EDLIT 734/735 Literacy Through the Disciplines
Expository Text Demonstration Lesson and Coaching Assignment (35 points)
The Expository Text Demonstration Lesson and Coaching Assignment is designed to provide
candidates an opportunity to demonstrate their use of appropriate and varied instructional
approaches and a wide range of text to support reading and writing at the coaching level.
Candidates will select a group of novice teachers in their school with whom they will develop a
coaching relationship. They will develop a lesson in which they teach a reading strategy that
fosters comprehension in expository text. They will meet with their coaching group for an
orientation session during which they discuss the rationale, instructional approaches, texts,
routines and uses of classroom various configurations to support reading instruction for their
lesson, which focuses on literacy through the disciplines. They will then present the lesson as a
demonstration for their coaching group. Following the lesson, as a group, they will examine the
strengths and weaknesses of the lesson as well as alternative instructional strategies, routines,
classroom configurations and texts that could be used to achieve their objective. They will also
discuss theories and research that support this demonstration. In a written paper, candidates will
reflect on the coaching experience.
IRA STANDARDS Assessed
1.1
Understand major theories and empirical
research that describes the cognitive,
linguistic, motivation and sociocultural
foundations of reading and writing, and
components including strategic
knowledge and reading-writing
connections.
2.2
Use appropriate and varied instructional
approaches, including those that develop
work recognition, language
comprehension, strategic knowledge, and
reading–writing connections.
2.3
Use a wide range of texts from traditional
print, digital, and online resources.
5.1
Design the physical environment to
optimize students’ use of traditional print,
digital, and online resources in reading
and writing instruction.
Key Assessment Tasks Aligned with
IRA STANDARDS
Analysis of the Demonstration Lesson
-Reflect on theories learned this semester that impact on
this lesson. Identify, explain, compare, contrast or
critique the theories as they apply to teaching students to
learn to read expository text throughout the disciplines.
Coaching Experience Pre/Post-Lesson Discussion
-Describe how you explained to your colleagues the
major theories and empirical research that describes
your rationale for this lesson. Refer to classroom texts
and discussions.
Lesson Plan
-Provide rationale for lesson. Explain why the selected
strategies are important to your student’s comprehension
of expository text.
-Identify the use of instructional approaches to best meet
the needs of all students.
Lesson Plan
-Identify texts that are effective for learners at different
stages of development and from different cultures and
linguistic backgrounds.
Lesson Plan
-Identify of use of the physical environment that
optimizes students' use of resources by providing easy
access to books and materials in literacy instruction.
5.3. Use routines to support reading and
writing instruction (e.g. time allocation,
transitions from one activity to another,
discussions, and peer feedback)
5.4 Use a variety of classroom configurations
(i.e., whole class, small group, and
individual) to differentiate instruction.
6.2 Display positive dispositions related to
their own reading and writing and the
teaching of reading and writing, and
pursue the development of individual
professional knowledge and behaviors.
6.3 Participate in, design, facilitate, lead, and
evaluate effective and differentiate
professional development programs.
Lesson Plan
-Identify the use of routines to best meet the needs of all
students.
Lesson Plan
-Identify grouping configurations, such as individual,
small-group, whole-class, and computer-based.
Analysis of the Demonstration Lesson
Lead constructive discussions about strengths and
weaknesses of the lesson and alternatives to teaching
reading and writing
Coaching Experience
Select a group of two or more individuals, including
new teachers, student teachers, paraprofessional or
teaching assistants, to form the group you will coach.
Arrange a time that all can meet for a pre-lesson
orientation discussion, an observation of the lesson and
a post-lesson discussion.
Outline of Expository Text Demonstration Lesson and Coaching Assignment
1. Develop a lesson designed to teach reading strategies that facilitate comprehension of
expository text. The plan should include pre-reading, during reading and after-reading
strategies and should evolve into a cohesive lesson. Think carefully about the rationale,
instructional approaches (IRA 2.2), physical environment (IRA 5.1), routines (IRA 5.3),
classroom configurations (IRA 5.4) and texts (including traditional, print, digital, and
online resources) (IRA 2.3) you will use in the lesson, and the reasons you chose to teach
this lesson. If the lesson will take more than one day to complete, indicate in the plan
what you will do in each session.
2. Select a group of two or more individuals, including new teachers, student teachers,
paraprofessional or teaching assistants, to form the group you will coach. Arrange a time
that all can meet for a pre-lesson orientation discussion, an observation of the lesson and
a post-lesson discussion. (IRA 6.3) This can be done in one session or three separate
sessions, depending on your time constraints.
