LESSON PLAN OUTLINE

JMU Elementary Education Program

(Include the title of each of the following sections in your written plan.)

A. TITLE/TYPE OF LESSON

Reading: Lets practice reading our books & our sight words!


B. CONTEXT OF LESSON

Over the last several weeks I have observed the class working individually and in groups on
learning activities in various subjects. I have observed that their focus in completing learning
activities in Language Arts is better when they work in small groups versus working by
themselves. In these small groups the teacher instructs students who are on the same reading
ability level. With the support of the teacher the students seem to be able to focus better in
grasping the reading and writing material.

I have also observed that when teaching the students a new concept or an idea, the
information may need to be repeated several times in order for the students to understand and
grasp the new material. When the students work in small groups versus individually, I have
observed that they have a better focus on learning the material. The students in this particular
group are in the lowest reading group within the classroom and have made little progress in
regards to reading in first grade. At times they dont show a passion, love, or desire to learn in
school. They also dont have the support at home to practice reading. Therefore, it is my goal
to make school important to them by showing my passion and love for learning. By being a
role model, I will motivate them to complete their work.

This lesson plan works well within the first grade curriculum. Every day the students spend
about two hours working in small groups on both their reading and writing skills. The
students are grouped depending on their reading ability level. The students have practiced
many skills in Language Arts so far this year including learning how to read new words,
writing sentences, recognizing the number of syllables in a word, rhyming, finding/identifying
nouns, verbs, and adjectives, and the reading strategy of sequencing. Within the thirty minutes
I have with them, I will give them a new book titled The Goat, and we will practice, practice,
and practicereading. I chose this book from the bookroom at Peak View based on their
readability level. We will read it together first, and then we will read the book again. The
second time that we read the book I will allow each one of the students to take turns reading a
page aloud to the group. Depending on time, I will also have the students read the book a third
time quietly to themselves. After completing the reading, I will ask the students to recall
different parts of the book in order for me to assess whether they comprehended what they
read. In addition, each time that we read I will emphasize to the students the importance of
using their pointer finger to point to each word as they read so they dont lose their place.
The following information should be included in the header of the lesson plan:
Megan Geisel
Mrs. Charity Thomas, Peak View Elementary School
January 29, 2013; 10:00 a.m.
After we read The Goat several times we will complete a worksheet labeled One Letter at a
Time to practice our sight words. We will complete this worksheet together as a group.
Every day during reading we will practice reading the sight words.

C. LEARNING OBJECTIVES

Understand
The students will use oral
language to respond appropriately
in group situations to both peers
and adults.
Know
The students will be able to
express their thoughts through the
utilization of oral language.

Do
The students will be able to
verbally discuss and describe their
thoughts to their peers based on
questions asked by the teacher.
The students will understand that
sight words are important to
read/identify because they are
commonly used in almost all
sentences.
The students will be able to
recognize sight words within word
lists and sentences.
The students will be able to
practice their sight words by
reading the specified list several
times, and then spelling each one
of them.

D. ASSESSING LEARNING

The group will be evaluated and assessed based on their responses to questions asked by the
teacher during the read aloud. The teacher will listen to the students responses focusing on if
they are able to recall what the goat from the book ate instead of grass. This will allow me to
see if they comprehend what they read. If a student responds by saying, I dont know what
the goat ate or listing an item the goat ate that was not mentioned in the book, it will
demonstrate to me that they were just going through the motions of reading, and not actually
comprehending what the storyline was. The sight words worksheet should be a review as they
are sight words from kindergarten; however, with this low group, it is always helpful to
constantly review and practice.

E. RELATED VIRGINIA STANDARDS OF LEARNING

1.1 The student will continue to demonstrate growth in the use of oral language.
a) Listen and respond to a variety of electronic media and other age-appropriate materials.
b) Tell and retell stories and events in logical order.
c) Participate in a variety of oral language activities, including choral speaking and
reciting short poems, rhymes, songs, and stories with repeated patterns.
d) Participate in creative dramatics.
e) Express ideas orally in complete sentences.

