University of Utah, Department of Special Education: Lesson Plan

Content Area: Reading Grade level: 1st Name: Breanna Tomlinson Date:
10/15/2017
Core Standard(s): Reading: Foundational Skills Standard 3
Know and apply grade-level phonics and word analysis skills in decoding words.
a. Know the spelling-sound correspondences for common consonant digraphs (two letters that represent one
sound).
b. Decode regularly spelled one-syllable words.
c. Know final -e and common vowel team conventions for representing long vowel sounds.
d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed
word.
e. Decode two-syllable words following basic patterns by breaking the words into syllables.
f. Read words with inflectional endings.
g. Recognize and read grade-appropriate irregularly spelled words.
IEP Goal(s):
Actual:

Revised (SMART):
 By 0ctober 15, 2018 Alice will be able to read 47 correct letter sounds in 1 minute using a nonsense word
fluency with a 98% accuracy over 3 consecutive probes.
 By October 15, 2017 Alice will be able to read VCe words with a 95% accuracy when given a list of 10 words
that are CVC and VCe over 5 writing probes.

Instructional Objective(s):
 Students will produce correct letter sounds in a sounding out CVC words over 3 probes.
 Students will recognize words ending in “e” and say the name of the vowel preceding it with 95% accuracy over
5 probes
Behavioral Objective(s):
 Students will respond accurately within 3 seconds of requesting a choral response 9 out of 10 attempts
 Students will respond accurately on individual requests 4/5 attempts
Content (concepts, information, skills, new vocab, etc.)
 Sounding out format (say each continuous sound until touch next sound then say the whole word)
 Irregular words beginning format (when a word ends with an e this letter says its name)
Instructional Materials Needed:
Lesson plan, lesson format, white board, dry erase markers,
Procedures/Activities (add additional rows of Teacher [T] and Student [S] roles for each activity as needed):
1. Get students’ attention:
i. Teacher: 1,2,3 eyes on me
ii. Student: 1,2, eyes on you

2. Academic review /Gather background knowledge

i. T: over the last few weeks we have been working on letter sound correspondences we have mastered words with one
consonant at the end of a vowel lets practice that.
ii. S: aaaaammmm
iii. T:What the word
iv. S: am
v. T: let’s work on a consonant sounds on either side of the vowel
vi. S:rrrrrriiimmm
vii. T: what’s the word
viii. S: rim
ix. T:we have learned about blend sounds
x. S:lllllaaaaassssst
xi. T: what’s the word
xii. S: last

3. State instructional objectives

i. T: Today we are going to work on words with blend sounds at the beginning and the end of the word. Remember first we are
going to sound out the word then we will say it fast. So what do we do first
ii. S: sound out
iii. T: then we will?
iv. S: say the word fast
v. T: great
4. Review behavior expectations
i. T: Today I want us all to sound out the words together and say the whole word together. If you need think time on tricky words I
will give it to you. How do I want you to sound out the words?
ii. S: Together
iii. T: how do I want you to say the whole words?
iv. S: together

5. Instruction
a. Model
i. T: this is our first word today so I will sound it out blllaaassst then I will say it fast blast.

b. Guided Practice
i. T: Now let’s try this one together
ii. S:blllaaassst
iii. T: what’s the word
iv. S: blast

c. Guided Group Practice

i. T: (repeat steps ii. through iv. for Sam, kin, trend, dog, slump, wind, man, skill,)
 d. Independent practice
i. T: call on individual students using the same format being sure to keep everything random.

e. Error Correction Procedures

i. T: ooh I think that word tricked you lets sound it out together
ii. S: trrreeennnddd
iii. T: what’s the word
iv. S: trend
v. T: S will you please sound out this word?
vi. S: trrreeennnd
vii. T: S what’s the word?
viii. S: trend
ix. T: great! Sound out this word
x. S:blllaaassst
xi. T: what’s the word
xii. S: blast
xiii. T: (teacher will have students complete the word list to check for delayed understanding?

