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Methods Lesson Plan

Name:

Sarah Little

Date:

9-15-15

Lesson Title: Quiet Bunny Sounds

Subject: Beginning Sounds for Beginning Readers/Foundational Skills

Age or Grade Level: First Grade

Number of Student Involved in Lesson: 6

Time Frame: 30 minutes

Learning Central Focus

Central Focus
What is the central focus for the
content in the learning segment?
Common Core State Standards or
New York State Standards
What standard(s) are most relevant to
the learning goals?

http://www.p12.nysed.gov/ciai/com
mon core standards
Student Learning Objective(s)
Blooms Taxonomy
Academic Content and Language
Objectives (if applicable)
Skills (up to 4)
What are the specific learning goal(s)
for student in this lesson?
Evidence-Based Practices (2)
APA citation
What are the specific strategies for
students in this lesson?
Concepts and reasoning/problem
solving/thinking/strategies1
What are the specific learning goal(s)
for students in this lesson?
1

The central focus of this lesson will be foundational skills. More specifically, this
lesson will focus on strengthening students foundational skills by practicing 10
beginning sounds for beginning readers that target the development of prereading as well as reading skills.
Reading Standards: Foundational Skills (K5): Read with sufficient accuracy and
fluency to support comprehension.
4. c. Use context to confirm or self-correct word recognition and understanding,
rereading as necessary.
After reading Quiet Bunny by Lisa McCue students will be given a
worksheet with specific sounds from the book where they have to match those
specific sounds to the correct animal with 90% accuracy.
1. Correctly identify 9/10 specific sounds that are developmental for prereading/reading skills.
2. Pay attention to the sounds that are taking place in Quiet Bunny.
3. Successfully pay attention to the story as well as echo read certain sections.
4. Correctly match 9/10 sounds to the correct animal.
Dill, Margo. (2012, September 11), Using Echo Reading With Struggling Readers.
Retrieved from http://www.brighthubeducation.com/special-ed-inclusionstrategies/34413-try-echo-reading-strategies/
This website explains that echo reading is beneficial to students because the
teacher models important skills during echo reading. It helps students learn the
correct fluency, expression, and rate in reading.

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1. Correctly identify 9/10 specific sounds that are developmental for prereading/reading skills.
2. Pay attention to the sounds that are taking place in Quiet Bunny.
3. Successfully pay attention to the story as well as echo read certain sections.
4. Correctly match 9/10 sounds to the correct animal.
Linking Theory to Practice
Why are the learning tasks for this
lesson appropriate for your students?

This lesson will be appropriate for students who are beginning readers as well as
students who are still developing pre-reading/reading skills. This lesson will give
them practice hearing and saying 10 specific sounds that help strengthen their
developmental reading skills.

Prior Academic Knowledge,

Conceptions and Requisite Skills
What knowledge, skills, and concepts
must students already know to be
successful with this lesson?

The students need to know how to read, be able to match words and
sounds, be familiar with echo reading, as well as be able to pay attention to a
story.

What prior knowledge and/or gaps in

knowledge do these students have
that are necessary to support the
learning of the skills and concepts for
this lesson?

These students have the ability to listen to a story, read, echo read, and
match sounds to their appropriate place.

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Common Errors, Developmental
Approximations, Misconceptions,
Partial Understandings, or
Misunderstandings
What are common errors or
misunderstandings of students related
to the central focus of this lesson?
How will you address them for this
group of students?

Some common errors or misunderstandings may occur when students are

listening to the story. Sometimes they become uninterested in the text and begin
to move around in their seat. This unfortunately takes their attention away from
sounds in the lesson that I want them to pay attention to.
I will address this common error or misunderstanding for this group by
having the students look for specific sounds as well as echo read certain parts of
the text. This will help ensure that they are paying attention.

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Instructional Strategies and Learning Tasks

Description of what will you be doing and/or what the students will be doing.

Assessments:
Describe the tools/procedures that will be used in this lesson to monitor students learning of the lesson objective(s). Attach a copy of the assessment and
the evaluation criteria/rubric in the resources section at the end of the lesson plan. Add as many as needed.

