Literacy Five-Day Lesson Plan
Teacher: Miss Little
Lesson Component
Phonemic/Phonological
Awareness hearing sounds in
words, rhymes, syllable
Group (Student Names): Student V.M, Student D.R., and Student J.F.
Day 1 Day 2 Day 3 Day 4 Day 5
We will work with We will work with We will work with We will work with We will work with
double consonants:
consonants d and f. short o. final blends. ending s on this
ff, ll, ss.
I will let the day.
students know that I will ask the I will give the I will remind
it makes one sound. students what students white students that in a S is a letter that
Find words that sounds d (/d/) and f boards. I will start consonant blend can make a
rhyme with kiss,
cuff, and spill. (/f/) make. with the word top. I two consonants difference. When
will ask them to appear together. I added to the end of
We will use the We will go over come up with will say the a word. s can
blending boards to different words that words that rhyme sentence: We will change the words
see what will
happen when we start with d, and with top. do our best on the meaning.
change one sound. ones that start with (stop, hop, mop, test. I will ask the
f. prop, crop) students what I will write the words:
I will make sure consonant blends dog, jet, bed, web,
that the students they heard. pan on the board and
understand the ahh ask the students to
sound with the repeat the words but
short o. add an s on the end
of each word.
Word Recognition/Phonics
letter sound association, sight
words/decoding (for accuracy,
automaticity), spelling
Fluency connected text
accuracy, automaticity, prosody
(inflexion, punctuation,
phrasing)
I will have words At this point I will tell I will let the We will play a I will write these
written on the board the kids that Dad students know this rhyming game: words on the board
such as: only likes to hear is something in the Listen for words that and ask the students
words that begin middle of the word end in the sounds /s/ to copy them on a
Stu___ with D, so give a and its a vowel. I and /t/ together and sheet of paper: cab,
Fi__ thumbs up when its will show them how rhyme with best. pats, pans, caps,
Mi__ a word that dad it is a CVC pattern, Show a thumbs up raps, cans, maps. I
likes: and give them when you hear a will have the
The students will fill Skiing, jogging, words. They will word that does NOT students underline
in the missing double December, doing, mark if their CVC. belong: test, rest, the base word and
consonants. We will fund, driving, I will then give west, mess. Now do circle the s ending.
use other words and dancing, proof, down them the sentence: the same thing They will then see
we continue to Do not touch the with /s/ and /k/ and the base word and
practice this Now we will give pot. It is hot! words that rhyme the s added on the
throughout the thumbs up when you with ask: mask, task, end.
lesson so they can hear words that Felix I will ask them what sash, bask.
see what words have likes. What do you words did they hear I will ask them what
double consonants at think Felix likes his have the short o? This will allow the the s is doing to the
the end. Later we will words to begin with? (not, pot, hot) students to see the word. Then have
cover words with (/f/): difference and hear them explain.
double consonants in the sounds.
the middle, like the From, poof, fluff,
word tennis. history, fishing,
friendship, food,
home, sister, videos,
vroom, fountain
Here we will use We will use the We will use the We will use the
We will use the
the Elkonin boxes. I Decodable Text and Decodable Text and Decodable Text and
Decodable Text and will give the have the students have the students have the students
have the students students a variety listen as I read. listen as I read. listen as I read.
listen as I read. of words that begin Then they will each Then they will each Then they will each
Then they will each with d and f. They read. They will use read. They will use read. They will use
read. They will use will show me how their Interactive their Interactive their Interactive
their Interactive many sounds the System 44 Text to System 44 Text to System 44 Text to
System 44 Text to word has on their fill in questions like, fill in questions like, fill in questions like,
fill in questions like, fingers, and then What is the title, What is the title, What is the title,
What is the title, they will write it out genre, short o, and genre, final blends, genre, ending -s,
genre, double in the boxes. This write out all the and write out all and write out all
consonants, and will allow me to see words with short o the words with all the words with
write out all the that they in the text. final blends in the ending -s in the
words with double understand how to text. text.
consonants in the see how many This will allow them
text. sounds are in a to look through This will allow them This will allow them
word, and how their their text and see to look through to look through
This will allow them spelled out. This what words fit. their text and see their text and see
to look through their will allow them to what words fit. what words fit.
 text and see what pronounce the
words fit. sounds.

