Lesson Sequence and Delivery:

Regardless of the model, write the lesson with enough detail and teacher talk/questioning that the reader can picture the teacher candidate teaching the lesson in its entirety and/or
another teacher could step in and use the plan with minimal assistance. Attach this section to the Lesson Plan Template under Lesson Sequence and Delivery.
Lesson Differentiation (1e-1) Student Engagement (1e-1, 3c-1*)
Components 1. Within Core Instruction (minimum), 1. Within in the Lesson Sequence and Delivery
list instructional tools, methods, label examples for fostering Student
Time

Time

and/or strategies to meet differing Engagement (SCOR) with S for Success, C for
student needs/interests. Curiosity, O for Originality, and R for
2. Explain your rationale. Relationships.
2. Explain your rationale in the boxes below.
Introduction (1e-4) Today we are going to be working on our short “i” I will provide a written S: Providing a rationale for the
1-2 Describe how you will words. Recognizing the different sounds that our schedule of the morning objective will create a more focused
min. inform students as to vowels make will help us to be better readers, so we reading activities on the learning environment.
what they will be doing
and why it is important
can read even more delicious books! board. This will help students
(e.g. who need more structure, and
statements/questions/oth reduce the amount of
er to present student- questions.
friendly objective)
Develop background, *Put on a crown, grab magical wand* C: Students will become engaged in the
foster connections, T: Eyes on the Queen! Now, eyes on the screen! lesson when they see the crown/wand.
facilitate motivation for
learning activity.

15 Core Instruction (1e-4) T: Speaking of Queens, let’s take a look at some more
min. Include appropriate Qu words. Let’s open our poetry books to the next
lesson content, clear page. Our poem today is titled Quiet Quail. Remember
sequence, opportunities
that during poetry time our voices need to be off
for practice and
application. unless we are invited to speak. Right now you only Auditory learners will benefit S: By modeling the actions at the
need to have Mr. Pointer out and I will invite you to by having students speak the board, students will know exactly what
use other tools as we go. poem aloud and singing it to a is expected of them.
tune. Visual learners can use
*Read the poem out loud first (teacher only) and have the demonstrations on the
students follow along with their Mr. Pointer sticks. screen for assistance.
Have students circle any “Qu” combinations they see Kinesthetic learners will C: Calling on “lucky ducks” keeps
in blue, and circle them on the screen. Remind them benefit by completing the students engaged, as they know they
that “q” always has “u” after. Ask students to find and actions on their own poetry may be called on to help at the board.
highlight rhyming words, and highlight them on the books.
screen. Then, call on lucky ducks to read each line
aloud. Class repeats the line they state. Have students
find all short vowels with an emphasis on the short “i”
words. Circle the short vowels in red on the screen, C: Singing the poem to a tune
 and instruct them to circle the short vowels with red encourages students to read (or sing)
crayons in their poetry books. Read through the poem the words.
two more times throughout, using different tunes (e.g.
“Happy Birthday”, “Twinkle Twinkle Little Star”, or
“Yankee Doodle”). Give students a tally mark for each R: Giving a student a cheer for
time they read through the poem. I may allow participating strengthens class
students to come up to the board to circle/highlight relationships.
the items we are looking for. If a student helps me at
the board, I always let the class give them a “cheer”
before the student sits back down.

15 T: Okay friends I am now going to dismiss quiet tables

min. to join me in the family room. When your table is R: Dismissing the table with the most
called you may gently place your poetry book back in stars encourages the efforts of all table
the bin, and find your seat on the rug. mates.

*If time allows I will play the “morning song” that sings
the days of the week in a silly way.