6. Wrap – up
a. Review key concepts/ Check for understanding
i. T: Now here is a tricky word lets see if you all can get it
ii. S:ssswiiiifffft
iii. T: what’s the word
iv. S: swift
v. T: great! So what letters in a word do we need to sound out?
vi. S: all of them
vii. T: what if there are two letter so before the word which ones do you sound out
viii. S: all of them
ix. T: what if there are two letters at the end of the word which ones do you sound out
x. S: all of them
xi. T: Amazing!
b. Review objectives
i. T: Today we sounded words with two sounds at the beginning of the word and at the end of the word. Everybody did a great
job of saying all the sounds and the word together
7. Academic review /Gather background knowledge
i. T: over the last few weeks we have been working on letter sound correspondences we have mastered words with one
consonant at the end of a vowel lets practice that.
ii. S: aaaaammmm
iii. T:What the word
iv. S: am
v. T: let’s work on a consonant sounds on either side of the vowel
vi. S:mmmaaannn
vii. T: what’s the word
viii. S: man
ix. T:we have learned about blend sounds
x. S: wiiinnnddd
xi. T: what’s the word
xii. S: wind
 xiii. T: we can even blend letters at the beginning and the end
xiv. S:fffrrrooossst
xv. T: what’s the word
xvi. S: frost
xvii. T: I think you are ready for something new
8. State instructional objectives
i. T: Today we are going to learn about words ending in e first we will decide if a word ends in e, then we will say the name of the
vowel, next we will sound out the word and finally we will say the word. What do we do first?
ii. S: decide if the word has an e
iii. T: then we will
iv. S: say the name of the vowel
v. T: next we will
vi. S: sound out the word
vii. T: finally we will
viii. S: say the word.
ix. T: great
9. Review behavior expectations
i. T: Today I want us all to say yes or no whether or not there is an e at the en of the word. I want us all to say what the vowel
sound will be together. I also want us to sound out the words together and say the whole word together. If you need think time
on tricky words I will give it to you. How do I want us to decide if there is an e at the end of the word
ii. S: together
iii. T: how do I want us to say the vowel sound?
iv. S: together
v. T: How do I want you to sound out the words?
vi. S: Together
vii. T: how do I want you to say the whole words?
viii. S: together
10. Instruction
i. Model
i. T: first I will look at this word and ask is there an e at the end? Yes there is. So that means this letter says its name, it says a
next I will sound out this word using that information vvvvaaaannnn the word is vane now you try
ii. Guided practice
i. T: Does this word have an e at the end
ii. S: yes
iii. T: what sound will this letter make
iv. S: a
v. T: sound it out
vi. S: vvvaaannn
vii. T: whats the word vane
iii. Group guided practice
i. Repeat with steps with the words cat, trip, flake, self, lime, run, stop, am, trade.
iv. Independent practice
i. T: call on individual students using the same format being sure to keep everything random.
v. Error correction
i. T: ooh I think that word tricked you lets sound it out together
ii. S: yes
iii. T: what’s sound
iv. S:i
 v. T: sound it out
vi. S: llliiimmm
vii. T: what’s the word?
viii. S: lime
ix. T: great! S, Does this word have an e
x. S: yest
xi. T: what’s the sound?
xii. S: i
xiii. T: sound it out
xvi. S: llliiimmm
xv. T: what the word?
xvi. S: lime
xvii. T: Wonderful! (teacher will have students complete the word list to check for delayed understanding?

11. Wrap up
a. Review key concepts
i. T: I think you have it but lets try one more. Is there an e at the end?
ii. S: yes
iii. T: what sound?
iv. S: u
v. T: what word?
vi. S: cute
vii. T: you got it!
c. Review instructional objectives
i. T: Today you all learned that when there is an e at the end of a word this letter will say its name!
d. Review behavior objective
ii. You all did a great job of answering all questions together. Thank you so much! You beat me on our chart I am so proud of
you!
e. Clean up

Adaptations/Modifications/Accommodations:
Multiple attempts, repeating question, sound amplification for hard of hearing.

Reinforcement Procedures:
State behavior expectations prior to beginning instruction, reinforce positive behaviors at least 5 times before
redirecting off task behaviors such as talking out, side conversations. Use a teacher, students chart to mark their
accuracy by giving students a tally for correct responses and on task behaviors
Daily Evaluation
a. Before lesson: students will have mastered previous CVC word skill to 95% accuracy
b. During lesson: Student will be able to produce CVC with blend sounds with a 95% accuracy
c. Before lesson: Students will be able to produce correct vowel sounds with 100% accuracy
d. During lesson: Students will understand the difference between the letter sound and the letter name and be
able to recognize word ending in “e” with 9 out of 10 trails.
Post Evaluation (data-based decision making):
Students will be progressed monitored using a nonsense word fluency (NSWF). 4 data points will be used for all
instructional decision making. If a student is found to remain under the aim line they will receive 1:1 practice to target
student’s specific needs.
Follow-up Activities:
 Make note of all areas students were struggling with. Reinforce those areas at next lesson
 Reinforce VCe words for an additional lesson until all students are firm
Content Area: Reading Grade level: 3rd Name: Breanna Tomlinson
Date:11/1/17
Core Standard(s): Reading: Foundational Skills Standard 3
Know and apply grade-level phonics and word analysis skills in decoding words.
a. Identify and know the meaning of the most common prefixes and derivational suffixes.
c. Decode multisyllable words.
d. Read grade-appropriate irregularly spelled words.
IEP Goal(s):
Actual:

Revised (SMART): By November 1, 2018 when given a 3rd grade test of reading fluency with a 1 minute time limit E
will read all grade level irregularly spelled words with 80% accuracy over 3 consecutive probes.

Instructional Objective(s): After lessons students will be able to read the story Send Wendell with 98% accuracy over
two trails one in the special education department and the other in their general education classroom.

Behavioral Objective(s): Students will respond chorally and independently within 3 seconds of a prompt with 98%
accuracy 4 out of 5 prompts.

Content (concepts, information, skills, new vocab, etc.) Students will know how to sound out regular words of five
letters or less, the common letter combination, the final-e rule, and common irregular words. They will need
reinforcing of VCe and Y derivative skills.
Instructional Materials Needed: a dry erase board, dry erase markers or a projector and pre-printed word lists

Procedures/Activities (add additional rows of Teacher [T] and Student [S] roles for each activity as needed):
12. Get students’ attention:
i. Teacher: 1,2,3 eyes on me
ii. Student: 1,2 eyes on you

13. Academic review /Gather background knowledge

i. T: Let’s go over some Final e words. Remember if a word ends in e then this letter says its name? Does this word end in e?
ii. S: Yes
iii. T: What sound?
iv. S: I
v. T: what word?
vi. S: smile (Teacher will continue with list 1 then will pass through the list again asking only for the word. Finally the teacher will
give a variety of students individual turns)

