Effective Instruction Is:

Strategic- explains to students

What to do
Lesson Plan Template- Michele Morelli
How to do it
When
and why it is used
Reading Selection: Great Aunt Martha Rebecca C. Jones (Online
read-aloud)
Explicit
Focal Strategy: Interactive read-aloud, Learning short and long vowels
(O)
Shows students what to do
Helps them do it
Provides opportunity for independent practice
Introduction of the strategy: Today I have found an excellent read-aloud online from the youtube channel, 4justlearning.
The book is Great Aunt Martha by Rebecca C. Jones. I chose this read-aloud because the man reading the story begins
by setting it up, discussing predictions, and he even discusses the pace that a fluent reader should read. He begins by
reading very slowly and asking the viewer if it is hard to understand at that pace. He then reads at a normal pace and
explains why it helps with comprehension (in simple words, of course). After we complete it, I will ask her some summary
questions, looking to assess her comprehension. Following our discussion, I will pull out a worksheet I have for her. I will
tell her that today were going to talk about the letter O. I will explain to her that there is a short O and a long O; for
instance, the word dog uses a short O, while the word bone uses a long O. On the sheet are many pictures that
have the letter O in the words (Ghost, bone, lollipop, robot, donut, etc). She will color all pictures using the short O
blue, and those using the long O in red.
Modeling the process:
During the online read-aloud, I will be modelling my thought processes aloud so she can see how a literate reader thinks
during reading/listening. When I discuss long and short O, I will give her multiple examples of how they are used. If she
still seems to be confused, I will continue to explain and model in different ways until she seems more comfortable
(before moving onto the worksheet). When we get to the worksheet, I will choose one of the pictures to use as an
example. After were done (if we have some time), we will work on the consonant blend bingo. She should remember how
to play by now, but if not I will go over the directions again.
Guiding the process:
I will be helping my student the entire way. During the read aloud, I will be guiding her through the thought processes
that literate readers have. The narrator on this video actually does some of the work for me, so I will make sure to pause
it a few times and discuss with her what he is talking about (predictions, pace and timing, summarization, etc.) I will also
guide her through the entire worksheet. I will point to each picture with her and ask her what it is. We will sound the
words out together to figure out if they are using the short or long O.

Independent practice:
For independent practice, I will ask my student to look around the room and point out 2 things that use the long O in its
name, and 2 things that use the short O in its name.