3. Meet with this group for an orientation to discuss the purpose of your demonstration
lesson and why the strategy you will be modeling is important in teaching literacy
utilizing expository text. Explain the major theories and research (IRA 1.1) that support
the instructional approach, texts, routines, and classroom configurations you have
selected. Point out what they should be looking for as you teach the lesson.
4. Have the group observe you as you teach the lesson your lesson to your class. (IRA 6.3)
5. Afterwards, lead a post-observation discussion, reflecting on the lesson with the
observers (IRA 6.3). Discuss how this lesson helped your students develop strategies that
facilitate comprehension in expository texts. Also, with the group, look at areas of the
lesson that might be strengthened and modifications that might make the lesson even
stronger. Explain and discuss with your coaching group the various instructional
approaches texts, routines, grouping options (configurations), alternate instructional
practices, strategies, approaches, and methods, and curriculum materials.
6. Share theories and ideas from the professional texts used in our class and our classroom
discussions throughout this semester. (IRA 1.1) Discuss how this lesson might be
adapted for the children in the classes of your coaching group. (IRA 6.3)
Written Report
Based on this coaching experience prepare a written report that includes the following:
PART I. Lesson plan and Analysis (Two sample lesson plan formats are attached to this
assignment.)
 Your lesson plan should highlight how you will demonstrate the following:
1. Rationale for lesson. Why do you feel the selected strategies are important to your
student’s comprehension of expository text? (IRA 2.2) How does it tie to theories and
research we have discussed?
2. Physical environment and grouping configurations. How did the arrangement of
instructional areas provide easy access to books and other instructional materials for a
variety of individual, small-group, whole-class and computer-based activities and support
teachers in doing the same? How did you change configurations and instructional areas
to best meet the needs of all students? (IRA standard 5.1, 5.4)
3. The use of instructional approaches and routines to best meet the needs of all students.
(IRA standard 2.2, 5.3) How do you develop the lesson so that it runs smoothly and
meets the needs of your students?
4. The use texts. Have you selected materials that are effective for learners at different
stages of development and from different cultures and linguistic backgrounds? (IRA
standard 2.3)
 Analysis of the Demonstration Lesson
1. Strengths of the lesson – Lead constructive discussions about: Were the students
engaged? Did the questions provoke higher order thinking? Did you achieve your goal?
How did the lesson support expository reading and writing instruction? How did the
routines, grouping options, physical environment, instructional methods, and materials
best meet the needs of your students? Explain the evidence-base for your decisions. (IRA
6.2)
2. Weaknesses of the lesson – Lead constructive discussion about: Did the lesson go as
planned? What problems did you encounter? Did you achieve your objective? How did
the routines, grouping options, physical environment, instructional methods, and
curriculum materials best meet the needs of your students, including learners at different
stages of development and from different cultures and linguistic backgrounds? Again,
explain the evidence-base for your decisions. (IRA 6.2)
3. Discussion of alternatives – Demonstrate your commitment t teaching reading and
writing, by considering: if you were to do it again how would you change this lesson to
best meet the needs of all students? What other routines could have been used to support
reading and writing instruction? What other instructional practices, strategies, approaches
or methods could have been used to promote greater student engagement and best meet
the needs of all students? Would you change the grouping options and/or the physical
environment? How? In what way would this change best meet the needs of all students?
What other curriculum materials would be effective in supporting expository reading
instruction for learners at different stages of reading and writing development and from
different cultural and linguistic backgrounds? (IRA 6.2)
4. Reflections on theories learned this semester that impact on this lesson – Identify,
explain, compare, contrast or critique the theories as they apply to teaching students to
learn to read expository text throughout the disciplines. (IRA 1.1)
Part II - Coaching Experience
 Documentation of Sessions
1. Orientation Discussion – Provide a summary of your pre-lesson discussion with your
selected coaching group and their feedback. What positions did the members of the
coaching group have in your school? How many were in your group? What questions did
they ask? How did you respond? Did you provide any hand-out materials and how did
they support your presentation? (IRA 6.3)
2. Post-Lesson Discussion. Provide a summary of your post-lesson discussion with your
coaching group. Be sure to include the following: (IRA 6.3)
a. How you explained to your coaching group the evidence-based rationale for the
physical environment, instructional approach, routines, texts, and classroom
configurations that best meet the needs of your students.
b. How you explained to your colleagues the major theories and empirical research
that describes your rationale for this lesson. Refer to classroom texts and
discussions.
 Reflection on the coaching experience.
What did you learn from this experience to better prepare you to be a literacy coach?