14. State instructional objectives

i. T: Today we are going to go over some words you will be reading in a story for your general education teacher this week. The
story is called Send Wendell. What’s the story called?
ii. S: Send Wendell
iii. T: What story will you find most of these words?
 iv. S: Send Wendell
15. Review behavior expectations
i. T: Today I am going make a request followed by a prompt I want you to answer after the prompt. When do I want you to
answer?
ii. S: After the prompt
iii. T: Right! Most of the time I will have you respond together unless I say someone’s name before the question. If I do that then I
will want them to answer on their own. How will you respond most of the time?
iv. S: Together
v. T: what if I say someone’s name before the question?
vi. S: they answer
vii. T:great let’s begin

16. Instruction
f. Model
i. Students will be use to the format of these lessons and will need very little modeled practice unless there are consistent
mistakes

g. Guided Practice
i. T: what sound?
ii. S:e
iii. T: What word?
iv. S: getting (Teacher will continue with list 2 then will pass through the list again asking only for the word. Finally the teacher
will give a variety of students individual turns)
v. Error correction
 T:Remember if a double letter comes next say the sound. If a single letter comes next say the name. Single letter or
double letter?
 S:Single
 T: Does it say its sound or name?
 S: Name
 T: Right! What sound?
 S: A
 T: what word
 S: making
 T: great let’s start from the top!
vi. T: Now we will look at a word that ends in Y. What word?
vii. S: hurry
viii. T: What word?
ix. S: hurried
x. Error correction
 T: The word is hurried. Say it with me
 S: Hurried
 T: what’s the word?
 S: Hurried
 T: Great! What word?
 S: Hurry
 T: What word?
 S: Hurried
  T: wonderful
xi. T: Great! (Teacher will go through what the word is as a group and then ask an individual student what the word is list 12 )
xii. T: Next list now we will work on word with multiple parts are you ready?
xiii. S:yes!
xiv. T: what part?
xv. S: ur
xvi. T: What word?
xvii. S: Saturday (Teacher will continue with list 4 then will pass through the list again asking only for the word. Finally the
teacher will give a variety of students individual turns)
xviii. Error correction
 T: Class, this word is tricky the word part is forn the word is California what is the part?
 S:forn
 T: what’s the word?
 S: California
 Wonderful let’s start at the top of our list
xix. T: Next list these words have affixes. What part?
xx. S:read
xxi. T: what word?
xxii. S: reading (Teacher will continue with list 7 then will pass through the list again asking only for the word. Finally the teacher
will give a variety of students individual turns)
xxiii. T:Next list these words end with an ed. Ed can be pronounced in three different ways but we have to say the word to know
which way to pronounce it What part?
xxiv. S: stop
xxv. T:what word?
xxvi. S: stopped (Teacher will continue with list 3 then will pass through the list again asking only for the word. Finally the teacher
will give a variety of students individual turns)
xxvii. T: Now we are going to go over some irregular words that you will find in the story Send Wendell. This word is a name. It is
the name Alice. What Name?
xxviii. S: Alice
xxix. T: spell it.
xxx. S:A-L-I-C-E
xxxi. T: what name did you spell?
xxxii. S: Alice
xxxiii. T: Amazing. This word is lived. What word?
xxxiv. S: lived
xxxv. T: spell it
xxxvi. S: L-I-V-E-D
xxxvii. T: what word did you spell?
xxxviii. S: lived
xxxix. T:great (Teacher will continue with list then will pass through the list again asking only for the word. Finally the teacher will
give a variety of students individual turns)

h. Independent practice
i. T: Students will be given individual turns after group practice of each list

i. Error Correction Procedures

i. T: will model the correct response, respond with the student and then the student will give an individual response then the
 teacher will have students start at the beginning of the word list to allow for a delayed response.

17. Wrap – up
f. Review key concepts/ Check for understanding
i. T: Here is a list of words that we have worked with today. I want to see if you are able to read them without knowing what
rule you need to apply. What part?
ii. S: come
iii. T: what word
iv. S: coming (Teacher will continue with list 10 then will pass through the list again asking only for the word. Finally the
teacher will give a variety of students individual turns)

g. Review objectives
i. T: Today we practiced words that are in the story Send Wendell which you will be reading in your class this week. We worked
on multiple part words to help you decode bigger words, we looked at affixes, e and y derivative words, and some irregular
words. You all did a great job thank you for all of your hard work.

h. Clean up

Adaptations/Modifications/Accommodations: Larger print for vision impairment, voice amplification for hard of hearing
students, longer response times on individual turns

Reinforcement Procedures: State behavior expectations prior to beginning instruction, reinforce positive behaviors at
least 5 times before redirecting off task behaviors such as talking out, side conversations. Use a teacher, students
chart to mark their accuracy by giving students a tally for correct responses and on task behaviors
Daily Evaluation
e. Before lesson: student’s choral and independent responses to final e derivatives
f. During lesson: Student’s choral and independent responses to word list presented during lesson

Post Evaluation (data-based decision making): Student’s ability to read the story Send Wendell with class and answer
in class comprehension questions with accommodations.

