Running Head: ESL 1

Running head: ESL
Evidence of Student Learning:

Planning Cycle
Caitlin Carr
Towson University
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A. Learning Context, Topic, & Objectives

Thomas Johnson Elementary Middle School is located in south Baltimore City, serving
students from Federal Hill and South Baltimore neighborhoods. This is a diverse school that
consists of students from various cultural backgrounds. Thomas Johnson Elementary Middle
School houses approximately 500 students, 66% of the students in this school are Caucasian,
24% are African American, and 5% are Hispanic. This school serves students from prekindergarten to grade 8, with an early learning program for three-year-olds.
The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) test is used to assess
students level at the beginning of every year. Students are then placed into specific groups
depending on similar reading levels to create homogenous groups. Text Reading and
Comprehension (TRC) is a progress monitoring reading assessment program to assess students
levels frequently to ensure students are making progress. Thomas Johnson Elementary Middle
School reading curriculum for grade Pre-k through 5th grade is SRAs Open Court Reading
Program. The Scholastic Guided Reading Program is also implemented to support students build
reading strategies and skills.
According to Scholastic Guided Reading Program Levels, students in Kindergarten
should be at reading levels of A-D. By the end of the Kindergarten year, students should be at a
level D to be considered at grade level. Students in the Purple group reading level are about a B
level. Students in this particular group used in this lesson are significantly below grade level.
Thomas Johnson Elementary Middle School implements the full inclusion model to
provide special education services to students with special needs. Students write and speak with
the standard English conventions appropriate to the Kindergarten level. Out of the 21 students,
one student receives English for Speakers of Other Language (ESOL) services for Spanish
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and one student receives speech and language therapy for articulation and has difficulty on
expression.
This unit was taught to a group of four students in the Kindergarten class. Out of the four
students there are one boy and three girls. There are twenty one students in this particular
Kindergarten class. Out of the twenty one students there are eleven boys and ten girls. One
student has Individualized Education Plans (IEPs) for speech and language therapy and a
second student has an IEP for behavioral difficulties. These two students will not be participating
in this particular lesson. The purple group will be partaking in this specific lesson; these four
students in the purple group have the lowest reading level in the class. This lesson will support
students by allowing them to practice and improve skills they have previously learned. It will
allow students to increase reading fluency and gain a deeper understanding of the skills needed
for reading comprehension.
In this class behavioral issues are minimal but, students can be talkative and get off track
at times. To keep students on task during this unit, students will follow the green, yellow, and red
light system, put into place for behavioral management of the classroom.
Each week new reading strategies and skills are reviewed and/ or learned in guided
reading lessons. This reading unit was taught in compliance with the Maryland Common Core
State Standards (MCCSS). The MCCSS aligned with this unit are RL1 With prompting and
support, ask and answer questions about key details in a text. (SC, K), RL10 Actively engage in
group reading activities with purpose and understanding, and RI2 With prompting and support,
identify the main topic and retell key details of a text. (SC, K). The unit was taught over the
course of three days, an assessment was given daily to ensure each group comprehended the
lesson. The lessons focused on students reading a book then identifying and understanding the
main idea and details in the story. Main idea and details vocabulary will be used in the lesson for
students to gain a deeper understanding of the sequence. The purple group will have an
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appropriate book and instructional activity depending on reading level, skills, and needs. This
unit was selected because reading strategies and skills are reviewed and/ or learn weekly in
guided reading lessons. The purpose of these lessons is for all students to improve on literacy
skills to become successful readers.
Day 1
Objective: Students will read It is Spring and be able to identify the main idea and details in
the story by using evidence and clues from the text. Students will complete an instructional
activity by comprehending the main idea and writing and drawing the details.
Maryland State Common Core Standards Alignment:
RL1 With prompting and support, ask and answer questions about key details in a text.
(SC, K)
RL10 Actively engage in group reading activities with purpose and understanding.
RI2 With prompting and support, identify the main topic and retell key details of a text.
(SC, K)
Essential Skills and Knowledge:

1.
Apply appropriate reading strategies and skills while reading the text.
2.
Apply appropriate vocabulary discussed prior to reading.
3.
Use prior knowledge to understand the text.
4.
Use evidence from text to complete activity.
5.
Participate actively and appropriately in discussions.
6.
Determine the main idea and details of the story.
Day 2
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Objective: Students will read Animal Sounds and be able to identify the main idea and details
in the story by using evidence and clues from the text. Students will complete an instructional
(SC, K)
(SC, K)

