Intascstandard 7

Instructional Practice
InTASC Standard 7: Planning for Instruction

The teacher plans instruction that supports every student in meeting rigorous learning goals by
drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy,
as well as knowledge of learners and the community context.
When creating lesson plans I consider all the learners in my classrooms. Each plan I make
includes a differentiation section where I outline various ways I can accommodate the lesson to
meets the needs of particular learners. I also plan my lessons with the mindset that reading and
writing can be applied in math, science, and social studies. Cross-curricular lesson content
helps affirm concepts for students who may be struggling as well as continuing to engage
speedy learners in multiple areas of content. While making lessons in reading that include
social studies components reaches many different areas of content, it also reaches the culture
and community of some of my students. I have one student in particular who has a very strong
connection with his native American heritage and is well educated on all things Cheyenne.
While working on making inferences and using text evidence, the reading passages we used
were about native American tribes. This is something relatable, and became an educational
moment for the rest of the class. My student was able to share his knowledge and part of his
culture throughout the completion of our project-based assignment. My students have been
successful in achieving learning goals while simultaneously building their classroom community,
and this creates an environment that supports all students in academic, social, and emotional
ways.
Below are Sample excerpts of differentiation and a lesson example of cross-curriculum content
Interactive group work-Fab Four job assignments Lesson plan
Differentiation: For my students with ADHD who need some extra help at keeping their attention
on task I will frequently circulate the room and check in to see how they are working with their
partners. For my students who have trouble organizing their thoughts I already have the sheet
with each part of Fab Four for them to fill in. For my students who need to use a computer I will
have a Venn diagram loaded on the computer for them to use for their list making.
Hyperbole & onomatopoeia Lesson Plan
Differentiation: When we are defining onomatopoeia and hyperbole I will give various students
in the class opportunities to restate their way of understanding. When students are working on
their pop up they will have the opportunity to pick which onomatopoeia they personally think fits
best instead of having a pre-made sound word to use.
Subject/Topic/Activity: Reading-Fictional Text Inferencing

Standards:
RL.5.1. Quote accurately from a text, and make relevant connections when explaining what the
text says explicitly and when drawing inferences from the text.
RI.5.4. Determine the meaning of general academic and domain-specific words and phrases in
a text relevant to Native Americans (Social Studies).
Objectives:
SWBT: Read closely to determine what text says explicitly and make logical inferences
SWBT: Quote accurately from the text
SWBT: Cite specific textual evidence when speaking/writing to support conclusions drawn from
the text.
Materials:
Reading passage
SMART Board
Pencil
Cardstock
Markers/colored pencils
Procedures:
Introduction:
Remind students about our first part of the fab four: Predicting. Start accompanying PowerPoint
(from cooperating teachers unit one) that talks about how predicting is different than
inferencing.
Body:
Talk about the difference between inferencing and predicting--use SMART Board to graph the
following topics and answers:
A prediction is
Using what you know from the text to make a guess at what will or could happen next.
Part of inferring
You can check your accuracy as you read
Can find out if you were right or wrong
An inference is
Using information in the text AND personal knowledge to figure out something in the text that
the author did Not tell you.
More precise
Reading between the lines
Filling in (in your head) whats NOT written on the page
Comes from you--an independent thought
Good readers
Infer to figure out what the author is saying
Read between the lines
Look for clues in the pictures of words to help them figure out what the book is about
Keep wondering if their inference is correct or if it needs revising
Tell students that we are going to be using a passage to do some inferencing and
utilizing text evidence for support.
Closing: Remind students to think about what they can infer from their stories by using text
evidence. Show example of the cardstock project. Explain that this project is using text
evidence to show what they are drawing.
((Explain the project to the students--show them the PowerPoint with the examples of the
picture, colored, evidence provided, and how it was finished/pasted together))
Let students choose a season from the following story (or the whole story).
Passage #1: http://teacher.depaul.edu/Documents/PotawatomiPrairiefiction5thgrade.pdf
The students will be drawing whatever picture is painted in their mind by their reading
passage. By using their passages, they will be able to take evidence from the text and create
their pictures. Whatever picture they create they need to use a minimum of 3 portions of the
text and glue it above, or next to the part of the picture that the text is describing.
Assessment:
Students are going to draw a picture and cut out/write out sentences from their passage to
paste on portions of their pictures. These portions of their pictures will be directly identified from
the text and this will assess that they are able to identify evidence within the text in order to
create their picture. See attached rubric for requirements.
Management Issues, Transitions, and Differentiation:
Management: When problems arise if students are not sure of what season to pick, I will
recommend that they ask a friend to help them see what story interests them. If a student is
calling out I will use proximity to walk closer to them so that they stop calling out and I will
remind the whole class that we raise our hands when we have something to say/ask; I can
address them individually if it becomes a bigger issue. When students are attentive and doing
their work I will tell them to clip up on our captain board (a reward system to keep them
motivated throughout the day).
Transitions: When transitioning from the modeling on the board to the guided practice I will pick
one student from each group to come grab the card stock papers and story papers for their
table group. Before the end of the reading period I will hand each student a paper clip to clip
their cardstock to their stories together, and then 2 minutes before they need to move to their
next classroom they will set them in the bin on the front cart designated for their class period.
Differentiation: By using the 4 different seasons, students can pick which one is on a just-right
reading level for them, or they can choose to challenge themselves. The stories also vary in
length. With Hannah and Ben, I am going to prompt them toward one particular story that I think
will be best for them.
Rubric:
Creativity
Text Evidence
Inferencing
Utilizes no color in
drawing
Utilizes 2-3 colors in

drawing
Utilizes 4 or more
colors in drawing
Has no text evidence
Includes 2 pieces of
text evidence
Includes 3 or more
pieces of text
evidence
Includes no written
inferences
Includes 1 written
inferences
Includes 2 or more
written inferences

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Instructional Practice

InTASC Standard 7: Planning for Instruction

Subject/Topic/Activity: Reading-Fictional Text Inferencing

Utilizes 2-3 colors in

Has no text evidence

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