The document provides a lesson plan for a reading strategy lesson with one student in a resource room classroom. The objectives are for the student to identify beginning consonant sounds in pictures and construct CVC words from letter cards. The teacher will show picture flashcards and have the student identify the pictures and initial sounds. They will then make CVC words using letter cards and word mats. The lesson incorporates guided practice, individual practice, and a closing review of the objectives.
The document provides a lesson plan for a reading strategy lesson with one student in a resource room classroom. The objectives are for the student to identify beginning consonant sounds in pictures and construct CVC words from letter cards. The teacher will show picture flashcards and have the student identify the pictures and initial sounds. They will then make CVC words using letter cards and word mats. The lesson incorporates guided practice, individual practice, and a closing review of the objectives.
The document provides a lesson plan for a reading strategy lesson with one student in a resource room classroom. The objectives are for the student to identify beginning consonant sounds in pictures and construct CVC words from letter cards. The teacher will show picture flashcards and have the student identify the pictures and initial sounds. They will then make CVC words using letter cards and word mats. The lesson incorporates guided practice, individual practice, and a closing review of the objectives.
The document provides a lesson plan for a reading strategy lesson with one student in a resource room classroom. The objectives are for the student to identify beginning consonant sounds in pictures and construct CVC words from letter cards. The teacher will show picture flashcards and have the student identify the pictures and initial sounds. They will then make CVC words using letter cards and word mats. The lesson incorporates guided practice, individual practice, and a closing review of the objectives.
Statement of Objective: Cliffton will be able to look at picture flashcards and identify the beginning consonant Accommodations
*Observable/Measurable (A,B,C,D) sound. *GLCE/IEP Cliffton will be able to construct CVC words given a word mat and letter cards when the word is told and sounded out for him. Materials: Word maps *Prepared and organized Letter cards *Available for all Dry erase marker Picture flashcards Opening: Ask how the student is doing today and start a conversation with him to get him Seating students comfortable and excited about working with me. near the teacher *Gain attention/motivate *Activate prior knowledge Uses appropriate ~link/relate; assess; prepare for new So today we are going to look at some pictures and you are going to tell me what is on that wait time learning (e.g. vocabulary) picture. Then we’re going to find out together what the first sound is that we hear in the *State goals/set purpose word. ~explain task: why, what, how, and when I will show him the materials, and we have done an activity like this before so I will for strategies introduce them again and get him familiar with it. *Clear directions Presentation: The student will start out with letter cards in front of him in alphabetic order. We will putt Providing visual those letter cards in alphabetic order together first. aids when Teacher: presenting *Variety of learning (T/S, S/S, S/T) information *Organizational framework I will show the student the first picture flashcard. I will ask the student what this is a picture ~construct, clarify, and link concepts in a of. Once the student correctly identifies the picture, I will repeat the word. Then I will Recognize and meaningful context sound out the word in phonemes. For example, one word is “bug” I will say “Bug…/b/ give credit for /u/ /g/” and ask the student “What is the first sound you hear in /b/ /u/ /g/. student’s oral *Present visually, verbally, kinesthetically, participation in real world (e.g. LESH) class *Model and think aloud to make visible ~language practices/processes Give appropriate ~learning strategies and adaptations (how, wait time when and why) Check for ~organization, relationships, and clues understanding *Transfer of control ~students explain, justify, clarify, etc. Repeat directions *Clear directions to the students in different ways *Check for understanding ~appropriate feedback: praise, prompt probe/question (in ZPD) ~assess/error drill ~monitor and adjust instruction Students: *Participation ~overt and active ~instructional dialogue, think aloud, explain, justify, evaluate, etc. Guided Practice: If the student correctly identifies the initial sound, I will praise him. If he does not, I will Repeating redirect him and repeat the phoneme sounds. directions to the *Activity related to presentation/objectives students in *Active student participation I will keep track on the back of the flash card if he answers them correctly, and if he does different ways ~provide rationale for assignment not, what his errors/miscues were along with today’s date. ~multisensory and real world We will repeat this with about 1015 flashcards depending on the student’s motivation and Recognize and ~instructional dialogue stamina. give credit for student’s oral *Transfer of control participation in ~students explain, justify, clarify, think Then we will move on to constructing CVC words with the letter cards and a word mat. The class aloud student has also done this activity before, so I will reintroduce the activity and explain the *Check for understanding directions again. ~ensure high success rate I will say a word to the student, and then sound it out phonetically. For example, if the word Wait time ~appropriate feedback: praise, prompt, is “map” I will say, “Map…/m/ /a/ /p/” and then the student will construct the word to the probe/question (in ZPD) best of their ability on a word map. Examples of word maps are attached at the end of this Individual Practice: lesson. ~assess/error drill ~monitor and adjust instruction *Management/monitoring ~scan, circulate, assess, support, praise Closing: We will go through about 10 words depending on the student’s motivation and stamina. Give students We will end the lesson period with restating the goal and objective of the day with the extra wait time *Adequate time *Students summarize content and student, and reviewing what we did today. Recognize and accomplishments give credit for *Assess/identify new goals student’s oral *Link to future learning participation in class