1.
2.
3.
4.
5.
6.
Day 3
Objective: Students will read On The Farm and be able to identify the main idea and details in
the story by using evidence and clues from the text. Students will complete an instructional
(SC, K)
(SC, K)
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1.
2.
3.
4.
5.
6.
B. Assessment Plan
For students to meet the learning objective aligned with the Maryland Common Core State
Standards, students must have learned the skills and strategies taught in the lesson. It is essential
to assess student learning to ensure students comprehend the lesson taught. Teachers can use the
information from assessment to determine their next teaching and learning steps. A summative
assessment is necessary in order to evaluate student learning at the end of a lesson or unit.
Summative assessment
Day 1: Student will have read the book, It is Spring and identified the main idea and details.
Students will write and draw the details of the story in a graphic organizer. Throughout the
lesson, the teacher will prompt students to verbally discuss and answer questions to ensure
reading comprehension. At the end of the lesson, students will complete a Main Idea and Details
Activity that will count as a summative assessment. Students will write and draw the details of
the story in a graphic organizer. (Figure 4)
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Students in this particular group are significantly below grade level in reading and have
trouble in fluency, reading skills, and comprehension. To build fluency, reading skills, and
comprehension students were given an activity that properly fits their instructional level (Figure
1 shown below).
Figure 1
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Day 2: Students will have read the book, Animal Sounds , at the end of the lesson, students
will complete a Main Idea and Details Activity (Figure 2) that will count as a summative
assessment. Students will write and draw the details of the story in a graphic organizer.
Throughout the lesson, the teacher will prompt students to verbally discuss and answer questions
to ensure reading comprehension. (Figure 4)
comprehension students were given an activity that properly fits their instructional level (Figure
2 shown below).
Figure 2
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Day 3: Students will have read the book, On the Farm, at the end of the lesson; students will
complete a Main Idea and Details Activity that will count as a summative assessment. Students
will write and draw the details of the story in a graphic organizer. Throughout the lesson, the
teacher will prompt students to verbally discuss and answer questions to ensure reading
comprehension. Students will complete a summative assessment on main idea and details to
ensure comprehension. (Picture Figure 3 shown below) Students will be given a summative
assessment at the end of day 3 to assess student comprehension on main idea and details.
(Picture 4 shown below)
Figure 3
11
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comprehension students were given an activity that properly fits their instructional level.
The Universal Design for Learning (UDL) method was implemented in this lesson, all in
this group were clearly read the directions and questions on the activities and assessments. This
method was to help all students understand what is expected of them. To minimize distractions
in the lessons, students were placed at a side half circle table on the side of the room. Having the
students placed at this specific table helped students focus on the lesson and activity. At the
beginning of each lesson new vocabulary was discussed to support students vocabulary
development and to improve students fluency when reading the books chosen. Students were
required to read text aloud which can help students who are struggling to decode by modeling
pronunciation of letter and word sounds and by making a connection between oral language and
written text. Students were instructed and supported to letter tap and blend the sounds if they
didnt know specific words. Visual means of representation was implemented into the lesson by
using a visual for vocabulary, pictures on the story, and a graphic organizer was used in the
activity. Having the students complete the graphic organizer to determine the main idea and
details supported practice and performance for the students. Having students complete an activity
for each lesson helps track and monitor student progress. Although there were no IEP
accommodations or modifications needed for this lesson, the assessment was implemented to
assist all learners. Teacher read, repeated, and modeled directions to students to ensure students
understood directions.
Formative assessments monitor student learning to provide ongoing feedback that can be
used by instructors to improve their teaching and by students to improve their learning. In each
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lesson summative assessments were included and performed to ensure daily student learning.
The teacher will support student reading to ensure fluency and comprehension. Daily
observations of students strengths and needs will be recorded by the teacher. Throughout the
lesson, the teacher will prompt students to verbally discuss and answer questions to ensure
reading comprehension. (Figure 6 display questions, shown below.)
A pre-assessment (Figure 5) is a great way to determine what students know about a
topic before it is taught. In addition, pre-assessments help teachers make instructional decisions
about student strengths and needs and to determine which students are ready for instruction. At
the beginning of the unit, a pretest will occur so the teacher can determine students strengths and
needs are. The teacher will read a short paragraph to the students then ask 3 questions related to
the main idea and details of the article. The teacher will read the paragraph and the questions to
the students to focus on the literacy skills instead of students fluency and comprehension of the
paragraph. The questions will consist of main idea and detail questions of the paragraph.
The pre-assessment, formative, and summative assessments that are included in this
lesson appropriately correspond to the goals and objectives. Differentiation and the universal
design for learning method were implemented daily depending on students strengths, and needs.
All students accomplished the lesson objective because of the daily use of scaffolding in each
lesson.
To asses student learning the scoring was similar for each daily activity or summative
assessment. The main idea was provided on each activity; 1 point was given if the Main Idea
was written on the top of box or circle of the correct box on the graphic organizer. 1 point was
given for every correct detail they wrote in the graphic organizers. Each activity was scored out
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of 5 points. Since writing isnt the focus in this lesson spelling wasnt scored. For the preassessment was scored out of 6 points, 1 point for each question. Below in Part D. displays
students answers. 1 point was given for every question correct on the summative assessment;
the assessment was scored out of 5 points.
For my data collection I gathered the daily instructional activities students completed to
assess for comprehension. Observations and pre- assessment data were noted to for further data.
All data gathered in the three days is shown below in Part D.
Figure 4
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Figure 5
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Figure 6
Day 1 Formative Questions:
1. What is a main idea? What are details to the Main Idea? Turn and talk. The main
idea is what the story is about. The details support or tell more about the main idea.
2. Lets preview the cover. What are some things you see? What do you think this
book is about? Lets see if you are right! Remember to try to find the main idea and
details as we read!
3. What pops up in Spring? Why do you think they pop up?
4. What are other things that pop out in Spring?
5. Why do you think animals pop out? Where do they go in winter?
6. Who can tell me what the main idea of this book was? What are the details to the
main idea?
7. Can someone tell me what we did today and why? We read the book It is Spring
to find the main idea and details. Finding the main idea helps understand what the
book is about and the details support or tell more about the main idea.

1. Can someone tell me what is a main idea and details of a story?
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details as we read!
3. What kind of sound does a dog, cat, and cow make? Has anyone heard a cow make
a moo sound?
4. What kind of sound does a pig and bird make? Has anyone seen a pig?
5. What kind sound does a duck, snake, and bee make?
6. Who Dads snores? Raise your hand?
main idea?

1. Can someone please tell me what is a main idea of a story? Can someone else tell me
what the details are of a story?
details as we read!
3. Where does a do live? Where does a cow live? What is a barn? Where do you find a
barn??
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4. . Where can you find a pig and chicken?

