Workshop Lesson Plan

Planning:
Central focus: Students central Essential literacy strategy: Related skills: Related skills are
focus will be for the students to Students will need to be able to inferencing and self-questioning.
develop a sense of directionality understand that text is read
when reading a passage. from left to right.
Standard: Language Function: 21st century skills:
CSSS. ELA. Identifying critical thinking
LITERACY.RF.K.1 interpreting or predicting communication
Demonstrate understanding of interpretation
the organization and basic reasoning
features of print.
Objective
Performance: Students will be able to read sentences left to right containing sight words.
Conditions: Students will work independently to read sentences left to right containing sight words.
Criteria: Students will need to correctly read sentences left to right containing sight words 4 out of 5 times.
Vocabulary Discourse Syntax
Terms: Students will work Students must include the words in
Identify independently to read sentences their sentences which are listed in their
Explain from left to right that are word bank:
Elaborate containing the week’s sight baby
Demonstrate words. Then the students will where
Content be filling in the blank spots on spring
Support: their independent practice after
The teacher will provide sentences pulled from their
students with assistance and poem of the week.
scaffolding throughout the
lesson instruction process. They
will be roaming the room during
all portions of the lesson to
make sure students are staying
on the right track.
Supports, accommodations, and modifications (IEPs, 504s, other learning needs)
Student Supports, accommodations, and modifications Supports, accommodations, and
during instruction modifications during assessment
Struggling For struggling readers, providing students with During the assessment, the students
readers the option of having the instruction read aloud to will also have access to a read aloud in
complete it. order to successfully complete the
assignment.
ELLs For ELL learners, providing students with a The same supports and modifications
translation of the content or partnering them with as during the instruction will be in the
a fellow student who is proficient in English to assessment. Using a translation of the
provide assistance in the completion of the content and providing assistance from a
lesson instruction. fellow peer is essential.
Readers For students who are performing above During the assessment, these students
performing expectations, they will be provided with more will be given more complex sentences
above dense information and content that will to work with and have to use sight
expectations challenge them. words more frequently.
Prior knowledge:
 Students will need to have prior knowledge on other used sight words that could be present within the text
given and to also be able to decode a word when presented to them.

Materials:
Paper
Pencil
Marker
Poem sheet
Worksheet
Smartboard
Implementing:
Whole-Group Instruction (focused mini-lesson) Time:
Teaching point: 2
The teaching point is to teach students the poem of the week about Spring while also incorporating minut
the sight words of the week. es

Explanation: 4
Using the spring poem of the week, the teacher will read it and then have the students help identify minut
the sight words within and discuss with students if they are understanding the instruction then the es
students will work independently.
Modeling: 5
The teacher will begin the lesson by showing the students the three sight words of the week. “The minut
sight words for this week are after, where and baby and we are going to see how they are used within es
our poem of the week which is called Spring Time. First, what is our title of the poem?” The teacher
will use pointer to go across underneath the title and read off Spring time. “Now that we have our
title, we are going to start reading our poem.” The teacher will start at the first word on the first line
and will use the pointer to go from each word showing the students the appropriate direction to read
(left to right). While reading the teacher will make an emphasis to the sight words when read to
make sure that they stick out to the students throughout the passage.

Guided practice/active engagement: 8

“Now I want some of you to volunteer to come up here and take a turn reading the poem aloud to minut
your peers while still using our pointer to identify our words and highlighting our sight words.” The es
teacher will call on two volunteers to come up to the board to read the poem aloud and will make
sure that they are using the pointer correctly identifying each word and reading from left to right.
“Since we had our volunteers read the poem for the third time, does anyone have any questions on
what we read or why we read our text this way?” Once the teacher asks this question and if there are
no questions then the students will be released to start on their independent activity.

