Reading Lesson #1

Reading Lesson Plan # 1

Rationale (What evidence do you have that your focus students need to learn this skill/strategy?): From experience working with them and from my mentor teacher, I found out that these three students have trouble recognizing a lot of high frequency words when they read. This affects their fluency and comprehension because they cannot recognize these words.

Objective for this lesson (performance, condition, criteria): Students will be expected to participate in the activity by matching and saying the high frequency words and by participating in the Follow the Path game. They will be required to say the word aloud when they see the word on the card, paper, or game board. Students will be able to recognize the 15 high frequency words within seconds after participating in the lesson.

Materials & supplies needed: Big post-it paper with list of 15 high frequency words, index cards with high frequency words written on them, dice, Follow the Path game board

Introduction to the lesson  (What will you say to help children understand the purpose of the lesson?  How will you help them make connections to prior lessons or experiences?  How will you motivate them to become engaged in the lesson?) Tell the students they are going to learn some important words. Engage them by saying “There are some words that we see many times when we read. Knowing these words will help you read and write.”

 ( 2 minutes )

OUTLINE of key events during the lesson (Include specific details about how you will begin and end activities; how you will teach students what the strategy is, how to use the strategy, and when to use it; what questions you will use; how you will help children understand behavior expectations during the lesson; when/how you will distribute supplies and materials)

Show the students the word cards one at a time, saying the word and asking the students what they notice about each word (what it sounds like, how it is spelled, what it means). Explain that students should raise their hand and wait for me to call on them so we are able to hear each student’s ideas. Ask the students questions like: "What do you notice about this word?" "Does it look like any other words?" "Does anyone know what this word means or have seen it before?" "Where would you see these words?"

Then, show the students the big post-it paper with the 15 words written big and clear so each student can see it. The words I chose for this activity are: anything, game, party, give, shoes, goes, some, home, something, know, teach, live, under, many, over.

Next, mix up the pile of high frequency words cards. Hold up one word card at a time and have the children quickly match the word to one written on the big post-it paper. Make sure to emphasize that they should be doing it with speed. Engage them by saying: "We are going to match these words on the cards with the words on the paper. We are going to see how fast we can do it."

After all the words have been matched, mix them up again and go through the word cards quickly. Ask them children to say the words in unison as soon as they see the word on the card. If the students do not know the word right away, tell it to them quickly and then have them repeat it.

Next, the children are going to play Follow the Path with the high frequency words they just learned. Explain to the students that they will roll the dice, move that number of spaces on the path, and then they must read the word on the space. Say: "We are going to play a game! In this game, you roll the dice and move that many spaces. In order to stay on that space, you have to say the word on the space as soon as you land on it."

Since the game is only 15 words long, play the game a few times so each words has a higher chance of being read. After a few times of playing the game, ask the children how well they think they know the words. Then, call on one student at a time and have them read a word on the card that is held up, similar to the second activity.

(15 minutes)

Closing summary for the lesson  Have the students take the big post-it paper with the words inside the classroom. They will be able to hang it on the wall in their classroom. Then, I will have the students explain to their teacher what they learned from the lesson. I will have them read the words to him and recap what we did in the lesson.

 (3 minutes)

Ongoing-Assessment: (How will you know the students are progressing toward your identified objective?  What will you observe for and/or take notes on to help you plan follow-up instruction?) I will continue to monitor their reading and vocabulary. I will ask my mentor teacher if they have been able to remember the sight words we worked with. I will also ask if they can keep the word list up in their classroom and refer back to it if they need help in the future.

Adaptations: Based on what you know about your focus students, what Academic, Social and/or Linguistic Support will be needed during the lesson? I will require each student to participate in the lesson. This will require the shy student, Ali, to participate in the lesson. By only working with three students who he frequently works with, he might feel less intimidated to speak or make errors in front of them. I will also make it clear that the students should be working together to complete the reading aloud task, matching task, and board game. This will hopefully help the “trouble maker,” Jordan, because the rules will be specifically explained to him. He is also separated from his friends, so that might help his ability to focus and stay on task. By asking the students what they notice about the word at the start, it might be able to help Camila, the bilingual student, because she might be able to identify parts of the word that look or sound like words from Spanish.