5. Where do you find a goat, duck, and sheep?
6. Where do all the animals live?
main idea?
C. Instruction
The pre-assessment data displayed students had a low understanding of what a main
idea and details are in a story. Additional students had a low understanding of the vocabulary
used in the lesson. Day 1, 2, &3s lesson objective was selected because students data indicated
that a lesson was required to teach students main idea and details skills and strategies. In small
reading groups, students learn a new reading strategy and set of skills weekly. In this lesson,
students will apply background knowledge along with a new reading strategy to different stories.
To engage and motivate students the lesson started off asking questions on the main
idea, details, and vocabulary. In addition, to asking questions, I had students take a look at the
cover and predict what they thought the book would be about by the title of the book and the
illustrations on the cover page. Students appeared to enjoy discussing the cover and making
predictions about what the story is about. Vocabulary words were discussed to engage students
into the lesson. I displayed the vocabulary words on a white board in front of the students so they
can refer back to the board while reading. As we came across the vocabulary in the story, I made
sure to point out the vocabulary words so; students can associate the word to the text. Students
appeared to enjoy and be interest in the introduction to the book/ lesson.
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Introducing new knowledge/ content was discussed throughout the entire lesson. The
definition of the main idea and details were explored before, middle, and end of the reading. The
lesson demonstrated both guided practice and independent practice. Students took turns
reading a page in the book, I supported student reading to ensure fluency and comprehension.
Students were instructed to tap and blend words together if a word was unknown to them. There
were stopping points as students read to discuss the details of the story. If students were having
difficulty I assisted students; this strategy helped students comprehend the main idea and details
discussed in the lesson. Throughout, the story I asked students questions to encourage critical
and creative thinking skills. (Questions are shown below in lesson plan) The topic of
questions required students to think about the main idea and details of the story. I asked students
these questions throughout the story as a formative assessment to check for understanding. I
provided students with clear feedback to their answers to give them approval if they understood
or not. A discussion of the topic if student or students didnt understand the question asked. At
the end of the lesson, I provided feedback to students when they completed their activity so I
knew they met the objective. This feedback also gave students the approval that they
comprehend the lesson and met the objective. If any student or students didnt meet the objective
further instruction would be needed; fortunately all students met the objective.
The Universal Design for Learning (UDL) method was implemented in this lesson, all
in this group were clearly read the directions and questions on the activities and assessments.
This method was to help all students understand what is expected of them. To minimize
distractions in the lessons, students were placed at a side half circle table on the side of the room.
Having the students placed at this specific table helped students focus on the lesson and activity.
At the beginning of each lesson new vocabulary was discussed to support students vocabulary
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development and to improve students fluency when reading the books chosen. Students were
required to read text aloud which can help students who are struggling to decode by modeling
pronunciation of letter and word sounds and by making a connection between oral language and
written text. According to Scholastic Guided Reading Program Levels, students in Kindergarten
grade should be at reading levels of A-D. This particular group reads at a level B book and
reading comprehension below average. This particular book was selected because students could
relate to the books and be able complete an activity which will enhance reading and writing
skills. The instructional activity used in this lesson corresponds to the learning needs and
strengths of the students in this group. Students were instructed and supported to letter tap and
blend the sounds if they didnt know specific words. Visual means of representation was
implemented into the lesson by using a visual for vocabulary, pictures on the story, and a graphic
organizer was used in the activity. Having the students complete the graphic organizer to
determine the main idea and details supported practice and performance for the students. Having
students complete an activity for each lesson helps track and monitor student progress. Although
there were no IEP accommodations or modifications needed for this lesson, the assessment
was implemented to assist all learners. Teacher read, repeated, and modeled directions to
students to ensure students understood directions.
For me, important parts of the lesson were the end of the lesson, on day 3 a few
students were able to define what a main idea and what a detail was. Asking students formative
questions and the summative assessment helped me as the teacher to determine student
achievement for the past two days. It felt amazing to know students comprehended the lesson
when I assessed their learning during the activity. Students had little understanding of main idea
and details prior to day 1s lesson, day 3 students understood the main idea and details of the
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story. Students also comprehended the graphic organizer given as the summative assessment for
the day. Scaffolding was implemented over the three days; the graphic organizers became less
structured throughout the 3 days. Students learned to look back in the book to complete graphic
organizer; this strategy was taught on day 1. For this particular lesson, students were highly
engaged in the book and activity. Students enjoyed reading and discussing a book about animal
sounds. It allowed students to use background knowledge and use it to help understand the story.
For the future, I will choice books that are similar to ensure student engagement.
Formative and summative assessments were used during the entire lesson to give
students clear feedback. During the lesson, the teacher will support student reading to ensure
fluency and comprehension. The teacher will prompt students to verbally discuss and answer
questions to ensure reading comprehension. Teacher will collect observational data regarding
difficulty expressed in reading fluency, comprehension, and independently writing. Summative
Assessments, student will have read the books and identify the main idea and details. Students
will complete a graphic organizer activity that covers the main idea and details of the story; they
will have to use character traits to from the word box given to describe them-selves. At the end
of the lesson, the teacher will prompt students to verbally discuss and answer questions to ensure
reading comprehension. At the end of day 3, students completed a summative assessment on the
topic of main idea and details.
In day 1, the objectives were shared with students in age appropriate language to
ensure students understood the expectations for the lesson. Today we will read the book It is
Spring and identify the main idea and details of the story by using evidence and clues from the
text. Then you will complete an activity by identifying the main idea and details by writing and
drawing a picture. I told students what exactly they should pay attention to in the story so, they
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knew the expectations. The objectives for this lesson was selected by data from students preassessment data and aligned with the MCCSS standards. The MCCSS standards used in this
lesson was RL1 With prompting and support, ask and answer questions about key details in a
text. (SC, K), RL10 Actively engage in group reading activities with purpose and understanding,
and RI2 With prompting and support, identify the main topic and retell key details of a text. (SC,
K)
Day 1 Instruction:
Introduction to It is Spring
By: Cheryl Ryan
About This Lesson
Description
This lesson will be taught to a small group of five students. Students will learn a new reading
strategy and set of skills. In this lesson, students will apply background knowledge along with a
new reading strategy to the text "It is Spring".
Prerequisites
In small group, students learn reading strategies and skills on a weekly basis to develop reading
comprehension. The book It is Spring was selected because it is the appropriate reading level
book for this group of students. This particular book was selected because students could relate
to It is Spring book and be able to complete an instructional activity. As a prerequisite, students
should be able to read and comprehend suitable level text with limited assistance.
Estimated Time
40 minutes
Potential Use
Purpose
Small Group, Guided Reading, Classroom Instruction
Grade
Kindergarten
Content Areas:
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Maryland Common Core State Curriculum:

