LESSON PLAN OUTLINE

JMU Elementary Education Program

Ms. Kilby
1st Grade
W.W. Robinson

I. TITLE OF LESSON Read the story Snow by P.D. Eastman and build snow sight words!
II. CONTEXT OF LESSON
Having the student read out loud is important because it enhances a childs fluency, comprehension skills,
and other important reading skills. It is extremely important for students to be exposed to reading as much as
possible in early childhood. Kyle is a very strong reader and is always extremely excited to read stories to
adults, therefore I feel like he is really going to like this activity! Not only is Kyle going to read a story out
loud, but he is also going to be required to work on spelling of sight words, which include blends. Since the
cold weather and the holidays are approaching, I feel that the idea of snow would be a perfect topic for this
lesson.
III. LEARNING OBJECTIVES
Understand: The student will understand how to read a story that consists of many rhyming words.
Know: Kyle will learn how to identify words that have blends and practice spelling these words on his own.
Do: Kyle will write the different sight words that incorporate blends, as well as a sentence that has a blend
word that was used in the story.
IV. COLLECTION OF ASSESSMENT DATA
Kyle will read the story, Snow to me.
Kyle will answer the questions about Snow throughout the story.
He will engage with an activity that incorporates snow and sight words.
He will right a sentence and draw a picture about a blend word from the story.
V. RELATED VIRGINIA STANDARDS OF LEARNING (K & 1) OR FOUNDATION BLOCKS
(Preschool)
Oral Language
1.

The student will orally identify, produce, and manipulate various units of speech sounds within words.
a) Blend sounds to make one-syllable words.

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Reading
1.5 The student will apply knowledge of how print is organized and read.
1. a) Read from left to right and from top to bottom.
2. b) Identify letters, words, sentences, and ending punctuation.
3. d) Read his/her own writing.
1.6 The student will apply phonetic principles to read and spell.
1. a) Read and spell commonly used sight words

VI. MATERIALS NEEDED

Snow by: Roy Mcke and P.D. Eastman
Snowball Sight Word worksheet, and worksheet that has circles to cut out the snowballs
For activity: bucket, cotton balls, circular cut out white pieces of paper that have sight words
written on them, blank circular cut out snow balls
Worksheet that has lines and a box where Kyle will draw his picture and write his sentence
VII. PROCEDURE
A. PREPARATION OF THE LEARNING ENVIRONMENT
I will have all the necessary materials with me in my bag under the desk we will be working at. I do not want
to have the snow activity out on the desk because I feel that this will be a distraction to Kyle when reading
the story.
B. INTRODUCTION AND ORGANIZATION
I will start off by asking Kyle, Have you ever played in the snow? Do you like the snow? After Kyle
answers these questions, I will explain to Kyle that we are going to do a picture walk. After we have finished
flipping through the pages in the story, I will ask Kyle what he thinks the story will be about. I will then
explain to Kyle that we are going to read the story about snow, and then do a fun activity after the story with
sight words that have blends in them from that story!
After Kyle reads page eight, I will ask, Kyle do you recognize anything special about this book. Maybe
between the words, know and snow?
After page 27, I will ask, How do you think the characters are feeling as they walk up that steep hill?
After the page where Kyle has to read the word appetite, I will ask Kyle, What does it mean to have a big
appetite?
After the page that asks if the snowman will last when the some comes out, I will also ask Kyle what he
thinks about the snowman. Kyle, Do you think that the snowman will last in the snow? After he gives me a
yes or no answer I will ask Kyle why he believes his previous answer is true.
At the end of the story, I will ask Kyle, Did you like that story? What did you like about it? What did you
not like about it? I will then explain to Kyle that we are going to get started on our activity with snow.