Follow-up Activities: Continue going over the word lists until all multiple part word lists are complete and then discuss
comprehension question pertaining to Send Wendell.
List 1(final e review) wanted List 5 tallest

smile turned Sunday talking

home List 4 (multiple part everybody proudly

box words) Wilson cleaner

grand Saturday California boxes

phone between sudden always

pick children little List 8 (irregular)

every California Uncle Wendell

List 2 (VCe derivative) William Robert brother

getting picnic List 6 Alice

saying Anthony anyone lived

making special homework Mother

smiled List 4 grandfather coming

List 3 (-ed words) anyway began suit

stopped Monday dinner floor

stared mailbox except Julie

smiled letter money

patted apartment mailboxes

gurgled Wendell List 7 (affixes)

jumped family reading

Content Area: Reading Grade level:3 Name: Breanna Tomlinson
Date:11/20/17
Core Standard(s): Reading: Literature Standard 4
Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

IEP Goal(s):
Actual: D will when given a 3rd grade test of reading comprehension and an 8 minute timing, replace 7 words correctly over 3 consecutive probes.

Revised (SMART): By April, 2018 D will when given a 3rd grade test of reading comprehension and a 4 minute timing
replace 15 words correctly over three consecutive probes.

Instructional Objective(s): After lessons students will be able to comprehend the story The Emperor’s New Clothes
with 98% accuracy as seen by an assessment of reading comprehension that will ask students questions about the
stories theme, purpose, morals, and characters. Students will need to pass 1 of three trails
Behavioral Objective(s): Students will respond chorally and independently within 3 seconds of a prompt with 98%
accuracy 4 out of 5 prompts.

Content (concepts, information, skills, new vocab, etc.): Student’s will be able to comprehend repeated vocabulary in
the story the Emperor’s New Clothes; emperor, tailor, thief, pretend, feigned, aghast, fool, embarrassed.

Instructional Materials Needed:

Procedures/Activities (add additional rows of Teacher [T] and Student [S] roles for each activity as needed):
18. Get students’ attention:
i. Teacher: 1,2,3 eyes on me
ii. Student: 1,2 eyes on you

19. Academic review /Gather background knowledge

i. T: This week we are going to look at some new words. These words are all part of a story called The Emperor’s new clothes.
Some of you may have heard this story but some of you might not. The words we are going to learn about are emperor. What
word?
ii. S: Emperor
iii. T:Tailor. What word?
iv. S: Tailor
v. T: Thief, what word?
vi. S: Thief
vii. T: Pretend, what word?
viii. S: Pretend
ix. T:Feigned, what word?
x. S: feigned
xi. T: Aghast, what word?
xii. S: aghast
 xiii. T: Fool, what word?
xiv. S: Fool
xv. T: Embarrassed, what word?
xvi. S: Embarrassed.
xvii. T: great work!

20. State instructional objectives

i. T: We are going over these words so you can understand the story. Why are we going over these words?
ii. S: To better understand the story.
iii. T: After you read this story you will have to answer some questions about it like what it was about, who the characters are, and
if there was a lesson.
21. Review behavior expectations
i. T: Today you will all respond as a class and individually. How will you respond?
ii. S: As a class and individually.
iii. T: Sometimes you may even have to demonstrate something. What will you do sometimes?
iv. S: demonstrate
v. T: Great let’s begin..

22. Instruction
j. Model
k. T: Students will be use to this class format and will not need the teacher to model the responses
l. Guided Practice
i. T: Our first word is Emperor. An emperor is a king. What is an Emperor?
ii. S: A king
iii. T: So if I said I met the Emperor of China I could also say?
iv. S:I met the king of China
v. T: If I were to say I want to be the king of the school I could also say
vi. S: I want to be the emperor of the school.
vii. T: What if I said the king is a ruler, what could I also say
viii. S: The emperor is a ruler!
ix. T: Tailor is a person that sews clothes. What does a tailor do?
x. S: Sews clothes
xi. T: Is a person that bakes cakes a tailor or not a tailor?
xii. S: not a tailor
xiii. T: (call on an individual to explain why it is not a tailor)
xiv. T: Is a person that made a dress a tailor or not a tailor?
xv. S: A tailor.
xvi. T: (call on an individual to explain why it is a tailor)
xvii. T: Is a person that sewed a pair a pants a tailor or not a tailor?
xviii. S: a tailor
xix. T: (call on an individual to explain why it is a tailor)
xx. T: is a person that fixes trucks a tailor or not a tailor?
xxi. S: Not a tailor.
xxii. T: (call on an individual to explain why it is not a tailor)
xxiii. T: The next word is pretend. When we pretend we act like we are doing something but we aren’t really doing it. This is what
it looks like when I pretend to sew a pair of pants. (call on individual students to pretend to sew pants)
xxiv. S: At least 3 individual students demonstrate pretending to sew pants.
xxv. T: Next word is feigned. Feigned also means pretended. What does feigned mean?
 xxvi. S: pretend.
xxvii. T: So if I said feigned being sick you could say
xxviii. S: I pretended to be sick
xxix. T: What if I said I pretended to make clothes you could say.
xxx. S: I feigned to make clothes.
xxxi. T: If I said I pretended to color I could also say
xxxii. S: I feigned to color.
xxxiii. T: Aghast means shocked. What does Aghast mean?
xxxiv. S: Shocked
xxxv. T: If your mom bought you a pet would you be aghast or not aghast?
xxxvi. S: aghast
xxxvii. T: (call on an individual to explain why it is aghast)
xxxviii. T: If I told you another meaning to a word would you be aghast or not aghast?
xxxix. S: not aghast.
xl. T: (call on an individual to explain why it is not aghast)
xli. T: If I asked you to walk quietly down the hall would you be aghast or not aghast?
xlii. S: Not aghast
xliii. T: (call on an individual to explain why it is not aghast)
xliv. T: If I reminded you to put your name at the top of your paper would you be aghast or not aghast?
xlv. S: not aghast.
xlvi. T: (call on an individual to explain why it is not aghast).
xlvii. T: A fool is a person that doesn’t want to learn. What is a fool?
xlviii. S: A person who doesn’t want to learn.
xlix. T: So are you a fool or not a fool?
l. S: Not a fool
li. T: (call on an individual to explain why it is not a fool)
lii. T: Is a high school drop-out a fool or not a fool?
liii. S: A fool
liv. T: (call on an individual to explain why it is a fool)
lv. T: Is a college student a fool or not a fool?
lvi. S: not a fool
lvii. T: (call on an individual to explain why it is not a fool)
lviii. T: Is a scientist a fool or not a fool?
lix. S: Not a fool
lx. T: (call on an individual to explain why it is not a fool)
lxi. T: Embarrassed mean worry about how others see you. When I was in school I had to get glasses I was so embarrassed to
go to school until my friends told me my new glasses were cool. (the teacher will then call on individual students to talk
about a time they were embarrassed).
lxii. T: Deafening is loud. What is deafening?
lxiii. S: loud
lxiv. T: So if I were to say the concert was deafening I could also say
lxv. S: the concert was loud.
lxvi. T: If I said the cafeteria can be very loud I could also say
lxvii. S: the cafeteria can be very deafening
lxviii. T: If I said the volume was loud I could also say
lxix. S: the volume was deafening.
lxx. T: Great work everyone!
 m. Error Correction Procedures
i. T: Student will correct student mistakes by demonstrating a correct responses and then re-asking the same question so that
students have a chance to say it correctly and then retest all questions if needed to

