SETON HILL UNIVERSITY

Lesson Plan Template

Name Rachel Satira

Subject ELA/Reading

Grade Level 1st grade

Date/Duration 3/18/19 – 3/22/19, 30 minutes

RATIONALE AND Objective Statement (Audience, Behavior, Condition, Degree)

LESSON PROCEDURE  The student will be able to identify blending sounds in words and a story assisted by
teacher improving accuracy and speed in five days.

Vocabulary
 Sheep
 Share
 Flock

Procedure
 Begin new Read Well Lesson (Unit 14 Acts of Kindness), which will cover entire week.
 Day 1:
 Decoding Practice page 12. Teacher facilitates conversation by using sentences on page
12.
 Introduce the Storybook cover, title page, illustration, and vocabulary. Teacher use
sentences on page 14.
 Begin to read Storybook pages 4-9 (duet). Read with student. Stop for comprehension
questions (listed in Storybook).
 Continue reading Storybook pages 10-11 (solo).
 Complete Skill Work page 25 with teacher assistance.
 Complete Comprehension Work page 26.
 Assign homework: to read story 2 with parent (pages 10-11).
 Day 2:
 Review story from previous day.
 Decoding Practice page 26. Teacher facilitates conversation by suing sentence on page
26 in Teacher’s Guide.
 Introduce Chapter 3 pages 12-15 (duet). Read with student. Stop for comprehension
questions (listed in Storybook).
 Continue reading Storybook pages 16-17 (solo).
 Complete Skill Work page 27 with teacher assistance.
 Complete Comprehension Work page 28.
 Assign homework: to ready story 4 with parent (pages 16-17).
 Day 3:
 Review story from previous day.
 Decoding Practice page 38. Teacher facilitates conversation by using sentences on page
38 of Teacher’s Guide.
 Begin to read Storybook pages 18 -21 (duet). Read with student. Stop for
comprehension questions (listed in Storybook).
 Continue to read Storybook pages 22-23 (solo).
 Complete Skill Work page 29 with teacher assistance.
 Assign homework: to read story 6 with parent (pages 22-23).
 Day 4:
 Decoding Practice page 52. Teacher facilitates conversation by using sentences of page
52.
 Together, review solo stories 2, 4, and 6. (Pages 10-11, 16-17, and 22-23).
 Complete Comprehension Work page 30.
  Day 5:
 Review story from previous day.
 Complete Decoding Review page 25 in Storybook.
 Review entire story before testing. If teacher notices difficulty, implement extra
practice worksheet pages 58, 59, 62-68 (in Teacher’s Guide).
 Administer story test, Unit 14 decoding assessment (page 56 of Teacher’s Guide).

Providing Independent Practice

 Student will read underlined words in Storybook using finger tracking.
 Student will use appropriate wait time to answer comprehension questions (5-7
seconds)
 Student will recite words or letter sounds and blends after teacher.
 Student will write gently to fill in skill and comprehension worksheets.

Closure/Summary/Review of Learning
 Review blending sounds we learned each day.
 Go over what happened in the story again using simple questions.

READING MATERIALS,  Read Well Teacher’s Guide Unit 14” Sharing Sheep”
TECHNOLOGY, AND  Read Well Storybook Unit 14/15
SUPPLIES  Unit 14 Skill Work Activity 1 page 25
 Unit 14 Comprehension Work Activity 2 page 26
 Unit 14 Skill Work Activity 3 page 27
 Unit 14 Comprehension Activity 4 page 28
 Unit 14 Skill Work Activity 5 page 29
 Unit 14 Skill Work Activity 6 page 30
 Unit 14 Assessment
 Folder to hide rest of worksheet
 Pencil
 Extra Practice worksheets 59, 63, 64, 66-68
 Copy of stories 2, 4, and 6 for homework

INDIVIDUALIZED Accommodations
STUDENT SUPPORTS  Extended time
 Extended wait time
 Working one-on-one with teacher