USF Elementary Education Lesson Plan Template (S 2014)

Mitchell_________________
Grade Level Being Taught: Subject/Content: Reading/
K
Guided Reading

Name: Haylie
Group
Size: 2-6

Date of Lesson:

Lesson Content
What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)

LAFS.K.RF.1.1 - Demonstrate understanding of the organization and basic features of print.

a. Follow words from left to right, top to bottom, and page by page.
b. Recognize that spoken words are represented in written language by specific sequences of letters.
c. Understand that words are separated by spaces in print.
d. Recognize and name all upper- and lowercase letters of the alphabet.
LAFS.K.RF.2.2 - Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
a. Recognize and produce rhyming words.
b. Count, pronounce, blend, and segment syllables in spoken words.
c. Blend and segment onsets and rimes of single-syllable spoken words.
d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme
(consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)
e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
LAFS.K.RF.3.3 - Know and apply grade-level phonics and word analysis skills in decoding
words.
a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or
many of the most frequent sound for each consonant.
b. Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.

USF Elementary Education Lesson Plan Template (S 2014)

Mitchell_________________
Grade Level Being Taught: Subject/Content: Reading/
K
Guided Reading

Name: Haylie
Group
Size: 2-6

Date of Lesson:

c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
LAFS.K.RF.4.4 - Read emergent-reader texts with purpose and understanding.
LAFS.K.SL.1.1 - Participate in collaborative conversations with diverse partners about kindergarten topics and
texts with peers and adults in small and larger groups.
a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the
topics and texts under discussion).

b. Continue a conversation through multiple exchanges.

LAFS.K.RL.1.1 - With prompting and support, ask and answer questions about key details in a text.
Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)

Red Group
What does the letter t look like? What sound does it make?
What does the letter s look like? What sound does it make?

Objectives- What are you

teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include

Red Group
When given flash cards students will be able to recognize and name letters i, g, m, t, and
s with no errors in correctly naming and giving the sound of them correctly.

Yellow
How does knowing the beginning middle and end of a story help us understand the story
better?

Yellow Group

USF Elementary Education Lesson Plan Template (S 2014)

Mitchell_________________
Grade Level Being Taught: Subject/Content: Reading/
K
Guided Reading

Name: Haylie
Group
Size: 2-6

Date of Lesson:

the ABCDs of objectives:

action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written
in the past or present tense,
A: the student B: will be able
to re-write the sentence in
future tense D: with no errors
in tense or tense contradiction
(i.e., I will see her
yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)

When given a Houghton-Mifflin DRA: 2 Level: B book the student will be able to read the
whole book with an 90% degree of mastery.

Rationale
Address the following
questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it
this way?
Why is it important for
students to learn this
concept?

Red
This objective is being taught because students must know and recognize all of their
letter names and sounds to move on from kindergarten. Students must master these so
they can begin to read and write. It is being taught in a small group because they need
the additional support from a teacher and they receive more one-on-one time.

Evaluation Plan- How will

you know students have
mastered your objectives?

Formative
Red Observations will be made while the small group is taking place. Video/ voice
recordings will help me see if there is anything I missed.
Yellow Observations will be made while reading in a small group. I will be able to assess
the fluency of their reading, comprehension, and decoding skills. The questions asked
before and after reading will help me assess their comprehension level.

Address the following:

What formative evidence

Yellow
This objective is being taught because students need to comprehend what they are
reading. Students may be able to read a word but understand what they are reading.
Comprehension is an important concept to learn because it is a skill that they will have to
use for the rest of their lives. This lesson fits in with our reading because we are currently
working on beginning, middle, and end and inferring. These add in comprehending the
text.

USF Elementary Education Lesson Plan Template (S 2014)

Mitchell_________________
Grade Level Being Taught: Subject/Content: Reading/
K
Guided Reading
will you use to document
student learning during
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?

Name: Haylie
Group
Size: 2-6

Date of Lesson:

Summative
Red Students will have to name all six sounds before leaving. I will take a picture of
their work.
Yellow A running record will be collected the following day to see if students have
understood what was read.

What Content Knowledge

is necessary for a teacher
to teach this material?

Teach must know the alphabet and sounds for each letter.
Teachers must know beginning, middle, and end.

What background
knowledge is necessary for
a student to successfully
meet these objectives?

Red
I know my students are struggling with learning their letters so we have been learning
them in sets. In one set there are four letters. I know they do not have this previous
knowledge because I have tested them each morning in guided reading.
My learners are two male ELL students. One student is in the process of being staffed for
ESE. He already has an IEP for speech. The second ELL student came in December and is
struggling to learn his letter names and sounds. We have been working on these four
letters for a week and one student is struggling with learning these four letters. The
other student is having trouble with t and sometimes m.

How will you ensure

students have this
previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this

Yellow
I know students have this previous knowledge because we have worked on a book at the
current level for this whole week.

USF Elementary Education Lesson Plan Template (S 2014)

Mitchell_________________
Grade Level Being Taught: Subject/Content: Reading/
K
Guided Reading
content?

What misconceptions
might students have about
this content?

Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)

Step-by-Step Plan

Name: Haylie
Group
Size: 2-6

Date of Lesson:

My learners are three female students and two male students. One female and one male
student in this group are beginning to struggle with the content because it has become
more complex. After this week they may be placed in a lower reading group based on
how well they read and comprehend the stories. Students need additional practice with
beginning, middle, and end. Therefore, we will be practicing this for at least three days. If
they have mastered beginning, middle, and end we will move on to inferring.
One student often confuses z with s
Students might interchange the four letters we have been working on.
Students might confuse see on page 9 with hear because the text states the dog is
barking. However, the dog is outside and the girl is on the other side of the door.

