Special Education

Instructional Lesson Plan Template

Overview

Teacher(s)​: Phoebe Riegle Subject​: Grade​: 2- one

Reading/writing student

Lesson length: ​50 minutes Lesson Topic/Unit​: Sight words/reading

mastery/spelling cvc short ​a​ words with
different endings

Learning Objectives​:

I.​ ​By the end of this lesson, II.​ ​By the end of this lesson, III.​ ​I will know that students have
students will know: students will be able to: met this objective when:
- The sight words ​when, -​ ​Automatically read the -​ can read the words ​when
​She

new, out words ​when ​and ​out and ​out ​without sounding them
- How to sound out short -​ ​Sound out and write short out.
words by sound, some with cvc words with various endings -​ ​Completed the reading

combination sounds (th). upon hearing them. mastery lesson with little added
- What two letters blend to make -​ ​Sound out cvc words when help.
the /th/ sound. reading. -​ ​Automatically separate the

- How to sound out words
when reading.
- How to match letter
sounds with the corresponding
letters.
- Recognize the /th/ sound as sounds into 3 parts (B/M/E) and
one sound. identify the corresponding letters
- Identify that ​th​ makes the /th/ for short cvc words with various
sound. endings.
- Identify that two letters ​t​ and ​h
make the /th/ sound.

IV.​ ​Essential question(s) for students to answer

How many sounds do the words ​van, path, lap ​and ​this ​ have?
How do we sound out words we don’t know when we are reading?
What are these words? ​When ​and​ out
State Standards​:
In this section, identify and list the VA SOLs standards (or other) that are addressed in this lesson.
K.3 The student will orally identify, segment, and blend various phonemes to develop phonological and
phonemic awareness.
a)​ ​Blend and segment one-syllable words into phonemes including onset and rime.

b)​ S
​ egment one-syllable words into individual phonemes.

K.6 The student will develop an understanding of basic phonetic principles.

a)​ ​Identify and name the capital and lowercase letters of the alphabet.
b) Match consonant, short vowel, and initial consonant digraph sounds to appropriate letters.
c) Demonstrate a speech-to-print match through accurate finger-point reading in familiar text that
includes words with more than one syllable.
d) Identify initial consonant sounds in one-syllable words.
e) Identify final consonant sounds in one-syllable words.

Context for Learning/Background Information

Situating the Lesson​: ​In this section, list/describe topics of previous lessons related to the topic of this lesson that
students should be familiar with.
The student has been absent for a few days with illness so we will be reviewing the two sight words that
were introduced last Friday. We will follow the typical format for testing that we do for the sight word
lessons- read, make with letters, table write, and whiteboard write.
The Reading Mastery lessons are done every day with Kub so this lesson will contain the next lesson of
the sequence- 85.
Kub started working on breaking up sounds from spoken words last week so this lesson will follow that
same structure, however the words will all be short ​a​ cvc words that have various endings and some
with the ​th​ blend.
Lesson Content: ​In this section, briefly list/describe the content of the current lesson. (2-3 sentences)
The content of the current lesson is mainly working on reading sight words and unknown words with a
little spelling work at the end. Kub is learning a few sight words each week per her IEP goal, and she is
working on learning how to sound out words out loud that she comes across while reading. To teach
reading of unknown words we are using the “Reading Mastery” system that seems to be working well
for Kub. For writing, we noticed that during spelling assessments Kub isn’t applying what she learns
about letter sounds to help her with spelling. We created this system to hopefully help her learn the
steps she needs to use when writing unfamiliar words.
Lesson Rationale​: ​In this section, describe why students need this lesson the way you have planned it. What are you
offering them? What needs are you addressing? (2-3 sentences)
Based on assessment data, Kub needs improvement in the areas of reading and spelling. Progress has
been made using the “Reading Mastery” program so we continue to practice those lessons every day.
The spelling program is newly developed and will hopefully teach Kub the strategies she needs to use
when spelling words in writing and on exams like the DSA.

