Lesson Outline: Tessa Shull
Lesson Part
Formal
Preassessment
(Sequence
start)
Activity description/Teacher does
Students do
The previous unit was on letters making sounds that make up Participate in preassessment
words with sounds; this unit focuses on syllables (words
translating to sound/how we pronounce them based on
syllables).
Students do reading test in order to assess how to organize
them into groups
Title
Syllable Reading
State Standard
 CCSS RS1.3 – Know and apply grade-level phonics and word analysis skills in decoding
words / e. Decode two-syllable words following basic patterns by breaking the words
into syllables.
Central Focus The focus of this lesson is for students to be able to decode words with 2 syllables
(CF)
Learning Target (Student)I am: Reading 1 & 2 syllable words in a story
(LT)
So I can: Decode 2 syllable words
I know I’ve got it when: I can recognize that a word has 2
syllables, either by clapping or separating the 2 syllables when
I say the word
Instruction
(Teacher is with a small group of students based on the results Students answer questions
Inquiry
from preassessment)
Preview
Review
Teacher: “can anyone remind the class what a ‘syllable’ is?”
Students follow along with story
(intro after pre-assessment)
T: “Yesterday we read a book that had lots of words with onesyllable. How do we know that it only has one syllable?”
S: “We only clapped one time for the word.”
Book: Snuffy, Fluffy, and the Mice
Teacher reads book aloud, stopping to point out a few one-syllable
and two-syllable words, and ask questions along the way.
(make sure students are following along left to right with their
fingers)
Teacher makes a list of all the one-syllable words given by students Students help make list
from the book, as they flip through the book as a group (each
Informal student has a book) (don’t list the same word more than once)
Students flip through book to try
Assessment
and pick out two-syllable words
Teacher and students go through the book to point out what the
students think are two-syllable words and why
Practice Activity Students have time to read the entirety of the story by themselves. Students engage in silent reading
Support
Teacher monitors reading by walking around group, having students time
read pages to him/her and pointing out words with two or more
syllables.
Students have mini flip book activity with pictures from the book,
Informal then they have to write out the two-syllable words underneath the
Assessment pictures
Students participate in activity
Practice Activity Students will write 3 sentences using one and two-syllable (or more) Students write sentences
Support
words. The sentences can be about the story, but they don’t have to
be.
Closure
Assessment of
Student Voice
T: “Do you think you can pick out how many syllables a word has?
Do you like clapping out the sounds or saying the word slowly
better? Do you like this book/is it one you’d want to read again by
yourself outside of school?”
Formal
[The section for formal postassessment ends the lesson sequence
Postassessment and does not need to be shown on preceding lessons.]
(Sequence end)
you can give a general statement/ type of assessment here- “end of
unit or benchmark assessment”
Within the text: Use knowledge of syllables to help in voice-print match
Beyond the text: Make predictions based on personal experiences and knowledge
About the text: Share opinions about books
Students answer questions in
discussion
edTPA Training Prompts
Context for Learning
1. In what type of school do you teach?
2. Describe special features of the classroom setting.
3. Describe district, school, or cooperating teacher requirements or expectations that affect teaching.
4. What is the name of the course? What is its length? What is the schedule?
5. Is there any ability grouping?
6. Identify textbooks and other instructional programs used during instruction.
7. Describe other resources, such as dry boards or laptops, used during instruction.
8. What is the grade level composition? How many males and females?
9. Summarize the composition of students needing support, such as English Language Learners, gifted,
students with IEPs or 504s, struggling readers, underperforming students. Identify each student’s
accommodation, modification, or method of support.
Task 1: Planning
1. Central Focus
a1. Describe the central focus and purpose for the content you will teach in this learning segment.
a2. Explain how the learning target is measurable, includes a verb (language function), and a few subject
specific vocabulary words.
a3. Explain how the learning target is worded so that students can self-assess their progress toward meeting
it.
b. How is the learning target related to the central focus? How are the learning targets unified by the central
focus?
c. Explain how your plans build on each other to help students learn. How do learning targets add knowledge
or skills from one lesson to the next?
d. How and when will you give students opportunities to express their understanding of the learning targets
and why they are important to learn?
2. Knowledge of Students to Inform Teaching
a. Prior learning, prerequisite skills, and understanding: What do students know, what can they do, and what
are they learning to do?
b. Personal/cultural/community assets related to the central focus—What do you know about your students’
everyday experiences, cultural backgrounds and practices, and interests?
3. Supporting Students’ Learning
a. Explain how your understanding of your students’ prior learning and personal/cultural/community assets
(from prompts 2a–b above) guided your choice or adaptation of learning tasks and materials.
b. Describe and justify why your instructional strategies and planned supports are appropriate for the whole
class and students with similar or specific learning needs.
c. How will students identify resources to support their progress toward the learning targets?
d. Describe common preconceptions (based on prior learning and experiences) within your content focus and
how you will identify and address them.
4. Supporting Science Development through Language
a. Language function: What verb appears in your learning target that represents the language function?
b. Language demand: What learning activities or products will student write, speak, or do to represent the
language demand and an opportunity to practice the language function?
c. Additional language demand: How will students practice content vocabulary words shown in the learning
targets?
d. What learning activities enable students to practice using symbols or abstract representations of
information (syntax), if these are part of the lesson?
e. How is discussion (discourse) structured in activities?
f. What other writing or speaking activities enable students to practice vocabulary and the verb shown in the
learning target?
5. Monitoring Student Learning
a. Describe how your planned formal and informal assessments will provide direct evidence for you and your
students to monitor learning.
b. Explain how the design or adaptation of your planned assessments allow students with specific needs to
demonstrate their learning.
c. Describe when and where you will elicit student voice (oral or written) during instruction to raise awareness
in both you and the students of where students are relative to the learning targets.
d. What tools and strategies will students use to monitor their own learning process during the learning
segment?