English Language Arts
Reading Literature
Main Idea and Details
Reading Foundational Skills
Maryland State Common Core Standards:
(SC, K)
(SC, K)
Goals
Instructional Goals
The goal of this lesson is for students to identify the main idea and details in the book. This
lesson will help students build literacy skills to support reading comprehension of the book.
Objectives
Students will read It is Spring and be able to identify the main idea and details in the story by
using evidence and clues from the text. Students will complete an instructional activity by
comprehending the main idea and writing and drawing the details.
Variability
This group is made up of one student who receives English for Speakers of Other Language
(ESOL) services for Spanish. This particular group is below grade level in reading; this lesson
will support all students by allowing them to practice and improve literacy skills that are required
to enrich reading comprehension. Students will have the opportunity to complete an activity
which will enhance math, reading, and writing skills. The lesson objective will be attainable for
all students because students will be able to meet the objective through a variety of ways
kinesthetically, visually, and verbally.
Assessments
Formative Assessments
During the lesson, the teacher will support student reading to ensure fluency and
comprehension.
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Throughout the lesson, the teacher will prompt students to verbally discuss and answer
questions to ensure reading comprehension.
Teacher will collect observational data regarding difficulty expressed in reading fluency,
comprehension, and independently writing.
During reading, the teacher will encourage students to use skills used from foundations,
such as letter sounds and blending.
The teacher will also give students immediate feedback during this lesson and adjust the
lesson as needed.
Summative Assessments
Student will have read the book, It is Spring and identified the main idea and details.
Students will complete a graphic organizer activity; they will have to use evidence from
the text. Students will write and draw the details of the story in a graphic organizer
At the end of the lesson, the teacher will prompt students to verbally discuss and answer
At the end of the three days, students will complete a summative assessment on main idea
and details.
Instructional Methods
Opening
1. Have students complete Main Idea and Details Pre-assessment.
2. Discuss: Main Idea/ Details, Vocabulary.
3. Today, we will read the story It is Spring then identify the main idea and details. As
we read, we will use the evidence and clues from the text to find the main idea and
details. Then you will complete an activity by writing and drawing the details of the
story.
4.
Discuss: Main Idea/ Details, Vocabulary. Turn and Talk
What is a main idea? What are details to the Main Idea? Turn and talk.
The main idea is what the story is about. The details support or tell more about the
main idea.
Lets review some vocabulary. Turn and talk to a partner to discuss definition.
Worm
Leave
Everywhere
During
1. Read the Cover page;
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Lets preview the cover. What are some things you see? What do you think this book is
about? Lets see if you are right! Remember to try to find the main idea and details as we
read!
2. Have students read pg. 3
3. Have students read pg. 4-5. What pops up in Spring? Why do you think they pop up?
4. Have students read pg. 6-7. What are other things that pop out in Spring?
5. Have students read pg. 8-9. Why do you think animals pop out? Where do they go in
winter?
6. Have students read pg. 10. Who can tell me what the main idea of this book was? What
are the details to the main idea?
7.
Give directions to the activity. Provide support and allow students to look back in the
book for spelling.
Closing
Who can tell me what the main idea of this book was? What are the details to the main idea?
8.
Give directions to the activity. Provide support and allow students to look back in the
book for spelling.
End/ Closing Statement:

12.
Can someone tell me what we did today and why?
We read the book It is Spring to find the main idea and details. Finding the main idea helps
understand what the book is about and the details support or tell more about the main idea.
Review
Review and discuss lesson objective to ensure students comprehend lesson.
Materials
Book It is Spring
Pencils/ Crayons
Main Idea and Details Activity Worksheet
Pre- Assessment Test
White Board
It is Spring Graphic Organize Activity (Shown Below)
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Day 2 Instruction:
In day 2, the objectives were shared with students in age appropriate language to ensure
students understood the expectations for the lesson. Today you will read the book Animal
Sounds and identify the main idea and details of the story by using evidence and clues from the
text. Then you will complete an activity to identify the main idea and details from the story using text
evidence. I told students what exactly they should pay attention to in the story so, they knew the
expectations. The objectives for this lesson was selected by data from students pre-assessment
data and aligned with the MCCSS standards. The MCCSS standards used in this lesson was
RL1 With prompting and support, ask and answer questions about key details in a text. (SC, K),
RL10 Actively engage in group reading activities with purpose and understanding, and RI2 With
prompting and support, identify the main topic and retell key details of a text. (SC, K)
For me, important parts of the lesson were the end of the lesson, on day 3 a few
students were able to define what a main idea and what a detail was. Asking students formative
questions and the summative assessment helped me as the teacher to determine student
achievement for the past two days. It felt amazing to know students comprehended the lesson
when I assessed their learning during the activity. Students had little understanding of main idea
and details prior to day 1s lesson, day 3 students understood the main idea and details of the
story. Students also comprehended the graphic organizer given as the summative assessment for
the day. Scaffolding was implemented over the three days; the graphic organizers became less
structured throughout the 3 days. Students learned to look back in the book to complete graphic
organizer; this strategy was taught on day 1. For this particular lesson, students were highly
engaged in the book and activity. Students enjoyed reading and discussing a book about animal
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sounds. It allowed students to use background knowledge and use it to help understand the story.
For the future, I will choice books that are similar to ensure student engagement.
Introduction to Animal Sounds