Independent practice (when appropriate):

During the independent practice, students will be given five sentences that came from the poem of
the week. They will be filling in any missing words necessary from a word bank given and will have
to correctly read the sentences left to right 4 times. While this process is happening, the teacher will
be roaming around the room observing the students thought process and encouraging them and
leading them in the right direction, if needed.
Link/closing: 2
“Thank you guys for all working so hard during this lesson and I hope you all learned more about minut
how to correctly read from left to right when given text. But, now we know that spring time is on the es
horizon and will be able to learn more about it during our science lesson later this week.”

Small-Group Instruction (differentiated by data) Centers (Data-Driven)

Group 1: Group 2: Group 3:
Time:10 minutes Time: 10 minutes Time: 8 minutes Time:
Grouping characteristic: Grouping characteristic: Grouping characteristic:
Struggling readers ELLs Students performing
above expectations
Needs based on data: Needs based on data: Needs based on data:

Assigned students: Assigned students: Assigned students:

Instruction: Instruction: Instruction:

For struggling readers, For ELL learners, the For students who are
the students will be students will be work performing above
working on breaking with a peer or with the expectations, the students
down the different parts teacher on reading the will be given extra
of the sentences in order poem and working material to read about
to decode the words and together in completing spring such as a book or
understand the material the assignment. article to dive deeper into
within the poem & the concepts.
worksheet.
Assessing:
Assessment:
How does it measure the essential literacy strategy? How does it measure the related skills?
The assessment measures the essential literacy The related skills are inferencing and self-
strategy by having the students read from left to right questioning so I believe that the assessment does
on the content (sentences) and have them filling in the measure to it because the students have to infer
blank spaces with sight words from the word bank. which words are to go in the blanks. Also, the aspect
of self-questioning is used throughout the lesson on
the process of the students reading the content.
Reflecting on students’ performance (to be completed after implementing lesson)
Students’ strengths in relation to essential literacy Students’ strengths in relation to related skills
strategy
Student’s strengths based on their performances on Students were able to make inferences throughout
the assessment and lesson instruction in relation to the the lesson instruction and during the assessment on
essential literacy standards was that they were able to what the content said and what parts were meant to
correctly read across from left to right when given be where. They would ask questions to themselves
text. They were also able to identify their sight words and peers throughout trying to determine what
within the poem. different words were or what they meant in the
poem.
Students’ weaknesses in relation to essential literacy Students’ weaknesses in relation to related skills
strategy
Some weaknesses that students had in relation to the Some students struggled with the task of having to
essential literacy standard was that some students use the word bank and placing the words within the
struggled to find the beginning of sentences. They sentences of the poem. If they did not remember the
would read it correctly from left to right, but would poem or were struggling with the task, they would
start in the wrong spot. Also, they would have wait for a peer or a teacher to assist them in the
difficulty with placing the words from the word bank completion of it. I think that these students may have
into the correct blank on the worksheet assessment. forgotten that they were allowed to look at the poem
once again while trying to complete the assignment.
Reflecting on lesson implementation (with justifications from student performance and lesson delivery)
Strengths Areas for growth
After doing the lesson and reflecting on the overall of Areas for growth based on my lesson
it, I think that I did well in the explanation of what we implementation is classroom management and being
were doing during the instruction. I gave students the able to get the students back on track & on tasks
opportunity to ask questions and be involved in the whenever something happens. There were a couple
reading of the poem by asking for several volunteers incidents throughout my clinical experience where I
to read it. Also, my ability to answer the frequent was not quite sure of how to get the students back on
questions that arose throughout the lesson was task so I would let the questions and such pass
surprising to me because I was able to answer them before continuing. I wish I would have prepared
without any wait time. more questions prior that I could have asked the
students to get them to dive deeper into the content.
Given the students' in/ability to achieve the learning standard, describe your next steps to improve your
practice
Next steps for teaching essential literacy strategy Next steps for teaching related skills
The next steps that I would take in teaching the The next steps that I would take for teaching related
essential literacy strategy would be to use a read skills would be asking the students more complex
aloud book and present it on the board and having questions that would have them diving deeper into
each student practice reading a sentence or page. This the concepts. Also, making sure they were aware of
would give the students more practice in the concept all available resources during the lesson instruction.
of reading from left to right when given a text.