Lesson Plan Format

Your Name: Alicja Oshiokpekhai Students Name: Cole Stoffels Date: 11/05/2016
Lesson #: 1
Activity Objectives/TEKS Procedures: What Rationale: Why are Materials Needed:
will you do? you teaching this? How (Give name and
Provide the steps. are you addressing your author of books used).
students needs? What
data/ text
reading/research
supports this?
Introduction/ The teacher will remind I am reading Follow Me, Follow Me, Moon
Warm-up Activity 1.5 H the student of the time Moon to Cole, and Marie Clay
understand that spoken they read this book a emphasizing the errors
Reading Follow Me, words are represented few weeks ago. throughout this book,
in written language by because he scored a
Moon
specific sequences of Then the teacher will 17/24, because word
letters read this book aloud, and letter order was
1.13 (A) listen to but stop to really focus something that he did
stories being read aloud on the errors in this not pick up on. I will be
(K-1); book, especially on the addressing his needs by
change in word or carefully going over
letter order, because and explaining the
there will be focus on things of the concepts
that in the reading about print that he was
activity. not able to pick up on,
on his own.
Mini-lesson The teacher will The data that helped Strategies for Reading
provide four letter- me come to the Assessment and
Letter Sound Card 1.6 (D) identify and sound cards and focus conclusion that Cole Instruction Helping
isolate the initial and primarily on the final needed help when it Every Child Succeed
final sound of a spoken phoneme sounds, came to the final D. Ray Reutzel, Robert
word (K-1) which will be phoneme sounds in a B. Cooter, Jr. (pg. 184)
underlined, and written word, was the PASS
on the back of the assessment. Cole Four Letter Sound
card. The teacher and scored a 1/6 when it Cards
student will then go came to Phoneme
over the sound of the Isolation of Final
whole word, the sound Sounds, and a 1/6 when
of the last phoneme, it came to phoneme
and the sound of the deletion of final sounds.
 Lesson Plan Format

word, without the last This will help the

phoneme. student to be able to
identify not only the
sounds of the last
phonemes in each
word, but the sound of
each phoneme in a
word, which makes it
easier to break a word
apart, and to put it
back together.
Reading Activity 1.8 (F) use knowledge The teacher will have a This activity would Strategies for Reading
Error Detection of word order (syntax) worksheet with an greatly benefit Cole Assessment and
and context to support original text on it, and because it would Instruction Helping
word identification and have the child read this encourage him to focus Every Child Succeed
confirm word meaning text aloud, after the carefully on the print D. Ray Reutzel, Robert
child has read this text details, in order to B. Cooter, Jr. (pg. 124)
aloud, the teacher will match what is written
substitute some of the on the page with what Worksheet with
words in this text, by is said. The data that original text.
covering these words supports the fact that I
with sticky notes that should focus in on the Sticky notes with
contain different concept of words and substitute words.
words. Then the letters is Coles
student will read the Concepts of Print
substitution text aloud, Assessment, because
and the teacher will he scored a 17/24 and
remind the student missed every concept
what the original text about word and letter
says, as well as inviting order, and Coles
the student to detect Running Record
the errors and explain Assessment, because
ways that these errors often times he would
can be fixed. skip words, or not read
a word in its entirety
and just make one up
because he was not
paying careful attention
to the print included in
the text.
 Lesson Plan Format

Writing Activity The data that helped Strategies for Reading

Five-Step Method 1.6 (E) blend sounds The teacher will have a me to realize that Cole Assessment and
Improvised to make spoken words, list of words that needed help was the Instruction Helping
including three and four contains six words with Words Their Way Every Child Succeed
phoneme words, blends in them. These Assessment. Cole D. Ray Reutzel, Robert
through ways such as words will first be scored a total of 34/82, B. Cooter, Jr.
moving manipulatives shown to the student, and only spelled 6/26
to blend phonemes in a and the teacher will words correctly. While A list of six blend
spoken word read each word aloud observing the score words.
to the student, sheet of this
emphasizing on the assessment I realized A lined piece of paper,
structure and sounds that Cole dropped off and pencil.
of blends in each word. greatly when it came to
Then the teacher will blends, he spelled
give the student a every word that
paper numbered from included blends
1-6, and call out each incorrectly and the
vocabulary word twice. blends were never
The first time the included in his spelling.
teacher will say the This activity will help
word normally, and the Coles needs by
second time the focusing on the part of
teacher will lay a word, blends, that he
emphasizes on the has trouble associating
sound of the blend. the sound to the certain
letters to.

Other Using the same Just like the mini lesson Same flashcards used
Isolating the final flashcards that were the data that helped in the mini lesson.
sound of the used for the mini me come to the Checklist for the
phoneme 1.7 (B) understand lesson, the teacher will conclusion that Cole words.
that written words are ask the student to say needed help when it
composed of letters each word without the came to the final
that represent sounds last sound. The teacher phoneme sounds in a
(K-1); will guide the student word was the PASS
by covering the last assessment. Cole
sound up, if need be. scored a 1/6 when it
came to Phoneme
Isolation of Final
Sounds, and a 1/6 when
 Lesson Plan Format

it came to phoneme
deletion of final sounds,
so by doing this
activity, it gives Cole a
chance to really focus
on the final sounds of
the phoneme because
he is being aided, and
he was provided with a
mini lesson of final
sounds.
Assessment/Evaluati Mini-Lesson Reading Activity Writing Activity Other Activity
on (How will you The teacher will be able Depending on how Instead of counting if The teacher has four
determine if your to assess this easily, by many substitutions are the whole word is flash cards, so if the
student met your observing if the student provided the teacher spelled correctly, the child says the word
is able to pick up on the will assess this by teacher will only assess correctly without the
objectives?)
final phoneme sound of documenting how the six words for the final sound it is
the word. If the student many substitutions he blends. If a blend is correct, if the final
can pick up on 4/4 of was able to identify. So included in the spelling sounds is not left out it
these final sounds then if the student is able to then it is correct, and if is not correct. If a
the student is obviously say, this was not the it is not included it is student gets anything
picking up the concept, original word in the incorrect. less than a 4/4 there
if the student isnt able text, or provide the should be further
to pick up the final original word it will be emphasis on the
sound of each word counted as correct. concept, especially
provided, then it goes because it is a guided
to show that this activity.
concept still needs to
be improved.