Name/Date: _____Sandy Broscheit_____________4/20/16____________

Lesson #: _________8______________
1.

Content Standard(s) addressed by this lesson:

Standard 2.3: Decoding words in print requires alphabet recognition and knowledge
of letter sounds.
b.v. Add or substitute individual sounds (phonemes) in simple one-syllable words to
make new words. (CCSS: RF.K.2e)
2.

ABCD Objective (Use Evidence Outcomes from the standard as a

starting point)

Create your lesson objective for the focus of the guided reading lesson for the week
(e.g. word work for March 7-11)
During word work, my student will be able to exchange initial and final letter sounds
in short u words, stretching and combining them, to create new words with ease and
accuracy.
3.

Attach written/typed lesson plan either from the The Next Step in
Guided Reading text, or an approved format.

Inserted Below

4.

Lesson Reflection:
1.

To what extent were lesson objectives achieved? (Utilize running record data
to justify the level of achievement)

Kai accurately made each word with the magnet letters. Instead of saying letter
names, I used letter sounds: change the /p/ sound to a /b/ sound which I feel helped
his understanding of the phonemes and phonics of each word. He had some difficulty
finding letters in the pile of magnet letters if they were upside down or backwards
even when he knew what letter he was looking for. He did complete the word work
accurately through each word.
2. What changes, omissions, or additions to the lesson would you make if you
were to teach again?

If I were to teach this lesson again, I would integrate some other short vowel sounds
towards the end of the word string, especially short e words that we have been
working on. This would make the lesson come more full circle and help Kai combine
his knowledge and build upon it each day, seeing the connections between all of the
lessons.
3. What do you envision for the next lesson? (Focus on next steps that align
with your evidence outcome. For example: Next week for word work, I will)
For the next lesson, I envision doing a making words lesson that blends together all
of the vowel sounds we have been working on. I can make it more challenging for Kai
but possibly having him change two letters to make different words. This will
challenge him to really think about what sounds he hears and what letters he needs
to make new words.

Emergent Guided Reading Plan

Date:
4/20/16

Title:
Pup on a rug

Day 1

Level:
B

Strategy Focus:
Short u

Day 2

1. Sight Word Review

1. Sight Word Review

(dictate 3 words, prompt for noisy writing)

(dictate 3 words, prompt for noisy writing)

2. Introduction

2. Reread Yesterdays Book

A. Gist
statement
:

New Book: Up, Pup!

B. Students talk about each page. Teacher supports oral

language.
C. Introduce new vocabulary:
Sight Words
Concepts
Cross Checking
(predict first letter (discuss-ex:
(horse or pony,
and locate)
path, cabbage)
check first letter)

3. Text Reading With Prompting

Check the picture. What would make sense?
Get your mouth ready.
Does that make sense/look right?
Could it be ___ or ___?
Show me the word ___ . (Use this prompt if stuck
on a sight word.)
Check the word with your finger.

(and other familiar books)

Observations or running record on one student:
Familiar Read: Big Pig and Little Pig

4. Teaching Points After Reading

3. Teaching Points After Reading

(choose 1 or 2)

(choose 1 or 2)
1:1 matching (discourage pointing at Level
C/DRA 3)
Use picture clues (meaning)
Monitor with known words
Get mouth ready for initial sound
Cross-check picture and first letter
Visual scanning (check word left to right)
Expression

1:1 matching (discourage pointing at Level C/DRA 3)

Use picture clues (meaning)
Monitor with known words
Get mouth ready for initial sound
Cross-check picture and first letter
Visual scanning (check word left to right)
Expression

5. Discussion Prompt

6. Teach One Sight Word

order)
Word:

7. Word Study
Picture
Sorts:
Making
Words:
Sound
Boxes:

4. Discussion Prompt

(use all 4 steps in

Whats Missing
Mix and Fix
Table Writing
Whiteboards

(Choose One)
Point out word pup on cover of new
book. Review short u sound.
With magnet letters: make the word
pup. Change the p to a c, etc.
Cup, cub, sub, sun, fun, run, rug

5. Teach Same Sight Word

steps in order)
Word:

(use all 4

Whats Missing
Mix and Fix
Table Writing
Whiteboards

6. Guided Writing
(Dictated Sentence: A: 3-5 words; B: 5-7 words; C: 710 words)

Sentence: Pup was on the rug.

Focus on was as the site word.