By: Ned Jensen
About This Lesson
Description
new reading strategy to the text "Animal Sounds".
Prerequisites
In small group, students learn or review reading strategies and skills on a weekly basis. The book
Animal Sounds was selected because it is the appropriate reading level book for this group of
students. This particular book was selected because students could easily relate to Animal
Sounds book. As a prerequisite, students should be able to read and comprehend suitable level
text with limited assistance.
Estimated Time
40 minutes
Potential Use
Purpose
Grade
Kindergarten
Content Areas:
Reading Literature
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(SC, K)
(SC, K)
Goals
Instructional Goals
lesson will help students build literacy skills to support reading comprehension of the book
Objectives
Students will read Animal Sounds and be able to identify the main idea and details in the story
by using evidence and clues from the text. Students will complete an instructional activity by
Variability
Assessments
comprehension.
lesson as needed.
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Student will have read the book, It is Spring and identified the main idea and details.
and details.
Opening
2. Discuss: Main Idea/ Details, Vocabulary.
3. Today, we will read the story Animal Sounds then identify the main idea and details.
As we read, we will use the evidence and clues from the text to find the main idea and
story.
4.
Discuss: Main Idea/ Details, Vocabulary. Turn and Talk to a partner to discuss what a
main idea is. Remember we talked about it yesterday.
What is a main idea? What are details to the Main Idea? Turn and talk.
main idea.
Oink
Buzz
Snore
During
Guided Practice:
5.
Read the Cover page;
Lets preview the cover. What are some things you see? What do you think this book is
about? Lets see if you are right! Remember to try to find the main idea and details as we
read!
6.
Have students read pg. 3
7.
Have students read pg. 4-5. What kind of sound does a dog, cat, and cow make?
Has anyone heard a cow make a moo sound?
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8.
Have students read pg. 6-7. What kind of sound does a pig and bird make? Has
anyone seen a pig?

9.
Have students read pg. 8-10. What kind sound does a duck, snake, and bee make?
10.
Have students read pg. 11-12. Who Dads snores? Raise your hand?
11.
Who can tell me what the main idea of this book was? What are the details to the
main idea?
12.
Give directions to the activity. Provide support and allow students to look back in
the book for spelling.
Independent Practice: Students complete Main Idea and Details Activity. Students will work
independently on the activity; if they need help I will assist them. Students will have a chance to
look back in the book to complete activity. If students finish early, student may color pictures.
Closing
We read the book Animal Sounds to find the main idea and details. Finding the
main idea helps understand what the book is about and the details support or tell more
about the main idea.
Review
Review and discuss lesson objective to ensure students comprehend lesson. I will review
and discuss main idea and details of the story Animal Sounds. I will ask students to
define a character trait and provide examples.
Materials
Animal Sounds book
Pencil
Crayons
Main Idea and Details Activity (Activity Shown Below)
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Day 3 Instruction:
In day 3, the objectives were shared with students in age appropriate language to ensure
students understood the expectations for the lesson. Today you will read the book On The
Farm and identify the main idea and details in the story by using evidence and clues from the
text. Then you will complete an activity to describe character traits of Firefighters from the story using
text evidence. I told students what exactly they should pay attention to in the story so, they knew
the expectations. The objectives for this lesson was selected by data from students preassessment data and aligned with the MCCSS standards. The MCCSS standards used in this
lesson was RL1 With prompting and support, ask and answer questions about key details in a
text. (SC, K), RL10 Actively engage in group reading activities with purpose and understanding.,
and RI2 With prompting and support, identify the main topic and retell key details of a text. (SC,
K)
Introduction to On The Farm

By: Cheryl Ryan
About This Lesson
Description
new reading strategy to the text "On The Farm".
Prerequisites
In small group, students learn reading strategies and skills on a weekly basis to develop reading
comprehension. The book On The Farm was selected because it is the appropriate reading
level book for this group of students. This particular book was selected because students could
relate to On The Farm book and be able to complete an instructional activity. As a prerequisite,
students should be able to read and comprehend suitable level text with limited assistance.
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Students will read On The Farm and be able to identify the main idea and details in the story
Estimated Time
40 minutes
Potential Use
Purpose
Grade
Kindergarten
Content Areas:
Reading Literature
(SC, K)
(SC, K)
Goals
Instructional Goals
lesson will help students build literacy skills to support reading comprehension of the book.
Objectives
Students will read On The Farm and be able to identify the main idea and details in the story
Variability
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39
Assessments
comprehension.
lesson as needed.
Student will have read the book, On The Farm and identified the main idea and details.
and details.
Opening

