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    Reading 2 Febraury 1

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    api-278899878
    Miss Kiley Morgan  The lesson went well. The students were engaged and participating. I liked how I modeled the sound and had the students practice it in different ways.  Next time I would spend more time on the independent practice. I think the students needed more time to practice reading the story on their own and completing the workbook page. I will also check in with individual students more during this part.

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    © All Rights Reserved
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    Reading 2 Febraury 1

    Uploaded by

    api-278899878
    54 views3 pages
    Miss Kiley Morgan  The lesson went well. The students were engaged and participating. I liked how I modeled the sound and had the students practice it in different ways.  Next time I would spend more time on the independent practice. I think the students needed more time to practice reading the story on their own and completing the workbook page. I will also check in with individual students more during this part.

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    reading 2 febraury 1

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    Miss Kiley Morgan  The lesson went well. The students were engaged and participating. I liked how I modeled the sound and had the students practice it in different ways.  Next time I would spend more time on the independent practice. I think the students needed more time to practice reading the story on their own and completing the workbook page. I will also check in with individual students more during this part.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    54 views3 pages

    Reading 2 Febraury 1

    Uploaded by

    api-278899878
    Miss Kiley Morgan  The lesson went well. The students were engaged and participating. I liked how I modeled the sound and had the students practice it in different ways.  Next time I would spend more time on the independent practice. I think the students needed more time to practice reading the story on their own and completing the workbook page. I will also check in with individual students more during this part.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    of 3

    SETON HILL UNIVERSITY

    Lesson Plan Template Abridged


    (May be adapted based on instructors needs)

    Pre-Planning
    TOPIC
    Name
    Subject
    Grade Level
    Date/Duration
    Standards/
    anchors/
    competencies
    PA/Common
    Core/Standards
    (Plus any others
    as may be
    required)

    Formative
    AND/OR
    Summative
    Assessment
    Evidence

    Objective
    A-B-C-D
    Bloom's Taxonomy
    Webb's Depth of
    Knowledge (DOK)

    DETAILS
    CK
    Miss Kiley Morgan
    Reading
    Grade 2
    February 1, 2016
    CC.1.1.1.D: Know and apply grade level phonics and
    word analysis skills in decoding words. Identify common
    consonant digraphs, final-e, and common vowel teams.
    Decode one and two-syllable words with common
    patterns. Read grade level words with inflectional
    endings. Read grade-appropriate irregularly spelled
    words.
    CC.1.1.1.E: Read with accuracy and fluency to support
    comprehension. Read on-level text with purpose and
    understanding. Read on-level text orally with accuracy,
    appropriate rate, and expression on successive
    readings. Use context to confirm or self-correct word
    recognition and understanding, rereading as necessary.
    Formal Evaluation
    The teacher will have children take turns reading out
    loud to check for the correct saying of sounds.
    The teacher will check the students workbook page to
    make sure they completed their tasks.
    A test will be given on comprehension and letter sounds
    at the end of the unit.
    Informal Evaluation
    The teacher will listen to the sounds the children are
    saying to make sure they are correctly producing the
    correct sounds.

    All second grade students will decode words 4 out of 5


    times individually.
    All second grade students will identify the /y/ sound 5
    out of 5 times in small groups.
    All second grade students will read with accuracy 5 out
    of 6 sentences individually and in small groups.
    All second grade students will correctly write the lower
    case /y/ 5 out of 6 times individually.
    All second grade students will correctly write the upper
    case letter /y/ 5 out of 6 times individually.

    Step-by-Step Procedures
    RATIONALE for the
    Learning Plan
    DETAILS
    Introduction
    Activating Prior Knowledge

    CK

    Explicit
    Instructions
    Big Ideas
    Essential
    Questions

    Lesson Procedure
    Must include
    adaptations &
    accommodations
    for students with
    special needs
    Accommodations,
    Modifications

    Materials
    (reading,

    The teacher will use the selected Sound Cards from


    Units 1-19 to review sounds of letters. (Cards will be
    picked by the text).
    Hook/Lead-In/Anticipatory Set
    The teacher will tell students that their new sound, /-y/
    as in fly, is the sound the letter y makes when it
    comes at the end of a small word.
    Big Idea Statement
    The letter y says the /i/ sound.
    Essential Questions
    What sound does the letter y make?
    Key Vocabulary
    Acorn an acorn is the seed of an oak tree
    Den a den is a safe and cozy place where an animal
    may live.
    Pre-Assessment of Students
    The teacher will ask the students the sound the letter y
    says.
    Modeling of the Concept
    The teacher will tell the students that the y sound we
    are learning is the sound of /i/ like in fly and sky.
    Transition
    The students will put away their decoding workbooks
    and get out their storybooks.
    Guiding the Practice
    The teacher will work with the students on the decoding
    worksheet of their workbook on page 41.
    The teacher will discuss the new vocabulary words with
    the students found on page 26 of the students book and
    15 of the teachers book.
    The teacher will read sections of the storybook found on
    pages 26 31.
    The teacher will ask questions throughout the story to
    check for comprehension.
    Providing the Independent Practice
    The students will read parts of the story. The parts the
    children will read are the bold, underlined sections. The
    teacher will read the rest. The story can be found on
    pages 26 31.
    The students will complete page 61 in their workbook to
    work on the letter y and the sound it makes.
    Adaptations/Accommodations for Students with Special Needs
    All students are in a learning support classroom. All
    students will need refocused throughout the lesson and
    will be provided on individual basis. The teacher will help
    all children out with smooth blending words they are
    stuck on.
    Teacher text book
    Student Decoding Book

    technology,
    equipment,
    supplies, etc.)
    Closure

    Other(This area
    is to be
    determined by
    instructor OR
    student as
    needed)
    Supervising
    teacher
    comments and
    signature
    Teacher
    Self-reflection
    What
    worked?
    What would
    you
    change?

    Student Work Book


    Student Story Book
    Sound Cards
    Pencils
    Summary & Review of the Learning
    The teacher will ask what the story was about and what
    happened throughout the story.
    The teacher will ask the students what sound the letter y
    makes.
    Homework/Assignments
    None

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