K-3 Lesson Plan Framework

Preservice Teacher:
Date:
Title:
Learner Profile:

Yocelyn Tolosa
March 9 2015, March 10, 2015, March 12, 2015
Phonics Intervention Week 3

Five second grade students comprise the phonics intervention small group.
Females: 3
Males: 2 One of which has been retained for one year (9 years old)
All of these five students are part of the ESOL program.
ESOL Level Range and Distribution:
Level Three: 3
Level Four: 2
None of the students are part of the Exceptional Student Education program
(ESE); however one of the male students is receiving RTI and gets pulled out for
intervention.
Student 1 Male (retained, ESOL Level 3)
Student 2 Male (receiving RTI, ESOL Level 3)
Student 3 Female (ESOL Level 3)
Student 4 Female (ESOL Level 4)
Student 5 Female (ESOL Level 4)

Subject(s):

These students speak Spanish as their home language.

Language Arts Phonics:
INTERVENTION DAY 1 3/9/2015
Identify different inflectional endings (-s, -es, -ing, -ed) and build words using
each ending.
INTERVENTION DAY 2 3/10/2015
Identify the rules for the use of the plural endings.
INTERVENTION DAY 3 3/12/2015
Apply the rules for the correct use for each of the different plural endings (-s,
-es, -ies) and build words using each ending.

Standards:

LAFS.1.RF.3.3: Know and apply grade-level phonics and word analysis skills in
decoding words.

a. Read words with inflectional endings.

Time Frame:

Each intervention session will last approximately 30 minutes.

Reading Intervention Phase: The students will be pulled out three times a week for
approximately 30 minutes for a total of four weeks

Objectives:

INTERVENTION DAY 1 3/9/2015

After having reviewed some inflectional endings (-s, -es, -ing, -ed) the students will
write a list of at least five to seven words making use of the inflectional endings in
cue.

INTERVENTION DAY 2 3/10/2015

After having reviewed their work from the previous intervention session, the
students will review the rules for the correct use of the plural endings and
explain at least three of all the different situations in which these endings are

used.
INTERVENTION DAY 3 3/12/2015
After having reviewed some plural endings (-s, -es, -ies) with a special focus on the
(-es) ending, the students will create accurate lists of words that utilize those specific
endings with at least three to five words in each list.
Materials:

INTERVENTION DAY 1 3/9/2015

Inflectional Endings Cards
Template for Word List Game sheet
Tablet
Pencils
Chart Paper
Tape

INTERVENTION DAY 2 3/10/2015

Tablet
Inflectional Endings Cards
Paper
Pencil
Dry-Erase White Board

INTERVENTION DAY 3 3/12/2015

Chart Paper
Tablet
Mini Dry-Erase Boards (5)
Marker (5)
Eraser
Anticipatory Set:

INTERVENTION DAY 1 3/9/2015

Before getting started, go over the expected behavior for the duration of the
intervention session. (Providing for an environment of fairness through setting
out clear expectations)
Review Inflectional Endings (-s, -es, -ing, -ed) Explain that when these word
endings are added on to words, it changes the meaning of the word.
-s and es: plural
(-es: goes with words that end in x, -ch, -sh, -ss, and zz)
Misconception: Sometimes we think that we only need to add an s at the
end of a word to make it plural. This is not the case all of the time. Some
words need an es at the end to show that there is more than one.
-ing: happening in the moment
-ed: happened in the past
Play a video for each of the inflectional endings in order to review the concept. Use
hand gestures and visual cues for the students to better understand the concept.
https://www.youtube.com/watch?v=fhi5jJBKgN4 ed Song
https://www.youtube.com/watch?v=UjVv0nXPP0c ing song
https://www.youtube.com/watch?v=lD1OaD4FBqM s and es video
Teacher will scaffold and support as needed as the video is playing.

INTERVENTION DAY 2 3/10/2015

Before getting started, go over the expected behavior for the duration of the
intervention session. (Providing for an environment of fairness through setting
out clear expectations)
The teacher will begin by asking the students if they remember what we were

working on in the last intervention session.