Type of
assessment
(Formative/
Summative or
Informal/Formal
)

Description of
assessment progress
monitoring

Modifications to the assessment

so that all students could
demonstrate their learning.

Evaluation Criteria - What evidence of

student learning (related to the
learning objectives and central focus)
does the assessment provide?

Formative
Assessment

I plan to assess the

students by having
them complete a
worksheet where they
have to match the
sounds that are
instrumental to their
pre-reading/reading
skills to the correct
animal that makes the
sound.

I will provide a word box that

lists all ten animals. I will go
over all the animals and the
sounds with the students.

That the students have the ability to

pay attention to Quiet Bunny and echo
read as well as that all the students
can achieve 90% accuracy on the
worksheet.

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Differentiation/
Planned Support
How will you provide
students access to
learning based on
individual and group
needs?

Whole Class:
Directions and guidance will be given to the students throughout the whole lesson to
help ensure that the students will succeed and stay on task.
Groups of students with similar needs:
I will offer any extra assistance and/or accommodations the students may need in
order to help ensure that they will understand as well as be successful during the lesson.
Individual students:
The students will have behavior charts that encourage good behavior as well as the
charts will serve as a reminder to make good choice. If the students try hard during the
lesson, they receive a sticker on their chart for hard work. Once they receive a certain
amount of stickers on their chart they receive the opportunity to choose a prize. I will also
offer any individual assistance that the students may need.
Students with IEPs or 504 plans:

N/A There are no students with IEPs or 504 plans during this lesson.

Strategies for responding to common errors and misunderstandings (where is the

learning breaking down?).
Students will receive re-direction or instructional assistance if they need it. The
students should already have a good understanding of how to complete matching activity
sheets and therefore minimal mistakes should be made. Students should also be familiar
with reading and echo reading so there should be minimal mistakes there as well. I will
explain anything the students may need me to in order to help them and avoid confusion.
Academic Language Demand(s) Discipline Specific Language (ie Math, ELA):
What are your students The students already have acquired all the abilities they need to understand the oral and
abilities with regard to
written language associated with this lesson. There should be no new oral or written language,
the oral and written
however if this does occur then I will provide the students the language they need to
language associated
understand and be successful.

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with this lesson?
What content specific
terms (vocabulary) do
students need to
support learning of the
learning objective for
this lesson?
What specific way(s)
will students need to
use language (reading,
writing, listening and/or
speaking) to participate
in learning tasks and
demonstrate their
learning for this lesson?
What are your students
abilities with regard to
the oral and written
language associated
with this lesson?

They will need to understand the concept of matching and sounds.

The students will need to use oral, writing, speaking, and listening language in order to
participate in the learning tasks and demonstrate their learning for this lesson.

The students already have acquired all the abilities they need to understand the oral and
written language associated with this lesson. There should be no new oral or written language,
however if this does occur then I will provide the students the language they need to
understand and be successful.

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How will you support
students so they can
understand and use the
language associated
with the language
function and other
demands in meeting
the learning objectives
of the lesson?

I will support the students by offering them any knowledge concerning the language
associated with this lesson in order for them to understand and be successful in meeting the
learning objectives of this lesson.

Materials
What materials does the
teacher need for this
lesson?
What materials do the
students need for this
lesson?

Anticipatory Set
______5____ Minutes
How will you start the
lesson to engage and
motivate students in
learning?

Teacher will need:

The book Quiet Bunny by Lisa McCue
Small whiteboard
Black dry-erase marker
Eraser
Students will need:
Copy of the matching worksheet
Copy of the word box
Pencil
I will start the lesson by showing the book Quiet Bunny by Lisa McCue to the students. Then,
I will explain the purpose for reading this book by pointing out two of the specific sounds we
will be going over in order to help them understand what we will be focusing on. Lastly, I will
explain to them why this lesson will be beneficial to them. I will do this by explaining that
the sounds that are located in this book, specifically the ten sounds we will be focusing on,
are designed to help develop pre-reading/reading skills for students.

