SAINT FRANCIS UNIVERSITY

Loretto, PA 15940

EDUCATION DEPARTMENT

LESSON PLAN Format

Student Teacher Emily Kirk Grade _______1st_________

Subject Small Groups _
Time Needed for Lesson 30-45 everyday Lesson Concept Math and Reading

PA STANDARD(S) (Write out standards):

CC.1.1.1.D
 Know and apply grade-level phonics and word analysis skills in decoding words.
 Identify common consonant diagraphs, final-e, and common vowel teams.
 Decode one and two-syllable words with common patterns.
 Read grade-level words with inflectional endings.
 Read grade-appropriate irregularly spelled words.
CC.1.1.1.E
 Read with accuracy and fluency to support comprehension:
 Read on-level text with purpose and understanding.
 Read on-level text orally with accuracy, appropriate rate, and expression on successive
readings.
 Use context to confirm or self-correct word recognition and understanding, rereading as
necessary.
C.1.2.1.A
 Identify the main idea and retell key details of text.
CC.1.2.1.B
 Ask and answer questions about key details in a text.
CC.2.2.1.A.1
 Represent and solve problems involving addition and subtraction within 20.
CC.2.2.1.A.2
 Understand and apply properties of operations and the relationship between addition and
subtraction.

BIG IDEAS/ESSENTIAL QUESTIONS:

Big Ideas:
  How do strategic readers create meaning from informational and literary text?
 Mathematical relations and functions can be modeled through multiple representations and
analyzed to raise and answer questions

Essential Questions:

 How are relationships represented mathematically?

 How is mathematics used to quantify, compare, represent, and model numbers?
 How do strategic readers create meaning from informational and literary text?
 What is this text really about?
 How does interaction with text provoke thinking and response?

ELIGIBLE CONTENT:

There was no eligible content on SAS or early Learning Standards

OBJECTIVE(S) (Be sure to include all four parts):

After dividing the students into ability groups, the student will be able to complete centers
pertaining to reading and math with 100% accuracy.

MATERIALS:

 Leveled readers
 Decodable readers
 Fluency passages
 Fluency charts
 Reading worksheets
 Math worksheets
 Dice
 Pencils
 Nonsense flashcards
 Letter sound flashcards
 Sentence flashcards

ACTIVITIES (There are three sections here):

OPENING (Introduction, purpose, hook)

 Place the students in their ability groups

o Group 1: Josh, Jace, Tessa, Blaze (lowest)
o Group 2: Hunter, Aiden O., Aiden M., Abby
o Group 3: Collin, Morghan, Saul
o Group 4: Evan, Zach, Emily, Owen
 o Group 5: Mason, Brayden, Rosalie, Ansley (highest)
 Explain each group (see body)
 Explain to the students that they will be switching groups throughout the week
 Give the students 35-40 minutes for each center

BODY (Bulleted step by step/differentiation must be included)

Center 1: Math Center (adding dice)