Let them know that for todays session we will specifically be focusing on only the
plural endings.
Ask them what they remember about the (-es) ending and ask them to provide
examples.
Todays focus (-s, -es, -ies)
Let the students know that we are repeating the plural endings because they are
tricky.
Play a video that shows just how tricky plural endings can be.
https://www.youtube.com/watch?v=j6yjcZkj5UY&list=PL0oM7P6jIDF8a2Jufa3i2DSmaxB1gz3R&index=4

INTERVENTION DAY 3 3/12/2015

Review the rules introduced in the previous intervention session.
Ask the students what they remember about what we were working on in the last
intervention session.
Ask them to share the rules that they learned for the different plural endings.
Introduce a song that explains the rules for the plural endings in a melody of a very
famous song at the moment for young children.
https://www.youtube.com/watch?v=9-loSaH_YsA
Activities:

INTERVENTION DAY 1 3/9/2015

After discussing the different inflectional endings and watching the videos to review
the concept, the teacher will introduce the activity for the days intervention session.
The teacher will hand out a template for the students to make use of throughout the
activity.
Now that we have reviewed the different word endings s, -es, -ing, -ed we are
going to play a little game.
The teacher will explain the instructions slowly and clearly so that the students
understand what is expected of them.
The teacher will ask the students to repeat the instructions back to ensure that they
know what they are supposed to be doing.
The only materials you will need for this game are your game sheet which I just
gave to you and a pencil. I will hold up one of the word endings that we have been
working with and before you pick up your pencils I would like for you all to tell me
what word ending we are looking at.
Once we have all identified the word ending, you will pick up your pencils and when
I say begin, I want you to write as many words as you can that have the word
ending in the space provided on your game sheet. We will do this for each of the
word endings. Once we have worked with all four we will take time to share.
Each of you will come up and write some of the words that you came up with. That
way we will make a word list of our own.
Hold up word ending and have the students identify it

Give the students one minute per word ending to write down as many words as they
can.
After all the word endings have been worked with
Ask the students to share their words and come up to write some of them on our
group list.
Closure: Review that word endings are special groups of letters that are added on to
the end of words that change their whole meaning.

INTERVENTION DAY 2 3/10/2015

After watching the video that shows just how tricky plural endings can be let
them know that not only are (-s and es) the only plural endings, there is also (ies).
Explain when these are to be used.
-s and es: plural
(-es: goes with words that end in x, -ch, -sh, -ss, and zz)
Misconception: Sometimes we think that we only need to add an s at the
end of a word to make it plural. This is not the case all of the time. Some
words need an es at the end to show that there is more than one.

-ies: when a word ends with a y

Play video to scaffold the instruction of ies
https://www.youtube.com/watch?v=QinBgqrtTrA
Play the same video from yesterday that focused on the (-es) ending to refresh the
students minds and to give them something to work with for this session .
https://www.youtube.com/watch?v=lD1OaD4FBqM s and es video.
The teacher will then write down the different endings, with different examples under
each corresponding plural ending on the white board.
Ask the students to write down the different examples on their own piece of paper so
that they can have it as a future reference.
As the students finish copying down the words, the teacher will begin to review the
words. First she will read the word on own, and then ask the students to read along
with her, and then ask them to do it independently.
After the word has been repeated, the teacher will ask the students to identify how
many syllables are in each word as well as how many vowels and the vowel sound.
The teacher will then ask the students to point out which plural ending is being used.
She will then call up a student to come up to the dry-erase board and underline the
plural ending.
The teacher will explain the reasoning for the use of the plural endings.
For closure, the students will each pick one word from each of the lists they have 9s, -es, -ies) and explain the word: how many syllables, the vowel being used, the
vowel sound, and most importantly which plural ending is being used and why.

INTERVENTION DAY 3 3/12/2015

After watching the video reviewing the plural endings rules put up a poster that
showcases the rules for the different plural endings along with examples. This will
help the students to keep organized and they can use it as a reference. The poster
will be put up in the classroom after the intervention session.

Review the rules once more. The teacher will review independently. Then she will
ask the students to join her, and finally ask the students to individually explain a
couple of the words and their rules.
-s and es: plural
(-es: goes with words that end in x, -ch, -sh, -ss, and zz)
Misconception: Sometimes we think that we only need to add an s at the
end of a word to make it plural. This is not the case all of the time. Some
words need an es at the end to show that there is more than one.