*Dismiss the quiet tables (or ones with the most stars) C: Telling students they are going on a
and have them sit on the rug facing the teacher chair. word hunt will spark curiosity and
Tell students you are on a word hunt. You need sneaky engage them in the lesson.
peaky eyes and listening ears to help you find words
with short “i” in them. Make sure they use a quiet O: Having students share
hand to share their answers. Read Lin and Min Are thoughts/predictions about the story
Twins. Write the short “i” words the students find on will allow for originality in their
the board next to the teacher chair. The goal is to answers.
create a list of short “i” words they can become
familiar with. Most of these words will fall under the
“in” family. When the book is over, we can review the O: Students with “happy notes” are
words on the board. While reading the book, ask for recognized for their individual
predictions and make connections whenever possible. behaviors by being allowed to stay on
Some questions may include: the rug and face the screen.
 How are Lin and Min similar?
 How are they different?
 Do you hear any short “i” words that are NOT
a part of the “in” family?
 What could happen next?
*I also intend to relate this story to our Start Student
 of the week, Emma. She has a twin sister, so it will be
fun to recognize her in that way.
S: Transitioning from activity to activity
15 *Explain that we are going to transition to the Mimio The directions in the Mimio allows for movement and keeps
min. presentation. Students with “happy notes” may stay presentations cover visual, students more focused on the next
seated at the rug and turn to face the screen. Have the auditory, and kinesthetic task.
helper of the day dismiss quiet rows back to their learners.
tables.

T: HOCUS POCUS!
S: EVERYBODY FOCUS!
T: Before we get to our reading stations, we are going
to review the main ideas of our focus wall. I need
everyone’s eyes to be on the screen and a smile on
your face so I know you are ready to learn!

*The reading series has a google presentation for each

day in the unit. Begin the Mimio slides for today’s S: Clear, direct instruction will
reading topic. Go through the directions on each page, eliminate excess questions so students
and invite lucky ducks to come up to the board to will have the maximum time to work at
participate. If time is short, I will only review the slides each station.
that cover rhyming words, short “i” words, and high
frequency words. Some questions I can ask during this
instruction include:
 Who can help me think of a word that rhymes
with _______?
 If we change the “b” to an “s” in the word
“bit” what word would we end up making?
 I spy a spelling word! Let’s close our eyes and
spell the word ______.

25 *When we get to the slide that introduces the story of

min. the week (Pig In A Wig) I will explain to students that it
is time for our reading stations, and this story will be
at my station. I will place the magnet stations up on
the whiteboard so the students know which groups
they are in. I will begin my first station with the red
group. I will instruct them to bring NOTHING to my
station, and let them know that we will be reading the
story Pig In A Wig out of their “Book Buddy” reading
 books. The green group will be instructed to work at
their seats with word work. The yellow group will be
working on spelling skills with Mrs. Dudley. Remind the
green group to remember to keep their voices down
to a level 2 at the word work station.

*In my station at the back table I will begin by inviting

students to play “Student vs. Teacher” where I get Each group is leveled by R,C,S: “Student vs. Teacher” improves
points if they don’t use their to follow along, blurt, etc. learning ability. Students in the relationships between
before we begin the story. I will also remind them that the red/yellow groups will students/teacher. It encourages
if they are being responsible learners, they can earn read the story as follows: one students to remain focused in the
the “witch finger” pointers to read with. The books will student reads a page, then the lesson, and keeps them engaged on
have book marks placed to the correct page so whole group reads the page the task at hand.
students may open right to it when they are invited. I together. In the green group I
will have students read the title, and predict what they will read the page first, then a
story may be about. When we begin reading the story, student reads, then all
I will call on a student to read the first page. When together they will read as a
they finish the page, all students will read the same group. I will also provide
page together. This is how we will read the entire higher level questions
story. We will make predictions on each page and according for the red group.
discuss the illustrations. I will also ask students to find
words in the “ig” family, to continue working with the
short “I” words. Whenever an “ig” word is found, we
will write it on the whiteboard behind me. At the end
of the story I will ask review questions and have
students place the sequencing cards in the correct
order. I will repeat this station with the two other
groups in the afternoon.
5 Closure (1e-4) *If students win the “Student vs. Teacher” game,
min. Include what you congratulate them and thank them for their good
will ask or say to behaviors. Allow them to do a silent celebration.
students to
T: Today we learned more about our short “i” vowel.
refocus students
on learning Everybody please whisper what sound short “i” makes.
objective. Why do we think it is important to know what sounds
our vowels make?
S: It can help us be better readers etc.
T: Wonderful! Thank you all for working so hard today!

*Reading homework is always sent home on

Wednesdays. The students will be sent home with an
activity that practices short “i” words.
*Clinical Practice Only