(IRA 6.3)
Part IV - Attachments
 Please attach the following:
1. Your lesson plan.
2. Any documentation you may have from the Orientation and post-lesson discussion,
such as feedback sheets, attendance sheets, agendas for the discussions, any hand-outs
that you used. etc.
3. Sample of student work, if possible.
4. Rubric.
Standard Lesson Plan Format
Your Name
Date
Grade and class
School
 RATIONALE - Why did you select this lesson? How does it fit into the curriculum or unit of
study for this reading group? What standards does it support?
 MATERIALS - What book or story will be used? What other materials are necessary to
carry out this lesson? List title, author, and page numbers of books used and any other
materials that you will need to carry out this lesson.
 FOCUS (Aim) - What is the focus of the lesson? What specifically are you teaching? What
strategy or skill are you teaching?
 PHYSICAL ENVIRONMENT - How will the physical environment optimize students' use
of resources in literacy instruction?
 GROUPING OPTIONS – How will the students be grouped for this lesson? Will the
grouping change during the lesson?
 OBJECTIVES - What do you expect the students to learn in this lesson? By the end of this
lesson what will the students be able to do?
 MOTIVATION- How will you activate the schema? How will you prepare the students for
the lesson?
 MINI-LESSON - What are you teaching? Modeling? etc. (The motivation may be
incorporated into the mini-lesson.)
 BODY OF LESSON (Procedure)- Outline how you will carry out the reading lesson. What
will the students be told to do? What questions will you ask? What will you do while they
read? What grouping options will you use?
 CULMINATION - How will you conclude the lesson? Will there be any assignment to be
done in small groups or independently?
 ASSESSMENT - How will you evaluate if the students learned what you were teaching?
Reading Workshop Lesson Plan Format
Your Name
Date
Grade and class
School
 Teaching Point – What are you planning to teach? What do you expect to teach your
students and what do you expect them to be able to do at the end of this lesson?
 Material Needed – What book or text will be used? What other materials are necessary to
carry out this lesson? List title, author, and page numbers of books used and any other
materials that you will need to carry out this lesson.
 Physical Environment – How will the room be set up to provide easy access to books and
other instructional materials to accommodate students’ needs?
 Grouping Options – How will you group the students for this lesson? Will the grouping
change during the course of the lesson? What reasons prompted you to group in this
fashion?
 Connection – How is this lesson connected to previous lessons you have taught? How
will it connect to setting up for new learning? How will it help your students as readers?
 Teach – How will you teach this lesson? How will you show them what you are
teaching? What instructional practices, approaches and methods will you use?
 Active Involvement (Guided Engagement) – How will you give the students an
opportunity to try what was taught as a whole class? What will they try with a partner?
 Link (Independent Engagement) - What will the students be asked to do independently to
practice what was taught? What will you do as they work? What key questions will you
ask?
 Share – How will this follow-up what was taught? How will you choose children to
share? Why? How does the share take the lesson to another level?
 Assessment – How will you evaluate if the students learned what you were teaching?
Rubric for Expository Text Demonstration and Coaching Assignment
Elements of
Standard
Lesson Plan
(4 points)
IRA standard 2.2,
2.3
IRA standard 5.1,
5.3, 5.4
Identifies
Strengths
(5 points)
(IRA standard 6.2)
Exceeds Standard –3
Meets Standard – 2
Below Standard – 1
(4 points)
-Meaningful, well stated and
standards-based lesson plan.
-Compelling teaching point.
(2-3 points)
-Clearly stated lesson plan.
–Teaching point is
appropriate to needs of
students.
-Materials are varied and
meet the needs of most
children. (IRA 2.3)
-Strategic instructional
approaches are utilized to
teach comprehension of
expository text.
(IRA 2.2)
(0-1 point)
-Poorly designed.
-Teaching point is not
clear.
-Physical environment
provides access to literacy
materials. (IRA 5.1)
-Utilizes some variety of
classroom
configurations.(IRA 5.4)
-Classroom routines
support positive learning
environment. (IRA 5.3)
-Arrangement of literacy
materials and physical
environment does not
meet/meets on a limited
basis students’ and
teachers’ needs.
-Does not use grouping
options that all learners
succeed.
-Poor classroom
routines that do not
support struggling
learners.
Weak or no concrete
examples or
documentation of
discussion of strengths
of the demonstration
lesson.
