USF Elementary Education Lesson Plan Template (S 2014)

____________________________________
Grade Level Being Taught: Subject/Content:

Name:
Group
Size:

Date of Lesson:

Lesson Content
What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)

LAFS.2.RF.3.3
Know and apply grade-level phonics and word analysis skills in decoding words.
a
Distinguish long and short vowels when reading regularly spelled one-syllable words.
b
Know spelling-sound correspondences for additional common vowel teams.
c
Decode regularly spelled two-syllable words with long vowels.
d
Decode words with common prefixes and suffixes.
e
Identify words with inconsistent but common spelling-sound correspondences.
f
Recognize and read grade-appropriate irregularly spelled words
LAFS.K12.L.3.5
Demonstrate understanding of word relationships and nuances in word meanings

Objectives- What are you

teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written
in the past or present tense,
A: the student B: will be able
to re-write the sentence in
future tense D: with no errors
in tense or tense contradiction

-They will know if they are reading with meaning.

-Students will be able to find patterns in regards to multiple syllable words

USF Elementary Education Lesson Plan Template (S 2014)

____________________________________
Grade Level Being Taught: Subject/Content:

Name:
Group
Size:

Date of Lesson:

(i.e., I will see her

yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)
Evaluation Plan- How will
-To check comprehension I will ask the students a couple of questions about the reading after I listened to them
read out loud. Based on their answers I will be able to understand if they are using comprehension skills.
you know students have
mastered your objectives? - After I read each word the students will show me how they spelled each word. I will be able to see if they
understand the pattern.
Based
on their responses I will collect data and make the appropriate judgment regarding if I need to review
Address the following:
again or move on to the next skill.
What formative evidence
will you use to document
student learning during
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?

Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)
Where applicable, be sure to
address the following:
How will materials be
distributed?

Time

Lesson Implementation
Who is
Each content area may require a different step-by-step format. Use
responsibl whichever plan is appropriate for the content taught in this lesson.
e (Teacher For example, in science, you would detail the 5 Es here
or
(Engage/Encountering the Idea; Exploring the Idea;
Students)? Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).
1- Students will pick multiple books from their level and come to the table.
2- They will read each book silently until I ask them to read out loud.
3- I will ask each student to read out loud for a couple of pages and ask them some
prompt questions.

USF Elementary Education Lesson Plan Template (S 2014)

____________________________________
Grade Level Being Taught: Subject/Content:
How will students
transition between
activities?
What will you as the
teacher do?
What will the students do?
What student data will be
collected during each
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?

Name:
Group
Size:

Date of Lesson:

4. Once the students finish reading and have read out loud to me they will each grab
whiteboards, erasers, and markers.
5. I will state that we will be working on multiple syllable words.
6. I will ask the students if they know any off the top of their head or if they can
explain what multiple syllable words are.
7. I will explain that a multiple syllable word is a work with more than one syllable.
8. I will show them the word Paper and ask them to identify if it is a multiple
syllable.
9. Based off their answer I will give them another example or show a non-example.
10. If they were correct about Paper, I will move on to the lesson.
11. I will start by having them write the word Winter, I will count down, 3-2-1, and
they will show me their answers.
12. Identify any mistakes that were being made.
13. I have to change one sound for the next word either the beginning, middle, or end.
Therefore, the next word will be Menter.
14. 3-2-1 show their work and identify any mistakes.
15. Next word Center, 3-2-1 show their work and identify any mistakes.
16. Next word Centing, 3-2-1 show their work and identify any mistakes.
17. Next word Renting, 3-2-1 show their work and identify any mistakes.
18. Once we do 5 words, we pick a new word.
19. Have the students erase their work.
20. The new word will be Napkin.
21. 3-2-1 show their work and identify any mistakes.
22. We ask them to also write non-sense words so the next word will be Lapkin.
23. Ask them if this is a non-sense word or not.
24. 3-2-1 show their word, identify any mistakes.
25. Next word is Lapped, 3-2-1 show their work and identify any mistakes.
26. Next word is Latted, 3-2-1 show their work, and identify any mistakes.
27. The final word is Batted, 3-2-1 show their work and identify any mistakes.
28. Once that round is over, give them all a high five and dismiss them to their class.

USF Elementary Education Lesson Plan Template (S 2014)

____________________________________
Grade Level Being Taught: Subject/Content:

Name:
Group
Size:

Date of Lesson:

Meeting your students

needs as people and as
learners

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
There are no cultural connections during this lesson.

Differentiationbased on
the needs of your students
how will you take
individual and group
learning differences into
account.

-If one student is struggling then I will explain the material again.
- If the student is still struggling I will provide more visuals and examples

Relevant Psychological
Theories and research
taken in consideration
when planning this lesson

There were no theories used.