Lesson Planning Form For Accessible Instruction - Calvin College Education Program

Lesson Planning Form for Accessible Instruction Calvin College Education Program
Teacher
Amanda Asfour
Date
Subject/ Topic/ Theme
Fluency
Grade ___First_____________
I. Objectives
How does this lesson connect to the unit plan?
Connects to previous lesson in which we worked on H brothers. Student struggled differentiating between different H brothers.
cognitiveR U Ap An E C*
Learners will be able to:
physical
development
socioemotional
Accurately read first grade Dolch/sight words.

Recognize Dolch/sight words at the first grade level in a game of BINGO.
Recognize the difference between using expression and not in a read-aloud.
Use expression while reading.
Identify words with ch blends in a text.
Make a list of words containing ch from a text.
Common Core standards (or GLCEs if not available in Common Core) addressed:
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create
II. Before you start

Identify prerequisite
knowledge and skills.
Pre-assessment (for learning):
Fill out a Rasinkski rubric while student reads a level A reader.

Outline assessment
activities
(applicable to this lesson)
Formative (for learning):
Take note of words that the student struggles to pronounce in each activity.
Formative (as learning):
Ask student, what is one thing you learned today? What was your favorite thing we did today?
Summative (of learning):
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible

Action and Expression
Provide options for physical
action- increase options for
interaction

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language
Provide options for expression and

communication- increase medium
of expression
Provide options for sustaining

effort and persistence- optimize
challenge, collaboration, masteryoriented feedback
Provide options for

comprehension- activate, apply &
highlight
Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies
Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection
What barriers might this

lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this
lesson?
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
1-19-13
Wahoo! Elementary by Hudson Harrison & Bean, BINGO, BINGO markers/chips, expression flash
cards, 2 blank papers, coloring supplies, level A, B, and C readers, running records B and C, Rasinski
Rubric
How will your classroom

be set up for this lesson?
III. The Plan
Time
Components
Motivation
(opening/
introduction/
engagement)
Development
(the largest
component or
main body of
the lesson)
Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
1. Ask student, how are you? Whats new? What 1. Student chats with the teacher about how he/she
have you learned this week?
is doing, what is new, and what he/she has learned.
2.
3.
4.
5.
6.
7.
8.
1-19-13
Start by filling out the rasinki rubric while

student reads A leveled reader from readingaz.
Perform running records while student reads
B and C leveled readers from readinga-z in
order to confirm students reading level.
Practice reading accuracy with first grade
dolch/sight words on the BINGO card. Have
student read each word aloud. If the student
cannot pronounce a word, take note, and help
him/her to pronounce it correctly.
Play sight word BINGO. Teacher calls out
sight words from the BINGO card and student
tries to get five words in a row, column, or
diagonally. When he/she gets a BINGO, have
him/her read the list of words out loud.
Introduce vocabulary from the poem by
asking if the student knows what these words
mean? If not, explain, and use it in a sentence.
Creature an imaginary or very strange
animal.
Maniac a person who is very wild or
crazy.
Read aloud the poem The Creature on the
Teachers Back from the poetry book
Wahoo! Elementary, by Hudson Harrison
and Bean. Before reading, tell the student that
you will read it twice, and to pay attention for
any differences in the way you read. Read one
time using no expression, and a second time
using expression. Ask student, which one did
you like better? Why? What was I doing
differently? Explain that when reading using
expressions, like I did the second time, it is a
lot more fun for the listener and it helps the
reader to understand the text better.
Give the student a chance to read using
expression with flash cards. One pile of
flashcards has first grade appropriate
sentences on it, and the other pile has different
forms of expression. The student should draw
one card from each pile, and read the sentence
2.
Student reads level A reader.
3. Student reads level B and C readers.

4. Student reads the sight words on the BINGO
card.
5. Student plays sight word BINGO while the

teacher calls out words. The goal of the game is to
get five sight words in a row, column, or diagonal.
6. Student answers whether or not he/she knows

the vocabulary words.
7. Student listens for differences in the two

readings. Answers if he/she noticed anything.
8. Student practices reading with expression using

the flashcards. One set has practice sentences, the
other has different ways of reading.
card using the form of expression on the other

card.
For example, read, The cat is in the
tree, with the expression of a monster.
9. Next, go back to The Creature on the
Teachers Back poem. Have the student look
through the poem and find any words that
have the ch blend. Have the student make a
list of these words.
10. Have the student write a sentence using one of
the words from the list and then draw a
picture to illustrate his/her sentence.
Closure
(conclusion,
culmination,
wrap-up)
11. To wrap up the lesson, ask the student what he

or she learned that day and he or she enjoyed
doing that day in order to learn. the students
preferred learning style.
9. Student looks for words with the ch blend in

The Creature on the Teachers Back. He/she
makes a list of any words he/she finds.
10. Student writes a sentence using a word from
the list and then draws a picture to illustrate it.
11. Student tells what he or she learned and

enjoyed doing that day.
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for
improvement for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson,
focus on the process of preparing the lesson.)
1-19-13

Lesson Planning Form For Accessible Instruction - Calvin College Education Program

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Lesson Planning Form for Accessible Instruction Calvin College Education Program

Subject/ Topic/ Theme

Learners will be able to:

Accurately read first grade Dolch/sight words.

II. Before you start

Fill out a Rasinkski rubric while student reads a level A reader.

Formative (for learning):

Provide Multiple Means of

Provide Multiple Means of

Provide options for language,

Provide options for expression and

Provide options for sustaining

Provide options for

Provide options for executive

Provide options for self-regulationexpectations, personal skills and

What barriers might this

How will your classroom

Describe teacher activities

Start by filling out the rasinki rubric while

Student reads level A reader.

3. Student reads level B and C readers.

5. Student plays sight word BINGO while the

6. Student answers whether or not he/she knows

7. Student listens for differences in the two

8. Student practices reading with expression using

card using the form of expression on the other

11. To wrap up the lesson, ask the student what he

9. Student looks for words with the ch blend in

11. Student tells what he or she learned and

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