USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Reading

1st
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.)

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
(i.e., I will see her
yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)
Evaluation Plan- How will
you know students have

Group
Size: 1

Name: ___Kristen Houlihan___

Date of Lesson: 10/20/2015

Lesson Content
RFS.1.2a: identify short and long vowel sounds in spoken single syllable words
RFS.1.2d: segment spoken single syllable VC and CVC words into their complete
sequence of individual sounds (phonemes)
RFS.1.4a: read on-level text with purpose and understanding
RFS.1.4b: read on-level text orally with accuracy, appropriate rate, and expression
RFs.1.4c: use context to confirm or self-correct word recognition and understanding in onlevel text (may reread)

1. After reading Sid Pig, student will be able to:

1. Be able to recognize short I sounds in the text.
2. Be able to make connections to her life based on the text
3. Be able to put the story in order and be able to say what happened first, second,
third, etc.

2. Formative: The formative assessment that I will be doing will be the questions at
the end of the story:

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Reading
1st
mastered your objectives?
Address the following:
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?
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

Group
Size: 1

Name: ___Kristen Houlihan___

Date of Lesson: 10/20/2015

1. Can you tell me what happened in the story in order?

2. Does this story remind you of anything from your life?
3. Summative: The summative assessment that I will be giving with be the questions
that I ask during the story, and also observing while she is reading to make sure
that she is using proper inflection and understanding the text
4. What did he grab to get the fig?
5. What do you think hes going to do next?

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).
Teacher
Student
Hand out letter organizer to student and ask them to open it up
Teacher
Have them put the fallen letters back in their spots
Student
Say: We are going to read a story with the short I sound. Lets take
Teacher
out our I
Pulls out the letter I
Say: Lets find out the main character of the story, pull out the S and
Student
the D and place them like I have them
Teacher
Pull out the S and the D to spell Sid
Does the same as teacher
Have the student say Sid
Now, Sid is a type of animal, lets find out what type of animal Sid is,
Student
put away the S and the D and pull out the P and the G

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Reading
1st
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?

Teacher

Student
Teacher

Student
Teacher

Meeting your students

needs as people and as
learners

Group
Size: 1

Name: ___Kristen Houlihan___

Date of Lesson: 10/20/2015

Pull out the letters and spell out pig

Does the same as teacher
Have the student say pig
Now, Sid the pig is going to eat something in this story, lets find out
what Sid the pig is going to eat. Put away the P and replace it with
an F like I have it.
Spell the word fig
Does the same as the teacher
Have the student say fig
Ask student if they know what a fig is and explain if they do not
know
Now lets see what type of fig Sid the pig eats
Replace the f with a b
Spell the word Big
Does the same as teacher
Have the student say big
Have student place all letter back inside the letter organizer and
close
Have student pick out a tracking tool to use while reading
Open the book and explain the table of contents
Have student turn to the story
Have student read the story out loud and ask summative questions
throughout and have them reread when necessary
Have student answer formative questions
Help student write a sentence about the story if there is time

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
This does not connect to the interests or cultural background, but Im sure that
the student can relate to not being able to reach something and having to
problem solve to figure out how to get the item.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Reading
1st
Differentiationbased on
the needs of your students
how will you take
individual and group
learning differences into
account.
Relevant Psychological
Theories and research
taken in consideration
when planning this lesson

Group
Size: 1

Name: ___Kristen Houlihan___

Date of Lesson: 10/20/2015

I will use students reading level to base questions and to use appropriate onlevel questions that they will understand. I will also have student use a
tracking tool to read so that they will be able to read the text without losing
their place.