Teacher Education Lesson Plan Template

Teacher: Alston

Date :March 13,16,17 2015

Title of Lesson: Guided Reading

Cooperating Teacher: Burton

Core Components
Subject, Content Area, or Topic
Language Arts-Guided Reading
Student Population

Small Group- Intervention Group (Ava, Dodger)

Learning Objectives

K.4 the student will identify and say, segment, and blend various units of speech sound
K.7 the student will develop an understanding of basic phonetic principles
Students will focus on learning letters of the alphabet
Students will focus on unknown letter sounds
Students will learn to write, spell, and recognize sight words: a, the, at
Virginia Essential Knowledge and Skills
n/a
VDOE Technology Standards
n/a
English Language Proficiency Standards (ELPS)
n/a
Materials/Resources
Magnetic letters :a,t,h,e
dry erase markers
Dry erase board
Book: At school (2)
Safety (if applicable)
Time
(min.)

Process Components
*Anticipatory Set
Today you are going to show me how smart you are by telling me all the letters and letter
sounds that you know. Then you are going to read me a book (Day 1)
Today we are going to start by remembering the words we learned yesterday (Day 2)
On a dry erase board write the word a write the word at
Today we are going to use the three sight words we learned and with the help of alphabet
sounds we are going to write a sentence (Day 3)
On a dry erase board write the words: a, at, the
*State the Objectives (grade-level terms)
Today you are going to learn one alphabet letter and sound that you did not know
yesterday. By the end of today you will know the sight words a and at and start reading
a book (Day 1).
Today you are going to learn one alphabet letter and sound that you did not know
yesterday, learn another the sight word the and re-read the same book from yesterday
(fluency should improve) (Day 2)
Today we are going to reread the book (should be fluent) we have been working on, and

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.

then we are going to write the sentence A dog at the park ran.(Day 3)

*Instructional Input or Procedure (Days 1-2)

Re-introduce the alphabet books for finger tracing procedures and appropriate use
1. Say the letter
2. Say the sound
3. Identify the picture-i.e. apple
Introduce the Mix and Fix strategy
Introduce the table writing strategy- writing on table using finger
Re- introduce the Big 3 of sentences (capital letter, spacing, and punctuation)(Day 3)
*Modeling (Days 1-2)
Model the alphabet book by tracing the letters saying the letter, the sound and the picture
Model the mix and fix- scramble the letters and put them back in order
Model table writing by saying the letters as they are written from left to right
Model starting at the far left of the paper, neatly staying in the lines, proper spacing and
punctuation for a sentence (Day 3).
*Check for Understanding
Ask students do they understand what they are supposed to do; solidify and confirm
understanding in guided practice
*Guided Practice
Day 1: Do the alphabet book, mix and fix, and table writing strategies with the students
*Independent Practice
Day 2-3: student complete strategies by themselves and attempts to write a sentence
Assessment
Can students identify the sight words in the text with ease?
Are students fluently reading the selected text on third day?
Can students correctly write the sight words in a sentence?
*Closure
Today you learned on alphabet letter and sound that you did not know, you learned a new
sight word and you read a book-you girls are so smart!(Day1-2)
Today you read your book with ease and you used your new sight words to write a great
sentence-Arent you proud of yourselves?
Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).
Remediation
Classroom Management Issues (optional)
All other students should be in Daily 5 or in a small group with Ms. Burton
Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What part
of the lesson would you change? Why?

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.

*Denotes Madeline Hunter lesson plan elements.

Intern Signature

Cooperating Teacher Signature

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.

Date