Individualized Instruction
IEP Goals​: ​In this section, list the IEP goals that this lesson addresses. You can list them by student/pseudonym.
Kub will know all her letter sounds and will use that knowledge to decode and encode cvc words.
Kub will read and spell 40 sight words.
Kub will move from Level A to a Level D as measured by the Foutas and Pinnel reading system
IEP Accommodations​: ​In this section, list the classroom & teaching accommodations that must be provided. You can
list them as accommodations or by student/pseudonym.
Simplified instructions.
Extra time for oral and written response.
Close seating to instructor.
Access to desktop alphabet and number line.
Access to timers.
Accommodations for Students from Diverse Cultural &/or Linguistic Backgrounds: ​In this section,
list any relevant accommodations or other information that you will provide given unique student needs arising from their
cultural or linguistic backgrounds.
N/A

Co-Teaching & Collaboration

Co-Teaching: ​In this section, select the co-teaching format that you will be using in this Grouping: ​In this
lesson. section, describe the
Check one or more. It is possible to use several strategies during a lesson. way(s) in which students
☐​One Teach, One Support will be assigned to
☐​Station Teaching instructional groups.
☐​Team Teaching Which teacher will
☐​Alternative Teaching lead/instruct each
☐​Parallel Teaching group?
What is each teacher’s role within the model(s) you selected? N/A

Assessment of Student Learning

Assessment Procedures​: ​In this section, describe the assessment procedures that will be used to measure learning of the
objective(s). Assessment procedure must be concrete and tangible, and teacher observation (without a record of it) is
unacceptable. Attach assessment probe or checklist to lesson plan. Multiple forms of assessment are strongly encouraged.
Assessment Type(s)​: ​In this
section, describe how you will assess
students.
There will be one formative
assessment in this lesson that I
will take data on- the spelling
work. We have been working on
several short cvc words with
different endings including the ​th
blend. In this lesson I will add an
element of Kub needing to make
the words using letter tiles. Based
on how long it takes her to use
her strategies we’ve been
working on of sounding out the
letters, and if she records the
correct letter for the sounds she
segments I will rate the word on
a 0-3 scal​e.
Assessment Criteria​: ​In this
section, describe how students will
demonstrate mastery on your
assessment(s).
If Kub can segment the word
given to her into the three
sounds and successfully create
the words with letter tiles then
we will move on to the writing
portion with help before she
can have her final assessment.
If she can do this for every
word I give her then I will
know that she has mastered
spelling short cvc words that
have various endings​.
Feedback​: ​In this section, describe
what​ feedback from the assessment(s)
you will give students and ​how​ you will
give it to them.
For correct spelling I will praise
and give her a star for using her
strategies to spell the word
correctly (stars build up to win a
trip to the prize box). If I notice
that she is not
segmenting/sounding out the
letter sounds then I will prompt
her to use this strategy asking
“what is the
Beginning/middle/end sound of
---?” or “what letter makes that
sound?”. If she writes a letter that
is incorrect I will say “I disagree”
and ask her “say the sound again.
What letter makes that sound?”

Materials & Resources

Teacher Materials (I need):​ ​Attach teacher instructional materials to lesson plan Student Materials
submission. If you are using a SMARTBoard during lesson, include a file with materials (saved as (They need):​ ​Attach
a pdf). If you are using external websites, videos, etc, list the links below. ALL student
Reading Mastery book- Level 1, Lessons 57-107 (lesson 85) instructional materials
Reading Mastery workbook to lesson plan (i.e.,
White board, maker, eraser worksheet, graphic
organizer, test/quiz, etc).
3 chips
Reading Mastery
Letter tiles workbook
Magnet alphabet White board, maker,
eraser
3 chips
Letter tiles
Magnet alphabet

Behavior Management
General Concerns​:​ ​What routines
are already in place to help you manage
student behavior/keep students focused
& on task?
-​ ​Stars earned for completed
assignments and focused
behavior (sitting up, no laughing
or joking around, looking at the
task on hand)
Specific Concerns​:​ ​Are there any
specific antecedents, unique
situations, or other student behavior
concerns that may impact this lesson?
Indicate how you are planning to
confront those concerns.
-​ ​Shutting down when work
gets difficult. Plan on moving
to next task and coming back
to difficult one when spirits are
up again.
Feedback​:​ ​How will you provide
feedback to students about their
behavior during this lesson?
-​ ​Reminders to sit up
-​ ​Redirect eye contact by
removing task and reintroducing
it when attention is focused on
teacher.
-​ ​Verbal direction-teacher point
to- have student point to task
-​ ​Stars awarded when
assignments are completed with
focused behavior
-​ ​Verbal praise throughout
assignment