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Instruction
_____10_____ Minutes
How will you determine if
students are meeting the
intended learning
objectives?
What will you do to
engage students in
developing understanding
of the lesson objective(s)?
How will you link the new
content (skills and
concepts) to students
prior academic learning
and their personal/cultural
and community assets?
What will you say and do?
What questions will you
ask?
How will you engage
students to help them
understand the concepts?
What will students do?
How will you determine if
students are meeting the
intended learning
objectives?

I will determine if the students are meeting the intended learning objectives by having
them complete a matching worksheet at the end of the lesson, receiving at least 90%
accuracy.
To engage students in developing understanding of the lesson objectives, I will have
them echo read ten specific sections that include the ten sounds we will be focusing on. I
will also have them take a moment to think about the animal that goes with that sound.
The students will not be learning any new content during this lesson. The purpose of
this lesson is to help strengthen their foundational skills by studying ten different sounds.
The students will use their prior knowledge of reading and matching to help them determine
and understand the correct answers on the matching sheet.
Once the students receive their matching sheets and word box I will go over the ten
animals as well as the ten different sounds. We will do this by reading the sounds on the
sheet and then finding them in Quiet Bunny. I will then explain to the students that they
have to match the sound with the correct animal. I will do the first one with the students so
that they understand and have the opportunity to discuss. Then I will tell them to complete
the final nine individually.
I will engage the students by verbally guiding them through the activity as well as
have them participate in each part of the lesson.
Students will first listen and ask questions about why it is beneficial for them to
participate in this lesson. Next, they will listen and pay attention to Quiet Bunny as well as
echo read certain sections. They will then go over the specific sounds and animals with me
once more and then move on to the matching activity. Once they receive this they will
match the first sound to the correct animal with me and then the rest of the class. They will
then finish the last nine on their own and think of their favorite sound to share with the
class.
I will determine if the students are meeting the intended learning objectives by having
them complete a matching worksheet at the end of the lesson, receiving at least 90%
accuracy.

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Structured Practice and
Application
______10____ Minutes

I will give students the opportunity at the end of the lesson to complete a matching
activity as well as they will receive the opportunity to discuss the ten different sounds that
How will you give students
we studied.
the opportunity to
practice so you can
provide feedback?
How will students apply
what they have learned?
How will you determine if
students are meeting the
intended learning
objectives?
Closure
_____5_____ Minutes
How will you end the
lesson?

The students will apply what they know by writing down and saying their favorite
sound. At the very end of the lesson the students will each get the chance to pick their
favorite sound and then write it on the back of their activity sheet, thinking about why it is
their favorite.
I will determine if the students are meeting the intended learning objectives by their
ability to participate in the lesson, correctly complete the matching worksheet with at least
90% accuracy, discuss the different sounds and identify them as well as by their ability to
choose and write down their favorite sound.
I will end the lesson by giving each student the ability to share their favorite sound. I will ask
them to show what they wrote to the class, pronounce the sound, and explain why it is their
favorite.

Re-Engage
How will you revisit or
review?

I will re-visit or review this lesson by taking the time to go over these ten sounds before the
next reading lesson. This will help the students be reminded of the sounds as well as give
them more practice working with them. It will be connected to what they are learning
because it will be done before the next reading lesson so that the students will be focused
on the concepts of reading at that time.

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Analysis and Reflection of Teaching
To be completed after the lesson has been taught

What worked?
What didnt?
How did you
re-engage?
Evidence of
Student
Learning
(including
data)
Adjustments
What
instructional
changes do
you need to
make as you
prepare for
the lesson
tomorrow?
Proposed
Changes.
If you could
teach this
lesson again
to this group
of students
what changes
would you
make to your
assessment
and
instruction?
Justification
Why will these
changes
improve

Whole class:
Groups of students:
Individual students:

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student
learning?
What
research/
theory
support these
changes?
Resources:
Attach each assessment and associated evaluation criteria/rubric.