-ies: when a word ends with a y

Play video to scaffold the instruction of ies
Review prior to beginning activity.
For the activity the students will each have a mini dry-erase board and marker to
work with.
The teacher will set the timer for one minute. The students will take that time to write
as many words as they can per plural ending. After the minute is up the students will
review the words that they were able to come up with amongst the group and then
move on to the following plural ending.
For closure, the students will each pick one word per plural ending and explain why
they chose that word and provide their reasoning as to why that word should end
with the corresponding plural ending.
Assessment:

INTERVENTION DAY 1 3/9/2015

Artifacts: The students game sheet template and the actual group word list will
serve as proof of the words that the students were able to come up with after
reviewing the different inflectional endings.
Reflective Journal: After the implementation of the intervention session the teacher
will reflect. The teacher will discuss what went well during the lesson, what did not
work well with this particular small group of students, the teacher will make
suggestions as to different ways she could have improved the lesson
implementation or ways that she can better the lesson for future use.
Checklist: The results of the students work will be recorded into an overall checklist
that the teacher has devised, whether the students have met the intervention
session objectives or not.

INTERVENTION DAY 2 3/10/2015

Reflective Journal: After the implementation of the intervention session the teacher
will reflect. The teacher will discuss what went well during the lesson, what did not
work well with this particular small group of students, the teacher will make
suggestions as to different ways she could have improved the lesson
implementation or ways that she can better the lesson for future use.

INTERVENTION DAY 3 3/12/2015

Photographs: The pictures of the students work and progress throughout the
activity will show what they were able to do. It is direct proof of what the students
were able to accomplish. I will be able to look back at the photographs and see
exactly what the students did.
Reflective Journal: After the implementation of the intervention session the teacher
will reflect. The teacher will discuss what went well during the lesson, what did not
work well with this particular small group of students, the teacher will make
suggestions as to different ways she could have improved the lesson
implementation or ways that she can better the lesson for future use.
ESOL Strategies:

I will speak clearly and slowly. Enunciate so that the children can understand

what is expected of them.

I will repeat the instructions and check with the students often for understanding.
Have the students repeat or retell the instructions in their own words, in order to
verify if the students understood what is expected of them. This will facilitate that
they carry out the activity correctly.
Utilize a variety of visuals and technology (respecting the cultural and linguistic
family backgrounds) the videos are responsive to the students who are visual
and auditory learners.

Adaptations:

Partner the ELLs with a native English speaker to facilitate the process if
needed. Assist and check with students often for understanding.
The children participating in the intervention session do not have any IEPs
therefore the adaptations I would make if there were, would be to have them
work with a partner that could help them stay on track.
I would monitor the students as they work and scaffold as needed.
I would use a variety of visual cues and hand gestures.
I would provide them with assistive technology if necessary for example allow
them to use earphones if they are hearing impaired or turn down the brightness
on the tablet for those who are sensitive to light.
Assist the students and check with them often for understanding.

Remediation:

In order to enhance the experience of children with special needs and limited
formal schooling I will implement the use of technology
INTERVENTION DAY 1 3/9/2015
If after the intervention session the students did not grasp the concept that
inflectional endings change the meaning of words, I would attempt the lesson
once more in the following intervention session but in a different manner.
I would incorporate an activity that would get the students up and moving more
so as to reach out to the kinesthetic learners.
I would review the concept once more using different examples and more
visuals.
Then for the activity portion, I would play a game in which each child would
receive a few inflectional endings cards and then I would present a word on a
large sheet of chart paper. We would discuss together as a group which
inflectional ending would make sense with the word and how many of them
(more than one inflectional ending might be appropriate, depending on the
word). After discussing that elaborately, I would have a student come up and
place their inflectional ending card at the end of the written word on the chart
paper.
Finally, we will discuss the words as a group and how the inflectional endings
changed their meaning. The students will record the different words they
constructed.
INTERVENTION DAY 2 3/10/2015
If after the intervention session the students did not grasp the concept that plural

endings have certain rules that need to be followed in order to make use of
them properly, I would attempt the lesson once more in the following intervention
session but in a different manner.
I would continue the same concept the following intervention session with much
more explicit instruction.
I would have the student select a book of their choice. The teacher will read the
book, then they will read it together, and finally the student will read on his/her
own.
After the reading the teacher will ask the student to highlight the plural words
throughout the book.
Then the student will compile a list of plural words from the book separating
them by plural ending. Explaining reasoning for categorization of words.
INTERVENTION DAY 3 3/12/2015
If after the intervention session the students did not grasp the concept that plural
endings have certain rules that need to be followed in order to make use of
them properly, I would attempt the lesson once more in the following intervention
session but in a different manner.
I would allow the students to use at least one word from the poster and then
build on.
Play a game using word cards, visual cards, and Velcro.
Have students build words with the word cards and add the correct plural
ending. When they do I will give them the visual card to complete the task.
Curriculum Integration:

Reading components are so interconnected that it is impossible that each

component be taught in isolation.
INTERVENTION DAY 1 3/9/2015
Oral Language: The different words being used throughout the activity.
Comprehension: The students need to understand the instructions in order to
complete the task at hand.
Phonological Awareness: Repetition of the words, saying the words and
sharing out loud.
Phonics: inflectional endings
Fluency: repetition of the words.
Vocabulary: The different words being used throughout the activity.
INTERVENTION DAY 2 3/10/2015
Oral Language: The different words being used throughout the activity.
Comprehension: The students need to understand the instructions in order to
complete the task at hand.
Phonological Awareness: Repetition of the words, saying the words and
sharing out loud.
Phonics: plural endings with focus on (-es)
Fluency: repetition of the words.
Vocabulary: The different words being used throughout the activity.
INTERVENTION DAY 3 3/12/2015
Oral Language: The different words being used throughout the activity.
Comprehension: The students need to understand the instructions in order to
complete the task at hand.

Phonological Awareness: Repetition of the words, saying the words and

sharing out loud.
Phonics: plural endings
Fluency: repetition of the words.
Vocabulary: The different words being used throughout the activity.
Home Learning:

INTERVENTION DAY 1 3/9/2015

In order to extend the sessions activity, the students will go home and work with a
family member in order to write a short story including the words they used in the
intervention session or any words that they can come up with using the inflection
endings that we worked with. The students will bring in their stories and share with
the group pointing out the inflectional endings.

INTERVENTION DAY 2 3/10/2015

The students will go home and watch this video with a family member and come
back to class and discuss with the group.
https://www.youtube.com/watch?v=vOv9pE1IM9I

INTERVENTION DAY 3 3/12/2015

The students will go home and make a list with a family member of plural words and
then come to class ready to share and explain the reasoning behind the
categorization of the words.
Resources:

INTERVENTION DAY 1 3/9/2015

https://www.youtube.com/watch?v=fhi5jJBKgN4 ed Song
https://www.youtube.com/watch?v=UjVv0nXPP0c ing song
https://www.youtube.com/watch?v=lD1OaD4FBqM s and es video

INTERVENTION DAY 2 3/10/2015

https://www.youtube.com/watch?v=QinBgqrtTrA
https://www.youtube.com/watch?v=vOv9pE1IM9I
https://www.youtube.com/watch?v=lD1OaD4FBqM
https://www.youtube.com/watch?v=j6yjcZkj5UY&list=PL0oM7P6jIDF8a2Jufa3i2DSmaxB1gz3R&index=4

INTERVENTION DAY 3 3/12/2015

https://www.youtube.com/watch?v=9-loSaH_YsA
Reflection:

Reflective journal:
INTERVENTION DAY 1 3/9/2015
I felt that todays session went well the students worked to build words using
different inflectins endigns. They did pretty well for the most part. However, they
did have trouble with the es ending. So for the next ntervention session i will
focus on the plural endings. They were just making up random words and
adding es to the end where it did not beling. I have to expose them to the rules.
INTERVENTION DAY 2 3/10/2015
I spent more time today explainng explicitly the plural endings. I replayed they
video that i used i the previous intervetion session because i find it very valuable
but i think that in the last ntevrntion session there was a lot going on. This time
they seemed to be more attentive. However they were still having a little bit of
difficulty with the es. I will have to be more explicit in the next intervention
session. I spoke to my professional learning community about the dilemma and
they suggested i make achart with the rules fo the pural endings. I will do this
because they need it as a guied.
INTERVENTION DAY 3 3/12/2015
For todays intervention session i implemetedn the chart with the rules for the
application of the different plural endigns. It worked out very well. The change of
environemtn i think also contributed. We worked outside today and the students
were very excited. They used the chart as a refefrcen and were able to perform

better during the activity today. I will expan this concept into word ending and
letter correspondfence as those were the major areas of concern on the
baseline.