LESSON PLAN

Name: Casey Gressmen

Date: 11/6/2014

Grade Level: First Grade

1. Lesson Objective/ State Standard(s) :

Reading: Foundational Skills Standard 2- Demonstrate understanding of spoken words,

syllables, and sounds
Reading: Foundational Skills Standard 3- Know and apply grade-level phonics and word
analysis skills in decoding words.

2. Reading Instruction Focus: (phonemic awareness, phonics, spelling, fluency, comprehension, vocab,
writing, shared reading, read aloud.)

Phonemic awareness
Phonics
Spelling

3. Interesting Text/Materials for Instruction:

What text(s)/materials are you using for your lesson?

I Like Myself by Karen Beaumont

Flashcards with sight words and rhyming words found in the text
Timer

4. Student Engagement: What engagement principle(s) are you choosing for this lesson?
___X___choice, ___X____collaboration, ________building concepts, ______relevancereal world
interaction
I will engage students in this lesson by:

Students will be split up into groups in order to organize their words in different ways to
pick out the differences and gain more knowledge about the word structure.
The teacher will give them different choices on how to organize their words and they will
have to pick form those choices. At the end they will be given the opportunity to organize
the words in a way that they see fit and then discuss what they did with the class.

5. Student Activity/Differentiation. What will your students be doing to meet the purpose of your
lesson? (listening, reading, searching, writing, strategy instruction, group work, etc.)
What my students are actually DOING: Before, During, and After Reading

Before: Students will be instructed in a mini lesson on words that rhyme and sound similar. They
will be asked to look for these words as the teacher is reading the book. They will also be given
flashcards of which they will hold up as a group, when the teacher reads the word.
During: Students will focus on the story being read and hold up their flashcards as a group when
the word appears in the text.
After: Students will organize the words according to initial sounds, initial letter, number of
letters, similar endings and similar ending spellings in order to gain more recognition of the
words. The students will be timed in order to provide greater motivation and competition.
How will you differentiate your instruction for struggling/gifted readers?

Struggling readers will be placed in groups with the class so that they can receive the
support that they need. Gifted readers will be given the opportunity to write sentences
using the sight words that were brought up in the book.

6. Writing/Communicating/Assessment: How will you know students have met the purpose of the
lesson? What will students do to record their understanding?

The teacher will go around the classroom and look at the responses that the students have
given through how they have organized their words. Problems will be addressed and if
they continue they will be given greater support later on. Gifted readers will turn in their
sentences and they will be assessed for sentence structure and how they used the words in
the sentence.

7. Reflection: Strengths? Improvements? Be specific.?

Feedback was overall positive. The words that I pulled out of the book could align to
spell some words of encouragement or something else relating to the book. They could
also be more conducive to creating complete sentences and work on sentence generation
from the sight words and other words pulled from the text. A reward should be included
for motivation to complete the activity in a timely manner.