LESSON PLAN

Name: Lynsey Fultz Date: 11/19/2023 Lesson Start and End Time: 90
minutes

Academic Area: Grade Level:1st grade Co-op initials with date:

Reading
Pre-Instruction
Planning
Topic Phonics
PA CC.1.1.1.C: Demonstrate understanding of spoken words, syllables, and
Anchor/Standar sounds (phonemes)
d or Eligible CC.1.1.1.D: Know and apply grade-level phonics and word analysis
Content skills in decoding words.

Lesson 1. Students can distinguish between letter sounds getting at least

8/10 correct.
Objectives
2. Students will be able to decode words without help with at least
80% accuracy.
Materials Teacher:
Baskets
Books for each group
Center instructions
Markers
Picture cards
Erasable boards
Compound airplanes premade
Pop-its
Digraph puzzle pieces
Ipads and chargers
Class list

Students:
Books
Pencils
Papers for small group

Planning for Differentiation:

- For the center I could have different skill levels grouped together
Learners
so that if a student was struggling, they could help each other and

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 learn from a peer who might be able to better explain the
concepts rather than having me explain the concept to them and
confuse them more.
Modifications/Accommodations: For students who might struggle to
right and grip a pencil or marker I would have them use lined paper or
whiteboards to help them write on lines and try to have them write
neater.
Lesson *This is with the whole group before small group instruction!
Presentation
Introduction 15 I would tell the students that we are going to read a story today about
Pete the Cat. I would ask what they see on the front cover. I would also
minutes
read them the author and illustrator and ask what those names meant
before starting to read the book. I would also ask the students to make
predictions of what is going to happen in the story. As I read through, I
am going to stop and ask questions that relate to finding the answer right
on the page. But also questions that relate to how the story can be tied
back to the lives of our students. Then I am going to explain the centers
and how I am going to be meeting with small groups while other groups
work through the centers. We will do a walkthrough of the centers, so the
students understand what is happening at each center. At each center,
there will be a class list with a box beside each of their names so that
way I know what students have completed each center and they can’t go
back and do a center they love over and over again until I see a check
beside their name at each of the other centers.
The sequence of Center 1: they have a picture card, a dry eraser mat, and letter tiles. They
activities will put the picture in the place-it box. Tap out the word on the dots
including provided on the worksheet. Then using the letter tiles the students will
assessments build the word. Then they will draw it and then write it. I would create 4
bags of words and once the students finish a bag, they can move on to a
different bag that has different words for them to practice.
Center 2: students would have puzzle pieces that fit together and there is
a picture that matches the word. The students will have to match the
picture to the word and tap out the word on a pop-it before putting the
match in the pile that they think goes together. Once the student finds all
the matches a classmate that is at the center can check the student's work
and if there is a mistake, they can work together quietly to solve the
problem.
Center 3: working on digraphs. There would be a picture of a word and
just the ending of the word and the students would have three choices to
pick which digraph makes the word. The students will use different
colored clothes pins to mark their answers. Once they are done choosing
which digraph goes with the picture students will be able to find a
classmate in that center and check each other’s work.
Center 4:Compound word airplanes. Students would get to choose a sky
mat. Then they would grab a bag full of airplanes, choose a compound

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 word, and find the parts that make up the compound. Then once they
found the parts that created the whole airplane, they would have a sheet
where they write down the two words and then what compound word
they make.
Center 5: Ipads using education.com. Students will be allowed to play
any game that is related to learning about phonics.
https://www.education.com/games/first-grade/phonics/?
gad_source=1&gclid=CjwKCAiAgeeqBhBAEiwAoDDhn-
_h5btG2NngD681YsXXV0zlzdfSrqyFe55JQb_EyMqhsBdqik-
0kBoCaCwQAvD_BwE

Lesson Wrap-up To wrap up this lesson I would have the students help put the center
baskets away in the closet and then talk about what skills they practiced
throughout the centers.
Self-Evaluation **This part isn’t necessary since you won’t be teaching this lesson.