23. Wrap – up
i. Review key concepts/ Check for understanding
i. T: Now let’s review what we just learned. If I said yesterday I met the king of England I could also say
ii. S: I met the emperor of England
iii. T: Is a person that makes candlesticks a tailor or not a tailor?
iv. S: Not a tailor
ii. T:(call on an individual to explain why it is not a tailor)
v. T: Everyone pretend to sew pants great! (teacher will then call on individual students to demonstrate pretending to sew
pants)
vi. T:If I said I feigned being a dog I could also say
vii. S: I pretended to be a dog.
viii. T: If I said we could have a party would you be aghast or not aghast?
ix. S: aghast
iii. T: (call on an individual to explain why they would be aghast)
x. T: Would a person that just started a new job be a fool or not a fool?
xi. S: not a fool
iv. T: (call on an individual to explain why it is not a fool)
xii. T: teacher will call on an individual to tell a story about being embarrassed.
xiii. T: If I said that the students were being loud at recess I could also say
xiv. S: the student were being deafening at recess.
xv. T: Fantastic

j. Review objectives
i. T: Today we learned the meaning of the words emperor, tailor, pretended, feigned, aghast, fool, deafening, and
embarrassed. You will read these words in the story The Emperor’s New Clothes. What story will you read these words in
ii. S: The Emperor’s new clothes
iii. T: Great work everyone time to clean up

k. Clean up

Adaptations/Modifications/Accommodations: Larger print for vision impairment, voice amplification for hard of hearing
students, longer response times on individual turns

Reinforcement Procedures: State behavior expectations prior to beginning instruction, reinforce positive behaviors at
least 5 times before redirecting off task behaviors such as talking out, side conversations. Use a teacher, students
chart to mark their accuracy by giving students a tally for correct responses and on task behaviors
Daily Evaluation
g. Before lesson: prior lessons that required the same procedure
h. During lesson: Student choral and independent responses

Post Evaluation (data-based decision making): Students ability to read the story and answer comprehension questions
afterward

Follow-up Activities: Reading the story with their class and answering the comprehension questions

Content Area: Reading Grade level: 4th grade Name: Breanna Tomlinson
Date: 11/30/2017
Core Standard(s): Reading: Literature Standard 1
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences
from the text.
IEP Goal(s):
Actual: D will when given a 3rd grade test of reading comprehension and an 8 minute timing, replace 7 words correctly over 3 consecutive probes.

Revised (SMART): By April, 2018 D will when given a 3rd grade test of reading comprehension and a 3 minute timing
replace 15 words correctly over three consecutive probes.

Instructional Objective(s): Students will be able to answer the three levels of inference questions with 100% accuracy
1 out of 3 trails.

Behavioral Objective(s): Students will respond chorally within 3 seconds of request 80% of the time over trails given.
Students will either whisper read or silently read a passage and answer questions in a literature notebook

Content (concepts, information, skills, new vocab, etc.): comprehension, read with a purpose. Vocabulary: mum, “over

the road”
Instructional Materials Needed: A copy of Fortunately, the Milk By Neil Gaiman for each student, and a projector,
students will also need literature note books.
Procedures/Activities (add additional rows of Teacher [T] and Student [S] roles for each activity as needed):
24. Get students’ attention:
i. Teacher: 1,2,3 eyes on me
ii. Student: 1,2 eyes on you

25. Academic review /Gather background knowledge

 i. T: Today we are going to begin reading one of my favorite books. It is about a dad that went out to pick up some milk and came
back with a very odd story. But we aren’t just going to read this book we are going to read this book with a purpose. How will be
reading?
ii. S:Reading with a purpose

