Beginning Reader Lesson Plan

GR Levels: C - G (LN through Early WWP)

1 Hour Lesson Plan
Component
Reading
Practice
Time: 20%
10 minutes

Purpose

Word Study
Time: 15%
15 minutes

Increase SW
vocabulary,
fluency, &
confidence
through rereading
practice
Remember:
Beginning
Readers will
acquire new sight
words through
rereading familiar
books

Build sight word

vocabulary
Point out
phonetically
regular
components of
words
High frequency
word activities
(word wall, word
bank, etc.)

Activities
Rereading of texts:

Independent Reading
Partner Reading
Read the Room
Other:

Lets Carve a Pumpkin (Level E) by Keith and

Sarah Kortemartin

This book focuses on the beginning and

initial consonant sound /s/. When she is
done reading, we will review the book by
having her go through each page and
identify words that have those sounds. We
will also review the high frequency words:
ask, you, and help.

Outcomes
Were the books too
easy / too hard / just
right?
Missed words:
Reminders:
Did you complete the
book log?
RR check once/week?
Book Level: Acc %age
E

High frequency word activities (word wall, word

bank, etc.)

Automatic sight wd.

Recognition?

Activity:__ Introduce six new words, play Pickup

from WTW, pg. 185. Review old words in her
basketball hoop and then introduce the new
words among those she needed help on
specifically.

Sight words needing

review:

Words: just, baby, there, see, home, down

Adapted by W. Snow from Book Buddies lesson plan.

Increase
complexity of
phonological
awareness tasks
Automaticity with
letter sounds
Spell short vowels
words & high
frequency words
correctly
Segmenting &
blending at onsetrime or phoneme
level
Teaching word
families, digraphs
& blends, &
medial short
vowels

Segmenting & blending work (Push/Say): -AT

early LN: onset-rime (beginning sounds)

mid-late LN: phoneme level (b-m-e sounds)
Sequence of P/S (reinforcing taught word
features):
**I think that it is a good idea to review some
beginning sounds with small sort. My student
has trouble with following the pattern after I
give her directions with the Push and Say*
-AN and -AT
Cat-can-fan-fat-mat-man-pan-pat-rat-ran
Word Study Sorting: Same-Vowel Word Families
Features for sorting:__-AT and
-AN__________________
1. Model First, then Guided Practice
Picture/Word Sort
Cat
Can
Bat
Ban
That
Man
Mat
Fan
Fat
Ran
Rat
Than
Chat
Scan
Flat
Clan
Ask her what each column has in common (-AT
and AN). Then, she will complete the sort on
her own and it will be timed.

Adapted by W. Snow from Book Buddies lesson plan.

Able to blend /
segment sounds in
orally
Able to blend/segment
words (P & S It)
Confusions?

Sorted correctly &

automatically?
Self-corrected sorting
errors?
Other:

2. Extend and Apply:

Writing Sort
Fast Read
Timed Sort
Game
3. Overall Accuracy with Sorting:
Sort:

Apply
phonics
knowledge

Writing for
Sounds
Time 5%
5 minutes

App. Percentage
Correct:

No. of words/cards?
__14_____
________
Writing for Sounds (2-3X/week):
Sentence 1: __The cat is by the fan.
_________________
Sentence 2:___The man has a fat rat. _________

Guided
Reading
Instruction
Time: 20%
10 minutes

Apply decoding
skills & word
identification
strategies in new
text
Teach selfmonitoring
strategies

Book: __The Cat in the Hat_______Level:

__1.2________

1. Select instructional level text.

2. Read title with students & discuss
cover.
3. Have students make a prediction.
4. Discuss pictures, words, & patterns
in the book.
5. Model and support decoding and
word identification strategies.
6. Students read the book

Adapted by W. Snow from Book Buddies lesson plan.

Represented taught
sounds correctly?
Spacing, Beginning
Capital Letter, Ending
Punctuation?
Letter Formation?

Was the book too easy

/ too hard / just right?
Missed words:

Used information from

book introduction: yes
/ no
Other:

independently.

Teacher
Read Aloud
Time: 20%
10 minutes

Writing
Time: 20%
10 minutes

Develop oral
language
Increase
vocabulary
Model
comprehension
strategies
Foster joy of
reading

Writing simple
sentences, lists,
narratives, or
explanations

You may have time to introduce and read a

second instructional level text (good to have 2
on hand).
The Cat in the Hat Comes Back! Level: 1.2
Book: When Autumn Comes by Robert Maass
Theme (if any): Fall; Autumn

Interactive read-alouds (fiction & non-fiction)

Think-alouds
KWLs
QAR (in my head or in the book)
Language Play
Other:

Activity:

Journal writing
Write a response to the book. How do you feel
about Fall? What is your favorite thing to do in
the fall?
Writing for sounds in teacher-dictated
sentences
Pattern writing (based on familiar books)
Interactive writing modeled by teacher

Adapted by W. Snow from Book Buddies lesson plan.