(WITH) SMALL GROUP #1—ON GRADE LEVEL GROUP WITH A LEVELED TEXT.
THIS WILL BE GUIDED PRACTICE USING THE GUIDED READING MODEL. LIST ALL STEPS AND
ELABORATE. WHAT DOES THE TEACHER DO? LIST ALL QUESTIONS YOU WOULD ASK AND LABEL
THEM ACCORDING TO QAR LABELS. ALSO INDICATE WHEN THE QUESTIONS WOULD OCCUR:
BEFORE, DURING, OR AFTER READING. LIST CORRECT OR POSSIBLE RESPONSES. WHAT DO THE
STUDENTS DO?
a. INTRODUCE THE TEXT
 The book I would have them read is Frog and Toad Are Friends. I
would introduce the book by starting to say have you ever caught
a frog or toad in the wild? Can you describe what characteristics
both a frog and a toad have which can include where they live,
eat, and what they look like? These questions would be asked
before reading.
b. BUILD NECESSARY BACKGROUND
 If my students don’t know what a frog or toad looks like in real
life, I will show them pictures to have a better understanding of
the characters from a real-life perspective.
c. INTRODUCE CRITICAL VOCABULARY
vocab words that I would give my students a little bit of a
background on would be Spring, shining shutters, and
meadows. I would give them a student-friendly definition and
pictures, so they have something to build off of.
c. REMIND THEM OF THE READING STRATEGY THEY ARE USING—
SEQUENCING—REMIND THEM TO KEEP TRACK OF IMPORTANT EVENTS IN
THE STORY

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  The strategy I would have them work on is fluency but focused on
accuracy.
d. SET A PURPOSE FOR READING (prior knowledge)
 I WOULD HAVE MY STUDENTS TELL ME ABOUT OTHER BOOKS OR OTHER TIMES
THAT THEY HAVE LEARNED ABOUT FROGS OR TOADS
 STUDENTS WOULD GIVE ANSWERS AS I CAUGHT THEM AT MY GRANDPA’S
POND. I HAVE READ ANOTHER BOOK THAT IS ABOUT FROGS AND TOADS.
e. CREATE AN INTEREST IN THE TEXT (engagement, hook them,
bring them in)
 I WOULD TELL THE STUDENTS THAT WE ARE GOING TO CREATE A HOME FOR
OUR FRIENDS FROG AND TOAD AFTER WE READ A STORY ABOUT THEM.

b. READ THE TEXT—STUDENTS WILL READ IT SILENTLY OR QUIETLY TO

THEMSELVES
 I WOULD HAVE THE STUDENTS USE A WHISPER PHONE AND KEEP TRACK OF THE
WORDS THEY MISSED WHEN THEY READ AND AS THE TEACHER, I WOULD
THEN INDIVIDUALLY TALK WITH THE STUDENTS ABOUT THE WORDS THEY
MISSED AND COME UP WITH A WAY TO IMPROVE THEIR ACCURACY WHEN
READING.

c. DISCUSSION—DISCUSS THE STORY –INCLUDE YOUR QAR LABELED

QUESTIONS!
- Right the question would be: What does Toad do when the frog tries to go back to bed?
- Author and me: If you could rewrite the end of the story how would you write it?
- Think and Search: find two examples of when a toad shows emotions toward a frog.
- On my own: have you ever lied or expanded the truth to get your way?
d. REVISITING—GO BACK TO THE TEXT AND LOOK FOR IMPORTANT EVENTS TO
ADD TO THE GRAPHIC ORGANIZER. INCLUDE TEACHER PROMPTS AND INTENDED
RESPONSES. THIS SHOULD REFLECT GRRM.
 In this graphic organizer I would have the students sequence the
story in the order of how the events happened
e. EXTENDING—N/A WE ARE NOT INCLUDING THIS.

3. (WITH) SMALL GROUP #2—BELOW GRADE-LEVEL GROUP WITH A LEVELED TEXT

THIS WILL BE GUIDED PRACTICE USING THE GUIDED READING MODEL. LIST ALL STEPS AND
ELABORATE. WHAT DOES THE TEACHER DO? LIST ALL QUESTIONS YOU WOULD ASK AND LABEL
THEM ACCORDING TO QAR LABELS. ALSO INDICATE WHEN THE QUESTIONS WOULD OCCUR:
BEFORE, DURING, OR AFTER READING. LIST CORRECT OR POSSIBLE RESPONSES. WHAT DO THE
STUDENTS DO?
A. INTRODUCE THE TEXT
- The text I would have in this group is Big Shark, Little Shark. I would ask them if they
have ever been to an aquarium or have seen a shark. If not I would pull up a picture or
videos of sharks to help build background knowledge.
a. BUILD THE NECESSARY BACKGROUND