26. State instructional objectives

i. T: Our objective is to understand what we are reading by making inferences provided by the text. An inference is putting clues
from the text together. What is an inference?
ii. S: Putting clues from text together
iii. T: Great you will know you can make inferences when you can get three out of three questions right in your writing journal. You
will have three chances to do this. How many questions will you need to get right?
iv. S: three
27. Review behavior expectations
i. T: So today we will be starting off by reading a couple passages of our book aloud and then as in pairs and finally we will be
either whisper reading or reading silently and then answering the questions in your literature note book. So how are we reading
first?
ii. S: aloud
iii. T: Then you will be reading in?
iv. S: pairs
v. T: finally you will be either whisper reading or
vi. S: reading silently.
vii. T: where will you be answering questions
viii. S: in out literature notebook
ix. T: great let’s begin

28. Instruction
n. Model:
i. T: Before I begin to read I want to know the questions I need to answer. Knowing the questions gives my reading a purpose.
The questions I want to answer are: What has the little sister eaten before? What do they have in the fridge? And what
don’t they have in their fridge? What are the questions we will be answering?
ii. S: What has the little sister eaten before? What do they have in the fridge? And what don’t they have in their fridge? What
are the questions we will be answering?
iii. T: Great! Let’s read the paragraph as a class eyes on the board follow along begin
iv. S: There was only orange juice in the fridge. Nothing else you could put on cereal, unless you think that ketchup or
mayonnaise or pickle juice would be nice on your Toastios, which I do not and neither did my little sister, although she has
eaten some pretty weird things in her day, like mushrooms in chocolate.
v. T: now let’s look at our first question. What has the little sister eaten before? Well if we look at the last sentence in our
passage it says that “neither did my little sister, although she has eaten some pretty weird things in her day, like
mushrooms in chocolate.” I can say that the little sister has eaten mushrooms in chocolate before. I would write this answer
in my literature note book ass passage1 answer 1. The little sister has eaten mushrooms in chocolate before. Please write
this in your literature notebook.
vi. T: Next question: What do they have in the fridge? I can see from the first and second sentence that they have only orange
juice, unless you think ketchup or mayonnaise, or pickle juice. So I can now infer that they have orange juice, mayonnaise,
ketchup, and pickle juice in the fridge. So in my literature note book I would write question 2. They have orange juice,
mayonnaise, ketchup and pickle juice in their fridge. Please write this in your literature note book.
vii. T: Final question: What don’t they have in their fridge? This question is a bit more complicated the rest because now we are
asking ourselves what is the writer not telling us. Well there is a capitalized word here that I’m a bit unfamiliar with;
Toastios. Does anyone have any ideas what Toasrios could be?
 viii. S: A food
ix. T: I agree it is a food that you put something on that is not ketchup, mayonnaise, or pickle juice. But you definitely want to
put something on it. What could it be?
x. S: a Cereal
xi. T: I believe you are absolutely right. So what would you put on cereal that is not in their fridge?
xii. S: milk
xiii. T: that seems to be the answer we are looking for. They do not have milk in their fridge. So for question 3, I would write:
They do not have milk in their fridge. Go ahead and write it down in your literature note book.

o. Guided Practice
i. T: So what do we need to do before we read the next passage?
ii. S: Read our questions.
iii. T: why would we do something like that doesn’t it just add more reading? We already have to read so much. Ugh
iv. S: Because it gives our reading a purpose
v. T: Yes it does! Our questions are: Where did their mum go? What can his dad do while reading the paper? Why do we need
to know his dad had a cup of tea? Now let’s read the passage.
vi. S: (Students read passage 2 as a class)
vii. T: so what is our first question?
viii. S: Where did their mum go?
ix. T: yep, and who has an answer?
x. S: to a conference
xi. T: Can you come up and show us where you found that in the text?
xii. S: comes up and shows class where they found it
xiii. T: what could you write?
xiv. S: Their mom went to a conference.
xv. T: Great now every write that answer under passage 2 question 1.
xvi. T: what is the next question?
xvii. S: What can his dad do while reading the paper?
xviii. T: Who has an answer?
xix. S: Listen to his mom
xx. T: how do we know that?
xxi. S: because he said what she told him
xxii. T: What could we write?
xxiii. S: His dad can read the paper and listen to his mom at the same time.
xxiv. T: Wonderful not write it in your literature notebook for question 2.
xxv. T: what is our final question for this passage?
xxvi. S: Why do we need to know his dad had a cup of tea?
xxvii. T: who has any idea why this is important? Let’s read the last sentence again: “After she went away, my dad had a cup of
tea. There was still some milk left.” Any ideas
xxviii. S: does the dad put milk in his tea?
xxix. T: that is a great idea but let make it a statement instead of a question
xxx. S: The dad puts milk in his tea
xxxi. T: he does put milk in his tea. What were our text clues to figure that out
xxxii. S: it says it in the sentence that his dad had a cup of tea and there was still milk left
xxxiii. T: it does how can we write this in literature notebook
xxxiv. S: We need to know that the dad had a cup of tea because he has milk in his tea.
xxxv. T: Great complete sentence go ahead and write it for question 3.
 p. Guided Group Practice
i. T: Now you are going to read the third passage and answer the questions with your reading buddy. What are you going to
do first?
ii. S: Read the questions
iii. T: why?
iv. S: because it gives your reading a purpose.
v. T: Great! Begin (teacher will walk around or listen depending on the size of the group checking for misunderstanding and
guiding students)

q. Independent practice
i. T: Now that you all have successfully answered those questions you are ready to whisper read or read the next passage
silently and answer the three questions. Remember look for clues in the text and what should you do first?
ii. S: Read the questions
iii. T: I will be here is anyone needs help. Ready begin. (teacher remains available to help students throughout lesson)

r. Error Correction Procedures

i. T: (Teacher will begin to re-administer scaffolds) by first giving feedback. If this does not help the teacher will have student
read the passage out loud. If the error persists the student will then be asked to read the questions out loud and then orally
tell the teacher their answer before writing it. Once the student is able to find the right answer the teacher will delay test
the answer by revisiting other questions in the passage and then asking the missed questions again.)