1.5 The student will apply knowledge of how print is organized and read.
a) Read from left to right and from top to bottom.
b) Match spoken words with print.
c) Identify letters, words, sentences, and ending punctuation.
d) Read his/her own writing.

1.6 The student will apply phonetic principles to read and spell.
a) Use beginning and ending consonants to decode and spell single-syllable words.
b) Use two-letter consonant blends to decode and spell single-syllable words.
c) Use beginning consonant digraphs to decode and spell single-syllable words.
d) Use short vowel sounds to decode and spell single-syllable words.
e) Blend beginning, middle, and ending sounds to recognize and read words.
f) Use word patterns to decode unfamiliar words.
g) Read and spell simple two-syllable compound words.
h) Read and spell commonly used sight words.

1.8 The student will expand vocabulary.
a) Discuss meanings of words in context.
b) Develop vocabulary by listening to and reading a variety of texts.
c) Ask for the meaning of unknown words and make connections to familiar words.
d) Use text clues such as words or pictures to discern meanings of unknown words.
e) Use vocabulary from other content areas.

1.9 The student will read and demonstrate comprehension of a variety of fictional texts.
a) Preview the selection.
b) Set a purpose for reading.
c) Relate previous experiences to what is read.
d) Make and confirm predictions.
e) Ask and answer who, what, when, where, why, and how questions about what is read.
f) Identify characters, setting, and important events.
g) Retell stories and events, using beginning, middle, and end.
h) Identify the main idea or theme.
i) Read and reread familiar stories, poems, and passages with fluency, accuracy, and
meaningful expression.

F. MATERIALS NEEDED

5 copies of The Goat by Anna Schlooz -Ms. Geisel
5 Billy Bobs-Ms. Thomas
Pencils-Mrs. T
Scissors-Mrs. T
Glue Sticks-Mrs. T
Dry Erase Board (if needed)-Mrs. T
Dry Erase Board Markers (if needed)-Mrs. T

G. PROCEDURE

Preparation of the learning environment

The students will be seated at a desk or table depending on the location in the classroom
where my cooperating teacher, Mrs. T., directs us to work. The teacher will have all learning
materials prepared beforehand.

Engage -Introduction of the lesson

I will introduce the lesson by telling the students that they will be getting a new book today. I
will hold up the book, The Goat. I will explain enthusiastically that we will read their new
book together as a group before reading it individually. I will hand each of them his/her own
copy. I will remind the students of the importance of reading every day. In addition, I will
remind them to get their reading logs signed.

Implementation of the lesson (specific procedures and directions for teacher and
students)

Give each student a copy of The Goat written by Anna Schlooz. Pick one student to hand out
a Billy Bob to each person in the group, including myself (We place Billy Bob on our
pointer finger to help us read).

Today each of you will be getting a new book to bring home to read every night (Hold up the
book for everyone to see). Can anyone read aloud the title of your new book?

Pick one student to read the title. If no one raises his/her hand, we will sound the words in the
title together as a group. After the title has been read, each student will be handed his/her own
book and Billy Bob.

Everyone should have Billy Bob on their pointer finger. We are going to read the book
together. Everyone should have their pointer finger on the title.

Read each page together, modeling the importance of pointing to each word. As I am reading
I will make sure I see every student pointing to each word.

After reading the book together one time, I will say, I just love this book! Let us read it
together again, but this time we will take turns reading.
The student on the right of me will start first, and then we will go around the table. As a group
we will read the title together.

Lets all read the title together again. Billy Bobs should be ready. Student A, you will start
first, then student B, student C, and student D. We will each read two pages in a row. The last
page of the book, we will all read aloud together as a group. We need to make sure that we are
all following along.

Each student will read two pages in a row. If a student doesnt know a particular word, I will
ask him/her to try and sound it out. I will assist them in sounding it out if needed.

