Name: Rebecca Traficante

Course: READ712 Reading Clinic Dr. L. Best

Date: Tuesday, June 16, 2015
Lesson Plan #2
Grade Level: 1st/2nd
Rationale:
The CORE phonics assessment will be administered to determine
strengths and weaknesses in decoding and phonics.
Before administering each passage, a prior-knowledge task will
be given to determine familiarity of the content. Also to be
assessed with the passages are: predictions, fluency, retelling of
events, and comprehension questions.
The QRI-5 will then be scored in order to help identify the
students area of need.
Alphabet connecting blocks will be used to segment and blend
sounds together to develop phonics skills.
Partner Reading will be used with the story The Animal Quiz to
develop fluency and accuracy.
Readers Theater will be distributed among students. Students
will learn their part with fluency and accuracy.
Objectives:
The student will be able to:
Complete the QRI-5 word lists until a frustration level is found
Answer concept questions and make predictions before reading
Read passages at an independent level according to the word list
Read passages at an independent level to find a reading rate
Recall facts/events from the story
Answer implicit and explicit comprehension questions
Segment and blend sounds to create words using connecting
blocks
Partner read with accuracy and fluency the story The Animal
Quiz
Read part in the Stone Soup Readers theater will fluency
Common Core Standards:
CC.1.1.2.D: Know and apply grade level phonics and word analysis
skills in decoding words.
CC.1.1.2.E: Read with accuracy and fluency to support comprehension:
CC.1.3.2.A: Recount stories and determine their central message,
lesson, or moral.

CC.1.3.2.K: Read and comprehend literature on grade level, reading

independently and proficiently.

Assessment:
The teacher will use a running record/checklist when students
are participating in the block segmenting and blending activity
and during partner reading.
Materials:
Icebreaker M&Ms
CORE Phonics Assessment
QRI-5 word lists, passages, and examiner book
Brain break sticks
Student activities bin
iPad/laptop GoNoodle and for book reading
Connecting blocks with alphabet
Word Family Fiesta Game
The Animal Quiz leveled reader
Stone Soup Readers Theater
Anticipatory Set:
To begin, the students and examiner will continue to get to know
each other by playing the M&M icebreaker.
Procedures:
1. The students will take part in the M&Ms game. Each color M&M
has a question that goes with it. The student answers questions
according to what color he has in a mini bag of M&Ms.
2. Assessment begins for client 1: CORE Phonics Assessment This
will be administered to determine students phonics abilities.
3. Continue the QRI-5 Passages: Using the students highest
independent level from the word lists, the passage will be
administered and tape recorded for scoring purposes. The
student will begin by completing the concept questions and
making a prediction. The student will begin reading the passage
out loud while miscues and reading rate are being measured. The
student will then be asked to retell the events from the story,
and answer comprehension questions.
4. Students will take part in a segmenting and blending word
activity. Students will use connecting cubes (letters of alphabet
on each cube) and will build words.

5. Students will partner read the story The Animal Quiz Students
take turns reading one page at a time
6. Students will participate in Stone Soup Readers Theater with
three other male students. Students will be given a part to
practice at home.
7. If time, Students will play Word Family Fiesta instructions are in
the box
**It is important to allow for brain breaks (when needed) throughout
the assessment process and for the student to participate in quiet
activity bins throughout the assessment. Student can also use
GoNoodle on the iPad.
Closure:
The student will pick from a variety of books that the examiner
will read to him. The student will then have the opportunity to
draw a picture to match the story and a sentence to match.
Together, examiner and student will discuss what strengths and
goals are to be written into the log. The student will give the log
to his parents at the end of each day.
Reflection:
Today was very insightful. I learned a lot about my clients and their
strengths and weaknesses. From my assessments, client 1 showed a
deficit in decoding CVC words and CCVC words. From the Quick Phonics
Screener, I noticed that when decoding words, he usually was able to
give the correct beginning sound and occasionally the middle and
ending sounds but usually not together to make the correct word.
Today, I thought that I would create an activity that would have the
client word build and segment sounds by listening to sounds. The client
did very well with this. Segmenting and putting sounds together is a
strong area in client 1s reading. Because of all of this information, my
next lesson will have the client put sounds together. I will create a slide
or hill from construction paper and use foam letters to have the client
blend the sounds. His need is greatest when using blends at the
beginning of a word. I did not complete the CORE phonics assessment
based on this knowledge. I felt that it would not be as beneficial as I
had planned.
Tomorrow I would like to work on listening and reading comprehension
with both of my clients. Client 2 does very well with decoding and his
fluency is smooth and accurate. I would like to be able to work on
improving his comprehension.
Client 1s attention was slightly off today. He brought toys from home
and wanted to play with them a majority of the time. He was still

motivated and interested in the activities that we were doing but for
shorter amounts of time. I will need to make sure that my activities are
of high interest.