2. Today, we will read the story On The Farm then identify the main idea and details.
As we read, we will use the evidence and clues from the text to find the main idea and
story.
3. Review/ Discuss: Main Idea/ Details, Vocabulary. Turn and Talk
4. What is a main idea? What are details to the Main Idea? Turn and talk.
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40
main idea.
5.
Barn
Chicken
Field
During
Guided Practice:
6. Read the Cover page; Lets preview the cover. What are some things you see?
What do you think this book is about? Lets see if you are right! Remember to try to
find the main idea and details as we read!
7. Have students read pg. 3-4. Where does a do live? Where does a cow live? What is a
barn? Where do you find a barn??
8. Have students read pg. 5-6. Where can you find a pig and chicken?
9. Have students read pg. 7-9. Where do you find a goat, duck, and sheep?
10. Have students read pg. 10. Where do all the animals live?
main idea?
12. Give directions to the activity. Provide support and allow students to look back in the
book for spelling.
Independent Practice:
Students complete Main Idea and Details Activity. Students will work independently on the
activity; if they need help I will assist them. Students will have a chance to look back in the book
to complete activity. If students finish early, student may color pictures.
Closing
We read the book On The Farm to find the main idea and details. Finding the
main idea helps understand what the book is about and the details support or tell more
about the main idea.
Review
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Review and discuss lesson objective to ensure students comprehend lesson. I will review
and discuss main idea and details of the story On The Farm. I will ask students to
define a character trait and provide examples.
Materials
On The Farm book
Pencil/ Crayons
White Board
Main Idea and Details Activity (Shown Below)
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43
D: Analysis and Instructional Decision-Making

Pre-Assessment
Pre- Test
Questions
Student A
Student B
Student C
Student D
Student E
Total
Absent
Questions 1
N/A
2/4
= 50%
Question 2
N/A
0/4=
0%
Question 3
N/A
=
75%
Question 4
N/A
0/4=
0%
Questions 5
N/A
Question 6
N/A
Total
2/6 =
33%
2/6=
33%
2/6=
33%
3/6=
50%
N/A
Student C
Student D
Student E
Class total=
37.25%
0/0=
0%
4/4=
100%
Summative Assessment for Day 1

Activity
Student A
Student B
Total
*Absent
4/4=
Main Idea
n/a
100%
4/4=
Detail 1
1
n/a
100%
4/4=
Detail 2
1
n/a
100%
4/4=
Detail 3
1
n/a
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100%
4/4=
Detail 4
1
n/a
100%
Total
5/5= 100%
5/5= 100%
5/5= 100%
5/5= 100%
n/a
Post Assessment/ Summative Assessment for Day 2

Activity
Student A
Student B
Student C
Student D
Student E
Total
5/5=
Main Idea
100%
5/5=
Detail 1
1
1
100%
5/5=
Detail 2
1
1
100%
5/5=
Detail 3
1
1
100%
5/5=
Detail 4
1
1
100%
Total
5/5= 100%
5/5= 100%
5/5= 100%
5/5= 100%
5/5= 100%
Post Assessment/ Summative Assessment for Day 3

Activity
Student A
Student B
Student C
Student D
Student E
Total
5/5=
Main Idea
100%
5/5=
Detail 1
1
1
100%
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Detail 2
5/5=
1
1
100%
5/5=
Detail 3
1
1
100%
5/5=
Detail 4
1
1
100%
Total
5/5= 100%
5/5= 100%
5/5= 100%
5/5= 100%
5/5= 100%
Summative Assessment Results for Unit

Day 1
100%
Day 2
100%
Day 3
100%
Class Average
100%
Summative Assessment for Unit

Pre- Test
Questions
Student A
Student B
Student C
Student D
Student E
Total
Absent
Questions 1
2/4
= 50%
Question 2
2/4=
50%
Question 3
=
75%
Question 4
2/4=
50%
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Questions 5
Total
Class total=
84%
5/5=
100%
5/5=
100%
1/5=
20%
5/5=
100%
5/5=
100%
0/0=
0%
Pre- Assessment Results vs. Summative Assessment

