Teaching · For Tutors

Skill-Based Lesson Planner

Plan a lesson around one skill: pick the student's stage with it, model, practice together, practice alone and check, all inside the minutes you have.

Start a planWhat you get
$12one-time · every device you sign in on
Buy · $12

Included with Caveat Classroom and Whole-school licenses. Or get it in the Tutoring business kit, $69 for 97 items.

Plans

Each plan keeps the skill, the stage and a timed lesson. Load the worked example to see a 30-minute main-idea lesson.

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What you get

Teaching · For Tutors$12 · included with Classroom and Whole-school licenses

What you finish with
A lesson plan for one skill with the mastery criterion, the stage, the prerequisites and how the skill will be checked; a timeline of model, guided, alone and check segments that adds up against the lesson; six checks marked ready, not yet or not needed; and a run sheet with clock times to print.
Who it is for
Tutors and intervention teachers who teach one skill at a time, any subject, grades 1 to 12.
Format
Browser tool with a saved record per lesson plan. Prints a run sheet with clock times, the full lesson plan, every lesson plan in a table or a blank form; downloads a spreadsheet (.csv); exports and imports a file.
Access
$12 one-time, yours on every device you sign in on; the tool opens once you are signed in with it. Included with Caveat Classroom and Whole-school licenses. Also in the Tutoring business kit ($69) and the Teaching Suite pass ($199), and 1 more bundle. Everything you type stays in this browser; nothing is sent to Caveat.
Where it lives
The For Tutors space in Caveat Teaching.
Support
Questions about access, an order or a correction: team@caveatacademic.com.

How to use it

  1. Name the one skill and the criterion.
  2. Pick the stage.
  3. Lay out model, guided, alone and check.
  4. Mark the checks.
  5. Print the run sheet and record the check.

Start a plan

Matching the lesson to the stage of learning

Where the student is with the skill decides the lessonStageWhat it looks likeWhat the lesson needsNewSlow and often wrongModelling, guided turns, quick correctionAccuracyMostly right but slowPractice with feedback on every itemFluencyRight but not yet quickShort timed practice, goal settingMaintenanceQuick, needs to stay soMixed practice spaced over weeksUse elsewhereFluent in one settingNew materials, new contextsWhere the student is with the skill decides the lessonNewWhat it looks like: Slow and often wrongWhat the lesson needs: Modelling, guided turns, quick correctionAccuracyWhat it looks like: Mostly right but slowWhat the lesson needs: Practice with feedback on every itemFluencyWhat it looks like: Right but not yet quickWhat the lesson needs: Short timed practice, goal settingMaintenanceWhat it looks like: Quick, needs to stay soWhat the lesson needs: Mixed practice spaced over weeksUse elsewhereWhat it looks like: Fluent in one settingWhat the lesson needs: New materials, new contexts
Choosing the stage first keeps a lesson from drilling a skill the student cannot yet do, or modelling one they already know.

The stages of learning a skill

The instructional hierarchy describes how a skill moves from new to accurate to fluent to maintained and used in new settings. Each stage needs a different lesson: modelling and correction early, timed practice once accuracy is there, mixed and varied practice later. The planner warns when the mix does not fit the stage you chose.

Model, guide, release

Explicit lessons move from the tutor showing, to doing it together, to the student working alone, with a check at the end. The move to working alone comes when the student is right most of the time in the guided turns.

Sources

  1. Haring, N. G., and Eaton, M. D. (1978). Systematic instructional procedures: an instructional hierarchy. In N. G. Haring, T. C. Lovitt, M. D. Eaton and C. L. Hansen (Eds.), The Fourth R: Research in the Classroom. Merrill.
  2. Daly, E. J., Lentz, F. E., and Boyer, J. (1996). The instructional hierarchy: a conceptual model for understanding the effective components of reading interventions. School Psychology Quarterly, 11(4), 369-386.
  3. Archer, A. L., and Hughes, C. A. (2011). Explicit Instruction: Effective and Efficient Teaching. Guilford Press.
  4. Rosenshine, B. (2012). Principles of instruction: research-based strategies that all teachers should know. American Educator, 36(1), 12-19.

The worked examples are made up. The 65 percent and 10-minute flags are planning rules of thumb. Nothing you type is sent to Caveat. Support: team@caveatacademic.com.