Vocabulary multiple We will work on We will work on We will work on We will work on We will work on
meanings, interrelatedness,
feature analysis, academic vocabulary vocabulary vocabulary vocabulary vocabulary
language, morphology (e.g., development. There development. A development. A development. A development. A
Latin roots and Greek combining
forms, prefixes, suffixes) is a work sheet that work sheet has the work sheet has the work sheet has the work sheet has the
has the words cuff, words bad, dim, words hop, hot, words act, best, words naps, caps,
fuss, kiss, less, and fan, fit, and mad on mom, not, and top fast, mask, stamp cabs, bats, cats on
mess on it. They it. They each have on it. They each on it. They each it. They each have
each have their their definition, and have their have their their definition, and
definition, and then then the students definition, and then definition, and then then the students
the students will will write out the the students will the students will will write out the
write out the sentence that the write out the write out the sentence that the
sentence that the word fits in. They sentence that the sentence that the word fits in. They
word fits in. They are expected to use word fits in. They word fits in. They are expected to use
are expected to use the word in the are expected to use are expected to use the word in the
the word in the correct context. the word in the the word in the correct context.
correct context. They will then correct context. correct context. They will then
They will then share share what their They will then They will then share what their
what their sentences are and I share what their share what their sentences are and I
sentences are and I will check they sentences are and I sentences are and I will check they
will check they used used the correct will check they will check they used the correct
the correct capitalization and used the correct used the correct capitalization and
capitalization and punctuation. capitalization and capitalization and punctuation.
punctuation. punctuation. punctuation.
 Comprehension Skills: main I will ask the After working on I will ask the After working on After working on
idea, facts/details, sequence,
predictions, inferences students to write a the vocabulary students to write a the vocabulary, the vocabulary they
visualizing conclusions paragraph and have they can see the paragraph and they can see the can see the words
Strategies: different purposes, them use ff, ss, and words can start have them use words that end with can end with s. This
text structure, monitoring, ll each once. with d and f, but short o. final blends, so I is where I will ask
processing, remembering,
evaluating can also end in will ask the them to write out a
This will allow me to them. So I will ask This will allow me students to write paragraph.
see their the students to to see their three sentences.
comprehension of write three comprehension of The paragraph will
writing a sentence, sentences. writing a sentence, 1st sentence using need some words
and then being able and then being a word that uses /s/ that will end with s.
to use the learned 1st sentence using able to use the and /t/. 2nd Then after the
content of the day. some words that learned content of sentence using a students write the
begin with d. 2nd the day. I will also word that has /s/ sentences then I
sentence using be able to see if and /k/. Then the will have them go
some words that their able to use 3rd sentence the through the
begin with f. Then the short o sound, students must use paragraph and
the 3rd sentence or if they use words two words that write in an s on
have words that that have different have a final blend words that could
end in f and d. This sounds for o. I will of st, and sk. use it. This will give
will give their ask them to them a visual and
minds stimulation underline the words let them see how
and let them think. that they think many words could
I will also show have a short o. use a final sound of
them pictures that s.
has a word that
begins with either d
or f. This will help
with visual
stimulation.

I had filled this out as I went along. This is all checkpoint days that I did with the students. It was with the same three students, and
the work was based on their scores on the software. After looking at the work they did on the System 44 software I found they
struggled the most with double consonants, consonants d and f, short o sound, final blends, and end sound -s. This is where
the lessons are the same, or they follow the same pattern. The students would know what to expect and the lesson is
repetitive so they would have a clear understanding of the lesson of the day. The lesson opens with what were working with,
in what words you will find the sounds in, using the Elkonin boxes to show the sounds and how many there are, blending
boards so the students can see how they can change the beginning consonant, the middle, or the ending sound. Then we work
with work sheets and the vocabulary so they can see the part of speech, the definition, and how the word is used in the
sentence. Then we finish up with writing a paragraph and reading a story and filling in the blanks. The students will be
interactive with the text, and they will get to show what they learned and how well they can use the different sounds in
sentences.
I need to work on giving the students more time to work with it, or ask questions on any part they dont understand.
This will allow me to see where in the lesson they need assistance and where they are doing well. It was during the blending
boards they need work on knowing they can only change one sound and not two. They also struggled with the sentences
because they were so focused on using the words, and they werent writing coherent sentences.
What went well is they were understanding how many sounds there were, and how they can find the sound. They did
extremely well with the -s ending sound, and they were doing well with the short o. Every once in awhile they would use
words like one and own, and I told them pretend their at the dentist and they have their mouths open and say ahhh.
This was the sound of a short o. I noticed them doing that when they were spelling out a word, and this was a great strategy
for them to practice. They did well with being interactive even though it was all similar, and they would contribute or help
each other if there was one who didnt understand. I was impressed with the growth and Im looking to see how well they do
on the software now that they have gone through all of the lessons.