120%
100%
80%
60%
Pre-Assessment
40%
Summative Assessment
20%
0%
As the table above shows, students averaged on the summative assessment were 100%.
The summative assessment results display 4 out of 5 students comprehended the lesson. I am
extremely pleased with students summative assessment scores. The summative assessment
scores displays most students comprehended the lesson taught. Student A and Student B had a
67% growth from the pre-assessment to the summative assessment. These two students showed
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the most growth between the beginning of the lesson and the end of the lesson. Student C scored
13% higher on the pre-assessment compared to the summative assessment. One student results
show, she didnt comprehend the entire main idea and details lesson. She didnt show any growth
from the pre-assessment on day 1 to the post assessment on day 3. Additional learning and
intervention is needed for this particular student to comprehend main idea and details of a story.
Student C will have additional one on one daily intervention to comprehend the main idea and
details. Student C will receive additional learning on the reading strategy by using various books
on reading level until she comprehends and understands the skill. Daily assessment will be given
to ensure student growth and when student receives a 90% or better on the assessment. Student D
scores showed he had a 50% growth from the pre-assessment to the summative assessment.
Student D had background knowledge of what a main idea and details are in a story. Student E
was absent during day 1 for the pre-assessment so the data is unavailable. However, Student E
scored a 100% on the summative assessment indicating student comprehended the lesson.
A table for pre-assessment and summative assessment (postassessment) is shown for
each day. For each table shown, for each student there is question breakdown displayed. Based
on the pre- assessment results, I was able to determine the strengths and needs of the students.
Additional, I was able to determine students background knowledge and vocabulary background
daily based on questions I asked prior to each lesson. These questions werent documented but
students answers assisted in how in-depth I needed to explain the vocabulary from the story.
Maryland Common Core State Standards and essential skills and knowledge were determined for
each lesson depending on students strengths and needs.
Post- assessment tables show data by student and questions; tables display what
questions students received 1 point or zero points for. Each post assessment was scored out of 5
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points. Results for all three days show that students made a significant improvement on the
understanding of character traits.
The first table displays the pre-assessment data; the table breaks down each student that
was present and if they scored a 1 or a 0 on each question. For the first two days, Student E was
absent so the data is not available. The next three tables display daily summative assessments;
the table breaks down each student that was present and if they scored a 1 or a 0 on each
question. Table five displays the average daily summative results; I added up students results and
found the average score. Table six compares pre-assessment data to summative assessment for
the unit data; as you can see from the table students displayed significant growth from the preassessment to the summative assessment on day 3. Four out of five students showed significant
improvement. The overall class showed a 45% improvement from the pre-assessment to the postassessment. Four out of the five students displayed student achievement from evaluating
students results. Student Cs summative assessment scores indicate student didnt comprehend
the lesson on main idea and details of a story. Overall, students achieved the lesson objective by
comprehending the main idea and details of a story.
Typically, student achievement data are reported for whole populations, or as aggregate
data. It is not, however, until the data are disaggregated that patterns, trends and other important
information are uncovered. In all three days, students were able to use their background
information to understand the stories. In day 2 and 3 related better to the books and were able to
determine the main idea and details compared to day 1. I believe this is due to students
understanding what the main idea and details are of a story. Students in day 2 and day 3 were
familiar with the graphic organizer which was used as a daily summative assessment. They were
able to use what they learned from day 1 and apply it into day 2 lessons, day 3 lessons, and
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summative assessments. Disaggregates data based upon contextual factors identified in Part A
such as gender, socio-economic, race, ESOL, special education didnt play a role into student
achievement in any of the lessons.
Pattern of achievement occurred in all three days; students scored low on the preassessment questions. On the formative and summative assessments data, students displayed
achievement on both forms. However, there is one student who didnt display achievement from
the pre-assessment and the post assessment. Four of the five students met the objectives and
MCCSS standards and Essential Skills and Knowledge. Some students lack of achievement
was displayed during the reading. This particular group lacks the reading skills and fluency to
independently comprehend the lesson. Students needed the teacher to assist in comprehension,
word recognition, and fluency. Since student achievement was successful in all three days
additional instruction, intervention, and assessment isnt needed besides one particular
student. This student needs additional instruction on the main idea and details so students can
fully comprehend how to determine the skill. Students achieved the lesson objective however;
since their reading level is lower I would want to teach the skills and strategies again to reassure
they learned. Five out of the five students achieved the selected MCCSS standards, RL1 With
prompting and support, ask and answer questions about key details in a text. (SC, K), RL10
Actively engages in group reading activities with purpose and understanding. Four out of five
students achieved the selected MCCSS standards RI2 With prompting and support, identify the
main topic and retell key details of a text. (SC, K) The fifth student will received additional
instruction on identifying the main idea and details of a text.
Overall, I am very satisfied with each groups improvement from pre-assessment to postassessment. The results show me that every student met the lesson objectives. Additional
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instruction, intervention, and assessments arent necessary on four out of the five students due to
the student comprehension and achievement. One particular student needs additional instruction,
intervention, and assessments to determine the main idea and details of a story and to achieve the
lesson objective. Student C will have additional one on one daily intervention to comprehend
the main idea and details. Student C will receive additional learning on the reading strategy by
using various books on reading level until she comprehends and understands the skill. Daily
assessment will be given to ensure student growth and when student receives a 90% or better on
the assessment.
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E: Reflection and Self-Evaluation