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  I WOULD HAVE THEM TALK ABOUT SHARKS AND FIND FACTS ABOUT IT.
b. INTRODUCE CRITICAL VOCABULARY
 swims, hungry, chomp I would have the students draw a picture
and come up with their definition of the words.
c. REMIND THEM OF THE READING STRATEGY THEY ARE USING—
SEQUENCING—REMIND THEM TO KEEP TRACK OF IMPORTANT EVENTS IN
THE STORY
 The strategy I would have them focus on is telling me how the
pictures and sentences matched each other.
d. SET A PURPOSE FOR READING
 The purpose of reading is to help the students gain
comprehension skills.
e. CREATE AN INTEREST IN THE TEXT
 asking questions like if the student have seen a shark or what is an
animal that relates to a shark.
c. READ THE TEXT—STUDENTS WILL READ IT SILENTLY OR QUIETLY TO
THEMSELVES
 I WOULD HAVE THEM READ THE BOOK TOGETHER AND EACH HAVE THEM TAKE
A SENTENCE OR A PAGE.
d. DISCUSSION—DISCUSS THE STORY –INCLUDE YOUR QAR LABELED
QUESTIONS!
- RIGHT THERE QUESTION: WHAT HAPPENED WHEN THE LITTLE SHARK GOT THE NET?
- Author and you: what could be another title for this book?
- Think and search: Can you summarize the story?
- On my own: how would you feel if a shark tried to catch for a snack?
d. REVISITING—GO BACK TO THE TEXT AND LOOK FOR IMPORTANT EVENTS TO
ADD TO THE GRAPHIC ORGANIZER. INCLUDE TEACHER PROMPTS AND INTENDED
RESPONSES. THIS SHOULD REFLECT GRRM.
 I would mix up the sequence of the events and have them reorder
the sequence and draw pictures.
e. EXTENDING—N/A WE ARE NOT INCLUDING THIS.

4. (WITH) SMALL GROUP #3—ABOVE GRADE-;EVE; GROUP WITH A LEVELED TEXT

THIS WILL BE GUIDED PRACTICE USING THE GUIDED READING MODEL. LIST ALL STEPS AND
ELABORATE. WHAT DOES THE TEACHER DO? LIST ALL QUESTIONS YOU WOULD ASK AND LABEL
THEM ACCORDING TO QAR LABELS. ALSO INDICATE WHEN THE QUESTIONS WOULD OCCUR:
BEFORE, DURING, OR AFTER READING. LIST CORRECT OR POSSIBLE RESPONSES. WHAT DO THE
STUDENTS DO?
a. INTRODUCE THE TEXT
 Junie B Jones: Toothless Wonder
a. BUILD NECESSARY BACKGROUND
 I would ask the student if they ever been to the dentist or have
had a wiggly tooth.
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 b. INTRODUCE CRITICAL VOCABULARY
 Pleasure, recycling, spats, chuckle, stumped I would ask the
students what they thought about words meant and then give
them the definitions.
c. REMIND THEM OF THE READING STRATEGY THEY ARE USING—
SEQUENCING—REMIND THEM TO KEEP TRACK OF IMPORTANT EVENTS IN
THE STORY
 The strategy that this group would be using would be decoding to
help figure out words.
d. SET A PURPOSE FOR READING
 The purpose of reading this book is to help the students increase
their vocabulary and also increase the level of words they can
practice decoding.
e. CREATE AN INTEREST IN THE TEXT
 I would ask if they have ever lost a tooth or saw someone lose a
tooth. I would ask how it felt to not have a tooth for a while.
c. READ THE TEXT—STUDENTS WILL READ IT SILENTLY OR QUIETLY TO
THEMSELVES
 I WOULD HAVE THEM INDEPENDENTLY READ AND THE WORDS THEY STRUGGLED
TO DECODE I WOULD HAVE THEM WRITE DOWN ON A SCRAP PIECE OF PAPER
AND THEN AS A GROUP WE WOULD WORK ON DECODING THE WORDS.
d. DISCUSSION—DISCUSS THE STORY –INCLUDE YOUR QAR LABELED
QUESTIONS!
- RIGHT THERE: WHAT HAPPENED TO JUNIE B JONES?
- AUTHOR AND YOU: PREDICT WHAT YOU THINK IS GOING TO HAPPEN AFTER JUNIE B LOSES HER TOOTH?
- THINK AND SEARCH: HOW DID MAY REACT TO WHEN JUNIE B LOST HER TOOTH?
- ON MY OWN: HOW DID IT FEEL WHEN YOU LOST A TOOTH FOR THE FIRST TIME?
d. REVISITING—GO BACK TO THE TEXT AND LOOK FOR IMPORTANT EVENTS TO
ADD TO THE GRAPHIC ORGANIZER. INCLUDE TEACHER PROMPTS AND INTENDED
RESPONSES. THIS SHOULD REFLECT GRRM.
 I would have them write what they think is the main idea of the
book was and then create ideas around it to support that idea.
e. EXTENDING—N/A WE ARE NOT INCLUDING THIS.

**Include what centers are occurring during the small group time or what activities are other
students doing.
- See the body of the lesson plan!

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