 Students pick up a two sided worksheet
o Side one is adding two numbers together
o Side two is adding three numbers together
 The students roll dice to get the numbers they are to add together
 Students roll once and record the number
 Students roll again and record the second number
 The students then add the two numbers together and record the sum
 The students do the same thing for the adding three numbers side
Differentiation: The struggling students are working on basic number sense and recognition of
the addition symbol. For their activity they simply roll the die and record the number they roll.
They also draw the die. For example, the roll a five (5), the students draw the five dots on a die on
the paper. This gives the students a visual to count when we ask them to practice their numbers.
They more advanced students are rolling dice with higher numbers on them. Mrs. Gallaher has 8
sided die that have the numbers 11 through 19 printed on them. They roll the higher numbered die
once and record the number. They then roll a normal die and record the number. They then add.
They do the same for the three number addition. They roll the 8 sided die once and the normal die
twice. This gives them more of a challenge.
Center 2: Read to Teacher
 Students read a passage to myself and answer questions about the story
 The passages are leveled and chosen according to reading level
 The questions are used to test recall (something my students really struggle with)
 The students answer the questions orally and we have a short discussion about each
question
Differentiation: The passages that the students are reading are leveled according to reading level.
The passage I give the students is equivalent to the reading level they tested on DIBELS. For the
struggling students, I may ask them to recall a character’s name. I may ask the student to recall
where the story took place (the setting), or plot. These students get questions that could be found
directly in the story. For the more advanced students, I may ask them to provide me with a brief
summary of the story. I may ask the student to recall the main point or conflict in the story. These
students would have more challenging questions that ask them to recall more of the story, more so
than their struggling counterparts.
Center 3: Fluency Testing
 This is an alternate center
 Every week pull each student aside and have them read a leveled passage for one minute
 Record errors made or any pauses or hesitation
 Record the stopping point at the one minute mark
 Allow the student to finish their sentence
  Graph the number of correct words read on a fluency chart
Differentiation: Just like the read to the teacher center, these reading passages are level specific.
They are based off of the reading level the student last tested at on the DIBELS assessment. There
is no real way to offer differentiation on this center. The students all have the same amount of time,
one minute. This center is mainly to assess the student’s fluency and to determine where the student
is struggling.
Center 4: Vocabulary
 Students pick up a packet of vocabulary worksheets
 Along with their group, they work through the series of worksheets
 These work sheets allow the students to become more familiar with vocabulary words from
the past and ones we are currently working on
 The students must place the correct word into a sentence
 After center time has ended the students hand in their vocabulary packets
Differentiation: The struggling students are given more decodable vocabulary. These students
may be working on vocabulary that is on a lesser level than they are so they can build up to a more
complex vocabulary. For the more advanced students, the vocabulary would be more advanced.
The vocabulary may be more on a second grade level or vocabulary that the students have never
heard.
Center 5: Phonics Flashcard Station (Memory)
 Students are given a packet of phonics flashcards
 Along with their group, they spread the flashcards out on the floor
 Flip all the cards over so that the words are facing the floor
 Take turns flipping over the words and pronouncing the words
 If the student gets the word incorrect, the card is returned to the big pile and the next student
goes
 This process repeats until all cards have be read correctly
Differentiation: The struggling students are given a packet of basic letter sound cards. The center
is run the same way as the phonics flashcards. The students lay all of the flashcards out and when
it is their turn they pick the flashcard up and they say the basic letter sound. As they become more
fluent with the basic letter sounds these students gradually move up to digraphs and blends. For
the more advanced students, they are given a packet of sentence flashcards. The flashcards are laid
down and the students take turns reading the sentences. These students can also put the sentences
together to form paragraphs and more complex sentences.
Center 6: Read to Self
 The students get their leveled decodable reader
 The students go to their reading spot
 The student reads their level decodable reader twice
 After they have read the book twice, the students fill out a book report
 They must tell if they liked the book, the title, the main characters, and sum up the story
 After they are done, they return their leveled readers to their correct bins
Differentiation: the struggling students are given a simplified worksheet. Their worksheet may
only ask the title of the book, where the students enjoyed the book or not, setting, and characters.
These worksheets would mirror the “read to teacher” vocal questioning. These worksheets would
only ask for information that was found directly in the story. For the more advanced students, their
worksheet may ask for a small synopsis of the story. These students may be asked to create a
character to add to the story or add to the setting. These questions would challange the minds of
the more advanced students.

CLOSURE (Wrap up and brief summary): How will you plan to restate the lesson objective?

 Give the students a 5 minute warning so they can finish up their worksheets, reading etc.
 After the five minutes elapse have the students hand their worksheets
 Check the students worksheets
 Hand back the worksheet
 Praise the student for their hard work and tell the students that we will continue to work in
these small groups and they will be rotating throughout the weeks

ACCOMMODATIONS/MODIFICATIONS:

 For students with fine motor disabilities will be able to use a chubby pencil or crayon to
write their answers on the reading and math worksheets
 For students with intellectual disabilities, the student will be able to work with another peer
(ability grouping)
 For students with gross motor skills, the students will be able to work at their desks instead
of moving around the room
 For students with visual impairments, the worksheets, flashcards, and all reading passages
will have their fonts increased for easy reading

ASSESSMENT: (How you will determine that student has mastered objectives?): Consider
formative and summative assessment measures for all levels of differentiation.

To determine if the students have mastered the objective I will informally observe them through
the completion of each center.
 One center the students will read to myself and I will test their fluency
 I will check completion of reading and math worksheets

SELF-ASSESSMENT/REFLECTION: (Complete this section if you have taught this lesson

to peers or in clinical placement):

These small groups give the student’s time to refine skills they wouldn’t normally get to work on
daily. It’s also nice that I grouped them according to ability so they can work together in a
collaborative group.

Things I would Change: the amount of time allotted for each center. The students working on the
vocabulary and math worksheets sometimes feel rushed even with a 30 to 35 minute time frame.
If the students were given more time they might feel less rushed and do more quality work. Same
with the students in the read to self-group filling out the self-reflection sheet.

Things I would add/keep: ability groups. This gives the students time to work with the students
that are struggling with the same concepts. It gives them time to work through problems they might
normally avoid and skip over.