-Materials are appropriate, varied,
and meet the needs of learners at
different stages of development,
especially those who struggle
with reading and writing.(IRA
2.3)
-Highly appropriate and varied
instructional approaches are
utilized which creatively extend
the comprehension of expository
of all children. (IRA 2.2)
-Creative design of physical
environment that permits easy
access to literacy materials. (IRA
5.1)
- Creative use of a variety of
classroom configurations to
differentiate instruction. (IRA
5.4)
-Creates effective routines for all
students, especially those who
struggle with reading and writing.
(IRA 5.3)
Documents constructive, in-depth
discussion of strengths of the
demonstration lesson and
provides several specific and
compelling examples that provide
a clear understanding as to why
considered strengths.
(IRA 6.2) (5 points)
Frames a constructive
discussion of strengths of
the demonstration lesson
supported by one or two
specific and relevant
examples. Logical
explanations are provided.
(IRA 6.2) (3-4 points)
-Materials are not on the
interest/reading or
instructional level of the
children.
-No strategies are being
taught that facilitate
comprehension in
expository text.
(0-2 point)
Elements of
Standard
Identifies
Weaknesses
(5 points)
(IRA standard 6.2)
Discussion of
Alternatives
(5 points)
(IRA standards 6.2
Reflections of
Theories
(4 points)
(IRA standard 1.1)
Discussion of
Orientation
Session
(3 points)
(IRA standard 6.3)
PostDemonstration
Discussion
(3 points)
(IRA standard 6.3)
Reflections on the
Coaching
Experience
(4 points)
(IRA standard 6.3)
Exceeds Standard –3
Meets Standard – 2
Below Standard – 1
Documents comprehensive,
thought provoking, constructive
discussion of areas in need of
improvement in the
demonstration lesson. Gives
several specific and compelling
examples and delves into reasons
for weaknesses. (IRA 6.2)
(5 points)
Documents constructive, in-depth
possible options that improve this
lesson, with clear, concise
examples. Discusses theory and
research that support changes.
(IRA 6.2) (5 points)
In depth connections made that
tie practice to theory in a
meaningful context. Includes
quotes from texts or class
discussions that support ideas.
(IRA 1.1)
(4 points)
Comprehensive discussion of
orientation session, including
highlights of discussion, reactions
and questions of participants.
(IRA 6.3)
(3 points)
Comprehensive discussion
includes specific questions and
feedback from coaching group,
and suggestions made by coach.
(IRA 6.3)
(3 points)
Well-developed, thoughtful and
insightful discussion of how the
coaching experience impacted on
you as a professional. (IRA 6.3)
(4 points)
Frames a constructive
discussion about
weaknesses of the
demonstration lesson and
provides specific and
relevant examples.
Logically explains causes
of difficulties. (IRA 6.2)
(3-4 points)
Frames a constructive
discussion of alternatives
provided with one or two
relevant examples.
(IRA 6.2)
(3-4 points)
Correlation of practice to
theory discussed. Quotes
from class discussions and
texts provided.
Does little to identify or
discuss weaknesses of
demonstration lesson.
(IRA 1.1)
(2-3 points)
Clear and descriptive
summary of orientation
session with outline of
discussion provided.
(IRA 6.3)
(2 point)
Clear and descriptive
summary of discussion
with references to details
and thoughts from
participants. (IRA 6.3)
(2 point)
Discussion of personal
reflections on the coaching
experience contains
interesting ideas.
(IRA 6.3)
(2-3 points)
(0-2 point)
Little or no alternative
methodology discussed.
(0-2 point)
Little or no ties of
practice to theory. No
quotes from texts or
classroom discussions to
support ideas.
(0-1 point)
Little or no summary of
orientation session. No
details included.
(0-1 points)
Little or no summary of
discussion attached.
(0-1 points)
Superficial discussion of
the coaching experience.
Little or no insights or
personal connections.
(0-1 points)
Elements of
Standard
Attachments
(2 points)
(IRA standard 6.3)
Writing
Conventions
Exceeds Standard –3
Meets Standard – 2
Below Standard – 1
All required attachments provided
for lesson and coaching.
Creativity shown in designing
original materials for coaching
sessions. (IRA 6.3)
(2 points)
All required attachments
for lesson and coaching
session provided.
(IRA 6.3)
Several or all of the
required attachments are
missing.
Clear and accurate attention to
writing conventions.
(Minus 0 points)
(0 points)
(1 point)
Attention to writing
conventions but paper has
some minor spelling or
technical errors and/or is
somewhat disorganized.
(Minus 1-2 points)
Candidate’s Name________________________
Grade:
Paper lacks cohesive
structure.
Multiple errors in
spelling/grammar, and
punctuation.
(Minus 3 points)
________ points out of 35