Assessment 3: Weekly Lesson Plan and Reflective Report (LSLS 7028: Practicum I LSLS 7029: Practicum
II) as presented to candidates
Background. To earn a reading endorsement in the State of Ohio, reading specialist/literacy coaches
must obtain 100 clock hours of field experience. These 100 hours are to be equally divided across three
grade bands: PreK-3rd grade, 4th-9th grade, and 7th-12th grade. As part of the practicum, reading
specialist/literacy coaches are required to work one-on-one with a student struggling in reading and
writing in each of these grades bands for approximately 30-35 hours. At the conclusion of their work
(30-35 hours) with each of these three students, they are required to write a case study report on the
student they assessed and instructed.
Weekly Lesson Plan and Reflective Reports You will complete weekly lesson plan and reflective reports
on one student in each of three grade bands (total of 3 Case Studies: One each in PreK-3, 4-9, and 7-12)
that you are working with on reading and writing. The purpose of the weekly lesson plan and reflective
reports is to instruct, follow, document, and reflect on your study student’s literacy development in
three areas: text comprehension, word study, and writing. You should write at least one goal and
objective in each of these broad areas and plan to provide instruction in these three areas for
approximately 15 minutes per session. Therefore, in a 45 minute session, 15 minutes should be devoted
to comprehension work, 15 minutes should be devoted to word identification/recognition work, and 15
minutes should be devoted to spelling and writing work.
Strive to make your lessons cohesive to facilitate deeper connections for the student. Lesson cohesion
includes making a link to the interests and prior knowledge of the student. This means that work on
comprehension, word study, and writing should all relate to the text/resources selected, read, and
discussed during the session.
At the end of each week, you will submit your weekly lesson plans and reflective reports for feedback
from the instructor. The instructor will return your weekly lesson plan and reflective reports in a timely
manner so that you may use this feedback to inform you next instruction sessions with your student.
You will use your weekly lesson plan and reflective reports to inform your case study of your student.
The weekly lesson plan and reflective reports utilize the following format:
Text Comprehension (IRA 2.1, 2.2, 3.3) Write a goal and objective for your student in comprehension.
Comprehension may include work on various types of texts (e.g., narrative, expository, etc.) and/or work
on meaning vocabulary. Describe your instructional plan. The instructional plan should include an
evidence based strategy that addresses the needs of your student. Include the citation for the strategy.
Describe your evaluation plan. In what ways will you collect data on your student’s performance (e.g.,
checklist, tally, field notes, etc.). Report your results. Include both qualitative and quantitative data.
Word Identification/Recognition (IRA 2.1, 2.2, 3.3) Write a goal and objective for your student in word
identification/recognition. Word Identification/Recognition may include work on one or more of the
following: the alphabetic principle/print knowledge, phonological/phonemic awareness, phonics, or
morphology. Describe your instructional plan. The instructional plan should include an evidence based
strategy that addresses the needs of your student. Include the citation for the strategy. Describe your
evaluation plan. In what ways will you collect data on your student’s performance (e.g., checklist, tally,
field notes, etc.). Report your results. Include both qualitative and quantitative data.
Spelling and Writing (IRA 2.1, 2.2, 3.3) Write a goal and objective for your student in writing. Writing
may include work on one or more of the following: writing content, writing mechanics, writing
conventions and spelling. Describe your instructional plan. The instructional plan should include an
evidence based strategy that addresses the needs of your student. Include the citation for the strategy.
Describe your evaluation plan. In what ways will you collect data on your student’s performance (e.g.,
checklist, tally, field notes, etc.). Report your results. Include both qualitative and quantitative data.
Reflection(IRA 2.1, 2.3, 3.3) Write a reflection of the overall sessions. Reflect on the data collected from
the sessions and summarize and synthesize the student’s performance. Reflect on and analyze the type
of texts and technology used during the session. Make suggestions for how the data informs further
instruction and how texts and technology might be utilized in the next sessions. Finally, reflect on your
role as the reading specialist/literacy coach candidate with this student. What did you do well? What
would you have changed?