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C. IMPLEMENTATION
Kyle will play a game to help him work with his sight words that consist of blends. I am going to explain the
game to Kyle, and then he will start with the activity. I will explain to Kyle, that he will first choose a sight
word out of the bucket of snow. Then he will read the word out loud to me. After he reads the word out loud,
he will build the sight word with the snowballs. The snowballs that he will use to build the word will be
pre-cut blank circular pieces of paper. Kyle will count the number of letters in the sight word, and use the
paper snowballs to spell the word and glue it in the box, Build the word with the snowballs. He will write
one letter on each paper snowball. After he completes spelling the word with the snowballs, Kyle will be
instructed to write the word by himself under the title of the worksheet that says, Write the word. Kyle will
continue this process until he completes the chart. After Kyle has finished the chart, I will ask him to repeat
the words he made to me with the snowballs.
D. CLOSURE
In order to conclude this lesson, I will have Kyle choose one of the words he created with the paper snow
balls to form a sentence. Kyle will first write a complete sentence, and then I will allow him to draw a picture
that matches his sentence.
E. CLEAN-UP
I will need to make sure that Kyle and I put all of the cotton balls back into the bucket. In addition, I will
need to make sure that Kyle puts his completed assignments in his take home folder.
VIII. DIFFERENTIATION
Differentiation for this lesson will not be needed tremendously due to the fact that this lesson is catered to
Kyles individual needs. However, since I know that Kyle has a high activity level and tends to have trouble
focusing, I may work with him at the table that has the ball chairs to allow him to have movement during the
activity.
IX. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?
Opening of the Lesson:
There is a chance that Kyle may have never played outside in the snow. If Kyle has never played in the snow
before I could ask him questions like, What do you think you would do in the snow, if you could play with
it?
Lesson:
For all of the questions that I ask, I should be prepared to use scaffolding techniques to help the child answer
the questions. For example, when I ask Kyle what it means to have a big appetite, I may direct his attention
towards the picture to help him understand the meaning of the expression. In addition, while completing the
activity, Kyle may struggle with the reversals of his letters when he writes the sight words on the worksheet.
In order to help Kyle with the reversal of his letters, I may ask him to take another look at the word that
wrote using reversals.
Closing of the Lesson:
Kyle may have trouble writing the sentence before drawing the picture. I have witnessed Kyle during periods
of writing time, and he tends to focus more on drawing a picture, as oppose to concentrating on writing the

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sentence. I will reiterate to Kyle that he must choose a sight word and write the sentence first, so that he will
know what picture to draw that will correspond to his sentence.
Behavior:
Throughout the lesson, I will need to make sure that Kyle stays focused and completes the required activities
and assignments. As mentioned earlier, I think that by having Kyle sit at a ball chair, or possibly even take
him into the hallway to complete this lesson would be beneficial. The less distractions Kyle has, the easier it
will be for him to engage with the lesson.

EXAMPLE:

X. REFLECTION
This work reflected the course content in many ways. The child who was given the lesson was able to work
on phonemic awareness to pronounce the different words that he read throughout the story. The child was
also able to understand how to pronounce words that had blends in them. In addition, this lesson resembled
the full circle aspect that has been heavily emphasized throughout READ 366. In the beginning of the
lesson, the child was told to pay attention to the words contained blends, in the middle of the lesson the child
actually read the blend words out loud, and at the end of the lesson the student practiced writing blend words.
My process to prepare for this lesson started by evaluating the progress on how my case study child
performed with the literacy assessment he completed. My case study child seemed to exceed in all areas of
the assessment, however he seemed to struggle with spelling words that contained blends. Therefore, I chose
to cater the lesson to help Kyle improve in this area. The story contained many blend words that Kyle had to
identify. In addition, I felt that choosing a story about snow was a fun and appropriate way to keep Kyle
engaged and focused throughout the lesson.

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Kyle was engaged throughout the lesson. He read the story out loud, which helped him practice his oral
reading skills. Over the course of the lesson, I asked Kyle a series of questions to help ensure that he
understood what he was reading. After Kyle read the story out loud, he was instructed to choose a sight word
from the snow. After he chose a sight word, he had to read the word out loud and practice spelling the
words on his own. This activity allowed Kyle to practice his handwriting, as well as the correct spelling of
sight words. Kyle actively participated throughout the lesson!
This lesson was very different from the first lesson that I taught. The first lesson I taught was whole-group
orientated, while the second lesson was a one-on-one lesson with Kyle. This lesson enabled me to create a
specific lesson that was geared towards the areas of literacy that Kyle needed to improve upon. On the other
hand, the first lesson included more basic concepts that fit the needs of the majority of the students. Although
these lessons were very different, both lessons followed similar patterns and brought the concepts together
full circle.
Overall, I would keep most aspects of my lesson the same. I felt that Kyle was able to learn more about blend
words in a fun atmosphere that cultivated his academic needs. However, I would like to change one small
part of my lesson. Kyle completed the activity with a small amount of difficulty. In order to further challenge
him, I would have had Kyle write a sentence for every sight word that he chose, as opposed to writing just
one sentence.

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