Overall, I think the planning and the execution of the lesson on main idea and details was
successful and valuable. Students made significant progress from the pre-assessment to the postassessment. Four out of five students showed improvement indicating students comprehended
the lesson taught. The instructional strategies used in each lesson were dependent on students
pre-assessment results, strengths, and needs.
For each day, learning differences of students were addressed through students reading
levels. Students were significantly below reading level therefore; the books were chosen
appropriately for students level. Scaffolding was applied during the activities to address student
learning differences. I helped students during the activity the most on day 1 and each day assisted
students less and less. Each day after students read, a discussion what the main idea and details
of the story were so students were comfortable completing the activity. While students were
completing graphic organizer, I taught students to look back in the book for information needed
and correct spelling on words. Students in this group didnt have IEP accommodations and
modifications so none needed to be implemented. Each book contained cultural differences for
all students to understand and relate to. The elements of Universal Design for Learning were
incorporated into each lesson to guarantee all students learn the skills and strategies they must to
be successful. Based on students data, instructional strategies were effective on the majority of
the students. As stated earlier, Student C needs additional instruction based on deficit on student
achievement. Pre-assessment data displays students had little knowledge of the main idea and
details. The summative assessment data displays the majority of the students shown academic
achievement in the area of main idea and details.
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Instruction influenced student learning in all three days according to the assessment
data. Cultural and linguistic differences didnt play a big part in any of lessons. The groups
were homogenous groups with students having similar cultural backgrounds and four out of five
students English being their first language. One students first language is Spanish but he
receives ESOL services. His academics arent effect by having English as his second language. I
used similar instructional strategies and activities daily because of student learning differences
were the same every day. The books and activities were chosen due to students strengths, and
weaknesses. The formative questions throughout the lessons were designed to be challenging to
students to ensure students comprehended the book and skill taught. For each lesson, the
formative questions were similar but designed to comprehend the story. This helped students to
complete the activity when they needed to use evidence from the text.
Reflecting on past lessons helps future lessons become successful and effective. Based on
student achievement data students had a difficult time understanding the supporting details of a
main idea. For the future, one implication I would add to the lesson is having students color the
details in the book. The books were in black and white so, to help students understand the details
of the story, I would have students color the details on each page. Example, It is Spring have
students color in worm when the author discusses how the worm pops up from the ground in
Spring. Coloring the details would allow students to comprehend the details of the story easier.
This tactic would also assist students on completing the graphic organizer more effectively and
sufficiently. Another implication I would add to the lesson, is reading a paragraph to the students
and collaboratively identity the main idea and details. This approach would help students
comprehend how to identify and what a main idea and details are. Students had some difficulty
with the vocabulary during each day; I would include more modeling to ensure student
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comprehension. Provide students more time to tap and blend unknown words until they were
able to determine the word. I was worried about the pacing and timing of the lesson so I often
had them tap and blend and I assisted on the word. Overall the lessons went well, majority of the
students showed growth from the pre- assessment to the summative assessment. There are only a
few changes I would make to future instructional lessons such as having students color in the
details while we read the book. Provide an example of what the main idea and details are of a
paragraph versus just stating the definition.
Collaborating with other educators and professionals may support in developing more
successful future instructional activities. Co-teaching with another educator may provide other
instructional strategies and activities than the ones I used to help students comprehend the main
idea and details. I was given amazing advice from an intelligent educator about coloring the
details of a story after my lesson. Personally, it was great advice and will use it in the future
when using black and white books. Collaborating with other educators and professionals can
provide you with advice on what activities worked best when they taught main idea and details.
Other educators could give you advice on strategies work best with certain types of students.
Certain strategies would work better with students who read below grade level versus students
who read above grade level. Additionally, other teachers or professionals could recommend of
books that would be more effective and valuable when discussing certain literacy skills and
strategies. Collaborating with other school based professionals allows you to expand
instructional lessons and activities.
One professional learning goal based on the CEC standards that emerged for me
through my reflection and experience was standard 3-Indivudal Learning Differences. Individual
learning differences were expressed daily in each lesson and activity. Each lesson was planned
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and executed due to students strengths and needs. Throughout the lessons I have learned how to
determine the ways in which a student learns and then how to adjust my instruction to teach that
child. Another professional learning based on the CEC standard that emerged through my
reflection and experience was 4- Instructional strategies. A variety of evidence based strategies
have been scientifically proven to be effective when teaching students with learning disabilities. I
incorporated these techniques and strategies into my teaching by creating and teaching units and
lessons using the evidence based strategies in both a small group and a more individualized
setting. I have implemented various instructional strategies and techniques that facilitate student
learning during my three day lessons. During my lessons, I gave students the ability to use and
apply the new skill across various settings and environments. I developed and adapted material
to accommodate to the individual needs of learners using evidence based instructional strategies
such as: using direct and explicit instruction, following the model/lead/test sequence of
instruction, moving from concrete to abstract level of instruction, providing corrective feedback
to ensure students are not practicing skills incorrectly, teaching to mastery before moving on to
new topics, and providing students with various ways to access and practice their skills in guided
practice before trying the skills independently. Other strategies that were included that help
students compensate for poor memory and retrieval include: the use of graphic organizers,
physical or verbal prompts, clearly labeled checklist or steps to follow, songs or rhymes, clear
presentation and modeling of skills, and gradual release of visual prompts. Finally, strategies to
help students compensate for poor comprehension include: providing students with text on their
ability level to prevent frustration, oral reading of text, gradual release of pictures to help find
meaning, and explicit phonics instruction to ensure students can decode words to find their
meaning.
Overall, the instructional strategies used in the lessons were successful based on
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students data. Additional intervention strategies will be conducted on Student C to ensure

student comprehends the main idea and details of a text.
As a future educator, in these three lessons I learned what strategies and skills I need to
become an effective teacher. This assignment was a great learning tool to become a successful
educator. I am eager and excited to continue to learn how to become a remarkable teacher.

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Evidence of Student Learning:

A. Learning Context, Topic, & Objectives

Essential Skills and Knowledge:

Apply appropriate vocabulary discussed prior to reading.

Use prior knowledge to understand the text.

Use evidence from text to complete activity.

Participate actively and appropriately in discussions.

Determine the main idea and details of the story.

Essential Skills and Knowledge:

Apply appropriate vocabulary discussed prior to reading.

Use prior knowledge to understand the text.

Use evidence from text to complete activity.

Participate actively and appropriately in discussions.

Determine the main idea and details of the story.

Essential Skills and Knowledge:

Apply appropriate vocabulary discussed prior to reading.

Use prior knowledge to understand the text.

Use evidence from text to complete activity.

Participate actively and appropriately in discussions.

Determine the main idea and details of the story.

Day 2 Formative Questions:

Day 3 Formative Questions:

4. . Where can you find a pig and chicken?

Maryland Common Core State Curriculum:

Discuss: Main Idea/ Details, Vocabulary. Turn and Talk

End/ Closing Statement:

Can someone tell me what we did today and why?

Review and discuss lesson objective to ensure students comprehend lesson.

Main Idea and Details Activity Worksheet

Pre- Assessment Test

It is Spring Graphic Organize Activity (Shown Below)

Introduction to Animal Sounds

anyone seen a pig?

Introduction to On The Farm

1. Have students complete Main Idea and Details Pre-assessment.

D: Analysis and Instructional Decision-Making

Summative Assessment for Day 1

Post Assessment/ Summative Assessment for Day 2

Post Assessment/ Summative Assessment for Day 3

Summative Assessment Results for Unit

Summative Assessment for Unit

Pre- Assessment Results vs. Summative Assessment

E: Reflection and Self-Evaluation

students data. Additional intervention strategies will be conducted on Student C to ensure

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