Preparing Students for Instructional Content

Estimated time:

Review of prerequisite skills:​ ​In this section, identify any skills or content that you will Student-Friendly
review with students prior to new instruction. This could be the warm-up, “do now”, or other Objective: ​Re-state
introductory part of lesson that reviews prior learning. the lesson’s learning
For the final part of the lesson there will be a cycle of known procedures before we introduce a objective in
new part. First, Kub will move the chips for the beginning/middle/end sound of the words I say, student-friendly
while segmenting the word into its 3 letter sounds. Then, Kub will pick the correct corresponding language.
letter for the beginning/middle/end sound of the same words I say. Lastly, I will introduce a new I can spell.
part where she has to write the words on a whiteboard after I say them.

Essential Vocabulary
Estimated time:
Reviewing vocabulary​: ​In this section, identify any vocabulary that must be reviewed or Pre-teaching
re-taught. vocabulary​: ​In this
N/A section, identify any
vocabulary you need to
introduce or pre-teach
ahead of the main
lesson. ​If this is a
vocabulary-centered
lesson, skip this section.
N/A

Instruction
Estimated time:
Direct Instruction​ ​(I DO):​ ​In this Guided Practice (WE DO):​ ​In Independent Practice (YOU
section, describe the direct instruction this section, describe the practice that DO):​ I​ n this section, describe the
that will be provided. How will you students will be provided with. Include independent practice students will
model/demonstrate ideas? How will you how you will determine that students complete.
use “think aloud” and cognitive are ready to independently practice. - Writing and spelling
modeling?
with magnet letters of sight
Sight Words:
words will be done
Introduce each word one at a
independently.
time and run through the
- Reading Mastery
following procedure for each.
workbook will be done
1. Write on whiteboard:
semi-independently. Finger
“This word is ----”
pointing in workbook while
“What word is this?”
reading will be done
2. Erase one random letter
independently.
at a time and ask “what
- All stages of Spelling
letter is missing?” write
should be done independently
letter back in and erase a
with teacher direction of each
different one.
stage.
3. Student spell with
magnet letters: “Can you
spell --- for me?” “What
word?”
4. Table draw word
together with student
saying letters out loud.
“What word?”
5. Have student write the
word on the whiteboard.
“Can you write --- for
me?” “What word?”

Reading Mastery:
- Have student complete
workbook assignment for lesson
84 semi-independently.
- Work on lesson 85 in
RM book together. (scripted for
teacher in red)
- Complete workbook for
lesson 85 semi-independently.

Spelling Words:
 1. Teacher says word and
student moves one chip
for each sound and says
beginning/middle/end
sound out loud. “what
word?”
Van, path, lap, this*

1. Teacher puts out letter

tiles, letters needed to
spell word and a couple
random extra ones.
Teacher writes B/M/E on
the table and student has
to place the correct letter
tile for each sound of the
word read to her.
Throughout spelling lesson,
remind student to listen to the
teacher say the word, then she
says the word again, and then
continues to segment the word
into its 3 sound parts.

Closure
Estimated time:
Lesson Review​: ​In this section, Forward Look​: ​In this section, Homework​: ​Describe any homework
review the learning that occurred during link this lesson to future learning. assignments. Use N/A if there is no
the lesson. Be specific and ask students State how this lesson is related to the homework assignment.
to review in a way that reflects what they next lesson or future learning. N/A
learned, rather than what the topic was In the next lesson, we will
or what activities were used to facilitate continue to work on the same
learning.
topics, with the exception of
For the first and last parts of the
moving to the next reading
lesson the student will be asked
mastery lesson (85) and
to repeat the word they have just
hopefully adding the next stage
completed throughout the
of spelling the same words by
section.
writing the words on a
For the Reading Mastery part, the
whiteboard.
student will be redirected to the
sentence they had to read in the
beginning and asked to read it
quickly again.

References

In this section, list any references for lesson plans, resources, or other ideas you used that are not primarily yours. This is also
where you will list the APA citations for the articles that were referenced.
N/A

Notes & Other Information

In this section, include any other helpful information that is relevant for the lesson plan. ​N/A