29. Wrap – up
l. Review key concepts/ Check for understanding
i. T: Today we made text inferences by reading with a purpose. What was one thing we did that helped us read with a
purpose?
ii. S: Read the questions first.
iii. T: why does that help?
iv. S: It lets us know what we need to answer
v. T: Yes, it does. By reading the questions first we know what clues we need to look for. If we do not read our questions first
we will have to go back and reread the passage just to find the right answer. Is it bad to have to read a passage twice?
vi. S: No
vii. T: Your right it’s not. Reading a passage more than once gives us to a chance to better understand it. However reading the
questions first save us some time.

m. Review objectives
i. T: Today you answered these questions in your writing notebook. How many questions did you need to get right
ii. S: three
iii. T: from what I observed you were all very successful. Great work.

n. Clean up

Adaptations/Modifications/Accommodations: Larger print for vision impairment, voice amplification for hard of hearing
students, longer response times on individual turns
Reinforcement Procedures: State behavior expectations prior to beginning instruction, reinforce positive behaviors at
least 5 times before redirecting off task behaviors such as talking out, side conversations. Use a teacher, students
chart to mark their accuracy by giving students a tally for correct responses and on task behaviors
Daily Evaluation
i. Before lesson: Responses from a previous activity using shorter stories
j. During lesson: Students oral responses during the lesson

Post Evaluation (data-based decision making): Student’s written responses in their literature note books

Follow-up Activities: Students will continue to read the book Fortunately, the Milk and answer increasingly difficult
inference questions on longer passages until the books completion.

Passage 1

Fortunately, the Milk

By Neil Gaiman Illustrated by Skottie Young

There was only orange juice in the fridge. Nothing else you could put on cereal, unless you think that ketchup or

mayonnaise or pickle juice would be nice on your Toastios, which I do not and neither did my little sister, although she

has eaten some pretty weird things in her day, like mushrooms in chocolate.

i. What has the little sister eaten before?

ii. What do they have in the fridge?

iii. And what don’t they have in their fridge?

Passage 2

No milk,” said my sister.

“Nope,” I said, looking behind the jam in the fridge, just in case. “None at all.”

Our mum had gone off to a conference. She was presenting a paper on lizards. Before she went, she reminded us
of the important things that had to happen while she was away.

My dad was reading the paper. I do not think he pays a lot of attention to the world while he is reading the paper.

“Did you hear me?” asked my mum, who is suspicious. “What did I say?”

“Do not forget to take the kids to Orchestra Practice on Saturday; it’s Violin on Wednesday night; you’ve frozen a

dinner for each night you’re away and labeled them; the spare house-key is with the Nicolsons; the plumber will be

here on Monday morning and don’t use or flush the upstairs toilet until he’s been; feed the gold fish. You love us and

you’ll be back on Thursday,” said my father.

I think my mum was surprised. “Yes, that is right,” she said. She kissed us all. Then she said, “Oh, and we are

almost out of milk. You’ll need to pick some up.”

After she went away, my dad had a cup of tea. There was still some milk left.

1. Where did their mum go?

2. What can his dad do while reading the paper?

3. Why do we need to know his dad had a cup of tea?

Passage 3

We defrosted Meal Number One, but we made a bit of a mess of things, so we went to the Indian restaurant.

Before we went to sleep, Dad made us mugs of hot chocolate to make up for the whole missing of mum.

That was last night.

Now Dad came in. “Eat your cereal,” he said. “Remember, it’s Orchestra Practice this afternoon.”

“We can’t eat our cereal,” said my sister, sadly.

“I don’t see why not,” said my father. “We’ve got plenty of cereal. There’s Toastios and there’s muesli. We have
bowls. We have spoons. Spoons are excellent. Sort of like forks, only not as stabby.”

“No milk,” I said.

“No milk,” said my sister.

I watched my dad think about this. He looked like he was going to suggest that we have something that you do

not need milk for, like sausages, but then he looked like he remembered that, without milk, he couldn’t have his tea.

He had his “no tea” face.

“You poor children,” he said. “I will walk down to the shop on the corner. I will get milk.”

“Thank you,” said my sister.

“Not the fat-free kind,” I told him. “That stuff tastes like water.”

“Right,” said my dad. “Not the fat-free kind.”

He went out

I poured some Toastios into a bowl. I stared at them

I waited.

1. Why doesn’t he want fat-free milk?

2. Why did they go to the Indian Restaurant?

3. Who is the dad going to get milk for, himself or the kids? How do you know

Passage 4

“How long has it been?” asked my sister.

“Ages,” I said.
 “I thought so,” said my little sister.

We drank orange juice. My sister practiced her violin, I suggested that she stop playing her violin, and she did.

My sister made faces at me.

“How long has it been now?” she asked.

“Ages and ages,” I told her,

“What happens if he never comes back?” she asked.

“I suppose we eat the pickles,” I said.

“You can’t eat pickles for breakfast,” said my sister. “And I don’t like pickles at any time. What if something awful

has happened to him? Mum would blame us.”

