Kelly McGonagil

Alverno College
SPE612
Video Lesson Plan

General Information
First Name of Focus Learner: Date: 7/20/17
Madison
Grade/Setting: 3rd and 4th Grade Class: Reading Readiness Length of Lesson:
Elementary School 10-15 minutes
Subject/Unit: Focus Learner Disability(ies):
Picture book: Animals: “Hare’s Big Tug of War” Intellectual Disability
Learning Goal

While reading a fictional story, students will utilize classroom strategies to decode words and self-correct.

Relevant Academic, Alternate, or Early Childhood Standard

CCSS.ELA-LITERACY.RF.3.4
Read with sufficient accuracy and fluency to support comprehension.

CCSS.ELA-LITERACY.RF.3.4.C
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Lesson Objective

Students will “sound out”, “tap out”, or “chunk” challenging words to decode. Students will indicate whether or
not the word makes sense in the text.

Expressive/Receptive Communication Skill

Students will verbally express use of decoding strategies.

Students will response “Yes” or “No” when asked if the sentence they read, word they decoded, or overall page
they read makes sense.

Assessment Tools and Data Collection Procedures

List assessment tools used to monitor progress:
The students will be given immediate feedback regarding their responses to the questions. It will be recorded
which strategy (chunking, tapping out sounds, or sounding out words) the student utilizes most frequently
Responses, whether correct or incorrect will be recorded on a data collection sheet, and the number of correct
responses given the number of trials will be indicated. Should the students fall below expectation (100%
accuracy) the lesson and objectives will be revisited at a later date.
Instructional Strategies
List instructional strategies:

-Activating background knowledge

-Cueing of students
-Direct instruction
-Small group instruction (or one-on-one instruction)
-Checking for understanding.
Resources and Materials
List resources and materials:

-Kidney table
-Instructional guided reading level book

Rev. 12/9/15
Kelly McGonagil
Alverno College
SPE612
Video Lesson Plan

-Markers and white board

-Visual prompts---use as necessary
-Pencil
-Instructional guide
Academic Language
List unit concepts/academic vocabulary: List lesson concepts/academic vocabulary:

Students will engage in conversation prior to reading to
activate their background knowledge about fictional
books and what they know about the items on the cover.
-Students will develop an understanding of fiction vs
nonfiction books.
-Students must have an awareness of strategy terms:
“chunking, sound it out, stretch it out, tap it out.”
-Students will need to know what it means to check
what they read, and determine if it makes sense.

Adaptations (Accommodations and/or modifications)

List adaptations:

-Whiteboard: will be used to assist in phonics instruction during the lesson

-Small group: students of similar reading level will be grouped together
-Verbal prompts: students will be given a verbal prompt for answering questions (“Does it make sense?”)
-Visual prompts if needed: should students need, a visual reminder of how to format their response will be
provided.
-Verbal reminders: students will be reminded to use strategies if needed
Lesson Procedure
Time Instructional Plan Resources, Materials, and
Estimate Technology
(for
each
step)

10-10:05 -Students will engage in conversation to remind them about -Book

different genres, specifically fiction text. -Whiteboard
-Possible visual prompts if
-Students will discuss what they know about tug-of-war. needed
-“What is tug-of-war”
-“Can you demonstrate what it looks like?”

-Students will use clues on the cover to predict what they

think the book will be about.
-“What do you see on the cover?”
-“What prediction can you make about this story?”

10:05- -We will begin reading the text. I will read the first page
10:15 only
-1 student will be chosen to read the next page out loud.
-Students not reading out loud must follow along with their
finger.

Rev. 12/9/15
Kelly McGonagil
Alverno College
SPE612
Video Lesson Plan

-Students will use decoding strategies during reading to

assist them in determining challenging words.
-Students will continue this order of events until the book is
finished.
-During the lesson, whiteboards will be used to discuss any
phonics challenges.

10:15- -The guided group will review fiction book is, and discuss
10:20 how good readers think about the text they are reading, and
often ask themselves if what they read made sense.

Rev. 12/9/15