College of Education

LESSON PLAN FORMAT

ELED 450

LESSON PLAN FORMAT

Standards w/Assessments Named-Write standard out and label it correctly! :

2.RF.4 Read with sufficient accuracy and fluency to support comprehension.

a. Read on-level text with purpose and understanding.
b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

2.RL.1 Ask and answer such questions as who, what, where, when, why and how to demonstrate
understanding of key details in a text.

Strategy Selected from The Reading Strategy Book w/ pg number:

Learning Target (I can statement in student speak):

I can understand what I am reading.

I can read second grade text correctly and smoothly.
I can use expression when reading a story.
I can hear myself read and reread if something doesn’t make sense.
I can use context to help me figure out an unknown word

Criteria for Success/Assessment (this should be tied to your assessment and is measurable):

Students can read a second grade level book and summarize who, what, where, when, and why. Students will also read while
practicing fluency.

Instructional Strategy: Small Guided Group Instruction

Contextual Factors (describe the student population and environmental factors that will impact your lesson plan):

I will have 4 students who are on an IEP for reading fluency and comprehension. I will work with them while sitting at a
kidney table in the special education resource room.

Materials and Resources Needed:

Text title: Bunny Town Helpers-McGraw Hill

Lexile or Grade Lexile 560- This is a second grade reading book used for the curriculum. It
Level of the is probably a little above their reading level, but with guidance they will be
text/justification able to read and comprehend.
for choice

Other Required I will use a small hand held white board to discuss vocab words. Each
Materials student will have his or her own copy of the book.

Resources Content in D2L, Mrs. Lowe

(website you used SD Education.com
to support
planning, etc)

A. The Lesson (Including a time frame may help in planning.)

Introduction (2-3 minutes)- (Think about the connection on pages 87-89 in your text)

Getting attention
Relating to past experience
and/or knowledge
Creating a need to know
Sharing objective, in general
terms
Who can tell me what a town helper is? I’m excited to hear how
well you can read!
First, we are going to talk about some of the words that we will read
today. There might be some new words, but most of them you
already know.
It’s important to know what’s happening in the book so we can tell
our friends about it. It’s also important for us to be able to read the
words so we understand what author is trying to tell us.
After we go over these words, you will be able to read and
understand what’s happening in the story. You will also be able to
tell me what the story is about.

1. Methods (core of the lesson) (time frame: total of 30-40 minutes with worktime)
Before Reading Before we read, I will go over some of the bigger words that may be hard for
(Think about the them to read. (Librarian, Baker, Policeman, children, firefighter, etc.) I will write
teaching phase on the words down one at a time on the small white board and then we will discuss
pages 89-91 in the meaning. I will model using the word in a sentence.
your text-Use the
Reading Strategy
Book as a tool to
select a strategy
and describe what
good readers do.
Often the Lesson
Language in the
strategy can help
you to describe
what good readers
do.)

During Reading- I Do (modeling-Making your thinking visible)

List specific The book is short so I will read it first, modeling expression and fluency. I will
questions and then have the students take turns reading a page. If they come to a word, I will
pages you might encourage them to stretch out the word and use the sounds of the letters. If they
ask them misread a word in a sentence, I will say try that sentence again for me. If they
(Think about the don’t correct it the second time, I will say the word and then have them read it a
active involvement final time.
phase from your –
91 -94 in your text
book). The We Do (Asking questions, and giving them a chance to try whatever strategy or
prompts from concept your teaching)
reading strategy
you selected can be As good readers, we go back and reread words that we say incorrectly. We also
used/modified to fit stop and think about what a word means if we aren’t sure.
the text you
selected here.
After Reading- Review the strategy one more time.
What might
students practice in You do (what can they do to show progress/mastery in the concept or topic)
their independent As the students read, I will write down the words they struggle with on a post it
reading time note to review at the end.
(Think about the I will encourage them to write down words they don’t know on a post it note and
link—pgs 94-96 in then ask a partner what they mean or how to say them. This will help them read
your text book). better and understand what the story is about.
How does the
reading strategy
book suggest they
practice?
Student Worktime: Students will be taking turns reading a page individually aloud.
Time Frame:__25
min___
Describe what
students will be
doing to practice
what you have
taught. This will
be during a
reading workshop.
This should be very
closely connected
to the after reading
component.
Closure: I will ask who, what, where, when, why questions about the story. I will ask
Time Frame:___15 them what kind of town helper they would like to be when they grow up. I will
min__ then have each student read the words that they struggled with, from the post it
Think about the note, and use it in a sentence.
follow-up pgs 96-
99 in your text
book. Make sure to
tie this back to the
learning
target/strategy of
the day.
Ideas for Low level readers
differentiation Gifted Students
(account for all English Language Learners
scenarios IEP modifications
described in your These are low level readers and have modifications for guidance in reading
contextual factors) fluency and comprehension. I provided the guidance needed in decoding words
and understanding their meaning.
Note: Make sure to attach copies of any worksheets that you use.
Reflection-Fill out after teaching.
A. Reflection Part 1: To be filled out after teaching. Assessment-Did your students understand the lesson? What was
you evidence? Be Specific. This should be tied to your assessment and criteria for success.
I think the lesson went great! Because I spent the time going over the bigger words before reading the students were
able to read them without struggling. A couple of the students actually struggled on smaller words that I hadn’t
discussed. That’s why I wrote them on a post it so we could review them again. (said, write, school). One student
still struggled a little on the beginning sounds of the word. He would add a letter sound that wasn’t even in the
word, so I would help him stretch the word out. We had some extra time, so I encouraged them to read again and see
if they could read a little faster. They really liked that. However, I had to curb the competitive part of it, so no
feelings would get hurt.
BYW- when I asked the question about what helper they would want to be, one of the students said he “just wants to
be a normal person”. So I asked him what this was and he said, “A person that drives a car around and goes
shopping and goes to restaurants.” I explained to him that he would need a job so he could have money to do that.
He looked at me like that was the first time he had heard that you needed money to buy things. It was entertaining.

B. Reflection Part 2: To be filled out after teaching. Next Steps-Based on how your lesson went, what did you do well,
what could be improved? If you had the opportunity to teach the same group of kids tomorrow, what would you
do?
I feel that I spent the right time preparing the students for the bigger words. I don’t think they would have read
quite as well without the preparation. To improve the lesson, I could have had them do a writing assignment. They
could have wrote sentences instead of just telling me the sentence using the words they struggled with. I am filling in
for the SPED teacher now, so I get to work with these individuals everyday. She was diagnosed with stage 4 lung
cancer at the beginning of the school year. She hasn’t been able to work due to the chemo. The other sped teacher
helps me with the IEP paper work, but I have been making all the modifications for the students on her caseload. It
has been a challenge for time, but I am grateful for the opportunity to learn hands on and work with these students.
I’ve had three parents compliment me on the amount of progress they have seen in their children. I love it although I
can’t take all the credit. My favorite part is when they don’t understand certain concepts and I get to find a strategy
that helps them make the connection. I certainly picked a bad time to take 17 credit hours along with a family and
ranch to run.