“I expect he just ran into one of his friend at the corner shop,” I said, “and they got to talking and he lost track of

time.”

I ate a dry Toastio as an experiment. It was sort of okay, but not as good as in milk.

There was thump and a bang at the front door, my father came in.

“Where have you been all this time?” asked my sister.

“Ah,” said my father. “Um. Yes. Well, funny you should ask me that.”

“You ran into someone you knew,” I said, “and you lost track of time.”

“I bought the milk,” said my father. “And I did indeed say a brief hello to Mister Ronson from over the road, who

was buying the paper. I walked out of the corner shop, and heard something odd that seemed to be coming from

above me. It was a noise like this: thummthumm. I looked up and saw a huge silver disc in the air above Marshall

Road.”
 “Hullo,” I said to myself. “That’s not something you see every day. And then something odd happened.”

“That wasn’t odd?” I asked.

“Well, something ODDER,” said my father. “The odd thing was the beam of light that came out of the disc—a

glittery, shimmery beam of light that was visible in the daylight. And the next thing I knew I was being sucked up into

the disc. Fortunately, I had put the milk into my coat pocket.

1. Who does their dad talk to?

2. Does he liked to listen to his sister play the Violin?

3. Does their dad’s story seem real? Why or why not?

Fortunately, the Milk

By Neil Gaiman Illustrated by Skottie Young

There was only orange juice in the fridge. Nothing else you could put on cereal, unless you think that ketchup or

mayonnaise or pickle juice would be nice on your Toastios, which I do not and neither did my little sister, although she

has eaten some pretty weird things in her day, like mushrooms in chocolate.

“No milk,” said my sister.

“Nope,” I said, looking behind the jam in the fridge, just in case. “None at all.”

Our mum had gone off to a conference. She was presenting a paper on lizards. Before she went, she reminded us

of the important things that had to happen while she was away.

My dad was reading the paper. I do not think he pays a lot of attention to the world while he is reading the paper.

“Did you hear me?” asked my mum, who is suspicious. “What did I say?”
 “Do not forget to take the kids to Orchestra Practice on Saturday; it’s Violin on Wednesday night; you’ve frozen a

dinner for each night you’re away and labeled them; the spare house-key is with the Nicolsons; the plumber will be

here on Monday morning and don’t use or flush the upstairs toilet he’s been; feed the gold fish. You love us and you’ll

be back on Thursday,” said my father.

I think my mum was surprised. “Yes, that is right,” she said. She kissed us all. Then she said, “Oh, and we are

almost out of milk. You’ll need to pick some up.”

After she went away, my dad had a cup of tea. There was still some milk left.

We defrosted Meal Number One, but we made a bit of a mess of things, so we went to the Indian restaurant.

Before we went to sleep, Dad made us mugs of hot chocolate to make up for the whole missing of mum.

That was last night.

Now Dad came in. “Eat your cereal,” he said. “Remember, it’s Orchestra Practice this afternoon.”

“We can’t eat our cereal,” said my sister, sadly.

“I don’t see why not,” said my father. “We’ve got plenty of cereal. There’s Toastios and there’s muesli. We have

bowls. We have spoons. Spoons are excellent. Sort of like forks, only not as stabby.”

“No milk,” I said.

“No milk,” said my sister.

I watched my dad think about this. He looked like he was going to suggest that we have something that you do

not need milk for, like sausages, but then he looked like he remembered that, without milk, he couldn’t have his tea.

He had his “no tea” face.

“You poor children,” he said. “I will walk down to the shop on the corner. I will get milk.”
 “Thank you,” said my sister.

“Not the fat-free kind,” I told him. “That stuff tastes like water.”

“Right,” said my dad. “Not the fat-free kind.”

He went out

I poured some Toastios into a bowl. I stared at them

I waited.

“How long has it been?” asked my sister.

“Ages,” I said.

“I thought so,” said my little sister.

We drank orange juice. My sister practiced her violin, I suggested that she stop playing her violin, and she did.

My sister made faces at me.

“How long has it been now?” she asked.

“Ages and ages,” I told her,

“What happens if he never comes back?” she asked.

“I suppose we eat the pickles,” I said.

“You can’t eat pickles for breakfast,” said my sister. “And I don’t like pickles at any time. What if something awful

has happened to him? Mum would blame us.”

“I expect he just ran into one of his friend at the corner shop,” I said, “and they got to talking and he lost track of

time.”

I ate a dry Toastio as an experiment. It was sort of okay, but not as good as in milk.
 There was thump and a bang at the front door, my father came in.

“Where have you been all this time?” asked my sister.

“Ah,” said my father. “Um. Yes. Well, funny you should ask me that.”

“You ran into someone you knew,” I said, “and you lost track of time.”

“I bought the milk,” said my father. “And I did indeed say a brief hello to Mister Ronson from over the road, who

was buying the paper. I walked out of the corner shop, and heard something odd that seemed to be coming from

above me. It was a noise like this: thummthumm. I looked up and saw a huge silver disc in the air above Marshall

Road.”

“Hullo,” I said to myself. “That’s not something you see every day. And then something odd happened.

“That wasn’t odd?” I asked.

“Well, something ODDER,” said my father. “The odd thing was the beam of light that came out of the disc—a glittery, shimmery beam

of light that was visible in the daylight. And the next thing I knew I was being sucked up into the disc. Fortunately, I had put the milk into my coat

pocket.