sound out the words together as we read
the-blank notes, word banks
- graphic organizers, sentence frames them to ensure that they are all able to read the story.
Resources & materials needed The Cone Shop decodable story (for the highest group), Pip and Tad
decodable story (for the other three groups), and Really Great Reading
word building boards.

Lesson Part Activity description/teacher does Students do

Phase 1 Learning Target: The teacher will say: I can Students will listen as
State Target & Activate Prior read the story and answer questions about it. the teacher says the
Knowledge I will begin asking the students to show me learning target. They
a) Post the learning target where the title is. will listen as the teacher
statement and indicate whether Activate Prior Knowledge: We will have read introduces the story.
the teacher or student(s) will read this story on Thursday. So, I will ask the When the teacher asks
it aloud students to tell me what the title of the story about the title, the
b) Engage students in activity to
is. I will also ask them about the different students will point it out
elicit/build prior background
characters in the story. and read it. They will
knowledge
identify the characters
in the story.

Phase 1 Assessment I will make notes of students who did not Students will participate
Explain the plan to capture data participate in this phase. in sharing.
from this phase of the lesson.

Phase 2 Teacher Input / Inquiry I will remind students that we are reading the Students will listen and
- Explain procedures. story together, so they will use their pointer use their fingers to
- Demonstration of the task fingers to follow along. We will read the title and follow along. They will
- Teacher think aloud get ready to begin reading the story. We may follow along and
talk a little about what the story is about. chorally read the title.

Phase 2 Assessment Checking to make sure all students are ready to Students will be
Explain the plan to check for begin reading the story. They will have the book showing they are ready
understanding of open to the correct page and be pointing at the to read the story.
steps/procedures word we will start on.
demonstrated in this phase.

Phase 3 Guided Practice We will read the entire decodable together. The students will
- Paired/collaborative work While reading, we may stop on different pages chorally read the
- Teacher(s) may roam & assist so I can ask questions about the story or recap decodable. They will be
what is happening. At the end of the story, we thinking about the story,
will go over some sounds and words that so they can answer
appeared in the story. I will ask students to questions I may ask.
name the letter and the sound it makes. For the Students will identify
words, we will stretch them out and then read letters and words at the
them. end of the story
correctly.

Phase 3 Assessment I will listen as students read the story, to make Students will have read
Explain the plan to check for the sure they are decoding the words correctly. If the story. Students will
ability to apply demonstrated students struggle with part of it, we will reread have identified letters,
steps/procedures during the part they misread. Also, listening at the end sounds, and words at
guided practice. when students are reading letters and words to the end of the story.
 make sure they are saying/sounding them out
correctly.

Phase 4 Independent practice I will ask the students some comprehension Students will listen to
- Individual student work questions about the story, such as: the questions being
 Who are the characters? asked. They will think
 What is the problem? about the questions and
 Where is the setting? share their answers.
 Retell the story. Students will help me
 Etc. build words by
I will call on students to have them share stretching out the
answers. For some questions, I may have all sounds and identifying
the students share the answers chorally. letters.
If we have time, we may use the Really Great
Reading boards to build some words that were
in the story.

Phase 4 Assessment I will listen as students share. I will remind Students will have the
Explain the plan to check for the others to be respectful of the speaker by opportunity to share.
ability to apply demonstrated listening to them. In addition, I will make sure
steps/procedures during that the students are answering the question
independent practice. that was asked.
Phase 5 Restatement & Closure I will restate the learning target for the students, Students will listen as
a) Restate the learning target. I can read the story and answer questions we go over the learning
b) Explain a planned opportunity about it. I will ask students to give me a thumbs target again. Students
for students to self-assess up if they could go home and read this to will give a thumbs up or
their perceived level of someone at home and a thumbs down if they down to show their level
mastery of the target. still need more time reading it. of understanding.

Phase 6 Summative Next Steps Have three columns on an attached roster: Students will be
Attach a class roster (first names reteach, extend slightly, transfer to new retaught if needed.
only) with space to indicate situation/topic
for each student the needed
next steps of instruction.