At the end of the story, I will ask the students to recall some of the things the goat ate instead
of the grass. After reading the story twice, what are some things that we can recall/remember
the goat eating instead of the grass?

By asking this question, it will allow me to see if the students are
comprehending/understanding what they are reading (one form of assessment). If none of the
students can recall any of the items, I will tell them the importance of rereading and/or
looking in our books to recall information/parts if we forget about them. After coming up with
several of the items the goat ate in the story, I will then (depending on time constraints) tell
the students to each individually read The Goat quietly to themselves.

Before we move onto our next learning activity, each of you will read The Goat quietly by
yourselves. Dont forget to use Billy Bob to help you read!

After observing each one of the students finishing up, tell them to put their books in their
reading folders and to make sure to continue to read/practice reading The Goat. Have them
put their reading folders in the pocket behind their seats.

Hand each one of them the sight word packet that they received this week to additionally help
them read/recognize sight words. Yesterday each one of you got a sight word packet, and as
a group we completed Take a Good Look together where we practiced reading/writing
multiple sight words. Today we will complete another worksheet to help us read and write
sight words. This learning activity is called One Letter at a Time. As we did yesterday, we
will read each sight word, and then practice writing the sight words.

Point to each sight word, reading aloud as a group. After reading the sight words two to three
times together, refer to the example at the top of the page to explain what the next step will
be. Now we will practice writing each word neatly. Everyone needs to have a pencil. If you
look at the example at the top of the page, you see on the top of the pyramid that they wrote in
the first letter in the word of on the first line. On the next two lines they wrote each letter of
the word to spell the word of. You will be doing that for each sight words pyramid. Lets
look at the first word.

What will we write on the line for the sight word a?
Let several students answer if needed.

After explaining the example, and doing the first one together, tell the students to do the rest
individually. Emphasize the importance of writing neat. Assist any student who may need
help. As each student completes the pyramids, make sure that they are completing it correctly,
and stop/help any student who isnt.
After every student is finished, read the set of sight words together one more time aloud. Then
have them individually quietly read the sight words to themselves. Collect the worksheets
when everyone is finished.

Closure and cleanup

Collect the sight word packets.
Designate one student to collect all the Billy Bobs.
Clean up all materials i.e. glue sticks and pencils.
Remind the students to grab their reading folders from the back pocket of their chairs. In
addition, remind them to read The Goat tonight.
Have the students place their reading folders into their backpacks.
Prepare the books and sight word packets for the next reading group.

H. DIFFERENTIATION

Because this lesson is with a small group (four students), and all of the students are in the
lowest reading group, the students may not meet all of the learning objectives. If more than
one student is struggling to meet the required objectives, we will continue to practice reading
our books, and reading/writing our sight words the following day before starting anything
new.

Any individual student who does not meet any of the learning objectives will be taken aside
during any free time (i.e. during morning work) to receive additional help.

If we do finish early, we will read The Goat as a group again. After reading the book, we will
go through the book on a word hunt to find words that are nouns, adjectives, and verbs. The
students have been learning about nouns, adjectives, and verbs recently so this will give the
students additional practice. In addition, I will emphasize to the students the importance of
sentences always having nouns, verbs, and adjectives in order to make them good first grade
sentences.

I. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO
ABOUT IT?

There could be an emergency drill during the comprehension lesson. If a drill does occur, I
will either complete the comprehension lesson tomorrow, or if time permits I will finish it
during the designated time period that day.

Out of the four students I will be teaching my lesson with, one student may be absent. If a
student is absent the day I teach my lesson, I will give him/her their book during morning
work the following day. Together we will read the book together once. With my assistance I
will have him/her read the book aloud to me a second time. After practicing reading The
Goat, we will complete the sight worksheet labeled, One Letter at a Time together. In
addition, we will practice reading the sight words.

Because it is winter, a snow day could occur. If a snow day occurs, the lesson will be
presented the following school day during reading.