Lesson Implementation
Small group Students will be in a small group based on their reading level.
Independent work Students will be working independently in read to self, work on
writing, or on the computer.
Partner work- Students may work in partners for listening to reading, word work, or read
to a partner.

Time

Who is

Each content area may require a different step-by-step format. Use

USF Elementary Education Lesson Plan Template (S 2014)

Mitchell_________________
Grade Level Being Taught: Subject/Content: Reading/
K
Guided Reading
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)
Where applicable, be sure to
address the following:
What Higher Order
Thinking (H.O.T.) questions
will you ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students
transition between
activities?
What will you as the
teacher do?
What will the students do?
What student data will be
collected during each
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?

responsibl
e (Teacher
or
Students)?

Name: Haylie
Group
Size: 2-6

Date of Lesson:

whichever plan is appropriate for the content taught in this lesson.

For example, in science, you would detail the 5 Es here
(Engage/Encountering the Idea; Exploring the Idea;
Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).
Students will be returning from specials. Before coming back inside
the classroom teacher will give directions that if they are not done
with their writing students must finish that before they may go to
Daily 5. AG and OT will work with Miss Mitchell and AC, KC, and KB
will work with Mrs. Root at the back of the classroom. The other
students know what group they are in and what Daily 5 center they
go to. Yellow and blue group students pick their daily 5 centers in
the morning as part of their morning procedures. AG and OF go on IStation after they are done in the guided reading group. AC, KC, and
KB go to listening center and word work.
Review MAC
If you try your hardest you will earn candy. That means listening to
what the teacher says,
We are going to review one letter from last week
What letter is this?
Yes trace it with your finger and say t
Lets read the book.
What is this a picture of?
What sound does t take? T makes the /t/ sound.
Okay today we will be working on a new letter. What letter do you
think this is?
Allow both students to answer.
This is the letter s. Trace it with your finger and say s.
Lets read this book.
What is this a picture of?
What sound does s make
S makes the /s/ sound. Make a snake movement.

USF Elementary Education Lesson Plan Template (S 2014)

Mitchell_________________
Grade Level Being Taught: Subject/Content: Reading/
K
Guided Reading

Name: Haylie
Group
Size: 2-6

Date of Lesson:

Lets review our sounds with our cards.

What letter is this?
What sound does it make?
*If students are having a hard time naming the letter have student
trace the letter with their finger.
Go through cards two times.
Now we are going to play a game
When I say a letter I want you to find that letter the group of letters.
Play game until 1 minute is left. Review the letters.
Ring bell call yellow group
Yellow group will know to come to the back table and blue group will
go work with Mrs. Root. SG and AL will help the two students get on
I-Station on the computer.
Review MAC
Pass out sight words for students to practice while running record is
taking place.
CS knows to come sit by the teacher for running record. LV, YC, SS,
and MP will work on sight words.
After running record is complete, collect sight word cards and pass
out book for students to read aloud.
Once complete pass out new book.
Read title and go on a picture walk.
What do you think this book will be about?
Lets read and find out.
Students will read book. Teacher facilitates to make sure they are all
on the same page and helps solve unknown words.
Ask comprehension questions
Who were the characters in the story?
What was the setting of the book?
What happened at the beginning of the story?
What happened in the middle of the story?
What happened at the end of the story?
Give all students the opportunity to answer.

USF Elementary Education Lesson Plan Template (S 2014)

Mitchell_________________
Grade Level Being Taught: Subject/Content: Reading/
K
Guided Reading

Name: Haylie
Group
Size: 2-6

Date of Lesson:

Have students give thumbs up or down if they agree or disagree

with a group members answer.
Pass out candy if it was earned.
Ring final bell.
What will you do if

a student struggles with the content?

Red If a student struggles with the content the amount of letters we are working with
will be decreased.
Yellow- If a student struggles with the content we will go back to the book to answer the
questions. If a student is struggling to read a word the teacher will help the student
sound out the letter.

What will you do if

a student masters the content quickly?

Red if the student masters the content quickly another letter will be added. That letter
will be n.
Yellow if the students master the content quickly we will begin to work on the ending
ing.

Meeting your students

needs as people and as
learners

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
All groups will receive candy at the end of their guided reading time if they participated
and tried. This gives them encouragement to want to participate in the lesson.
If applicable, how does this lesson connect to/reflect the local community?
Red- This book reflects the local community because it has pictures of things they might
encounter in their own community.
Yellow This book reflects the local community because it models what the children see
in their home community.
Blue- This lesson connects to the local community because some animals such as cows
live very closely to the school.
How will you differentiate instruction for students who need additional

USF Elementary Education Lesson Plan Template (S 2014)

Mitchell_________________
Grade Level Being Taught: Subject/Content: Reading/
K
Guided Reading

Name: Haylie
Group
Size: 2-6

Date of Lesson:

challenge during this lesson (enrichment)?

For students who need additional challenge they will be placed in the blue group. These
students are at the highest reading level DRA: 6. Students will have to complete
comprehension questions and create a diagram.
How will you differentiate instruction for students who need additional
language support?
For students who need additional language support they will be working with learning
their letter names and sounds.
Accommodations (If
needed)
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)

AG ESE will work in a small group learning letter names and sounds
OF ESE will work in a small group learning letter names and sounds
AC ESE will work in a small group to read a Houghton-Mifflin DRA: A
KC Will work in a small group to read a Houghton-Mifflin DRA: A
KB - Will work in a small group to read a Houghton-Mifflin DRA: A

Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)

Dressing Up By Iris Littleman

My House By Gertrude Fleck
A very nice lunch By Celeste Albright
What animals eat By Ann Takeman
Pete the Cat Goes to the Beach By James Dean and Audio Recording
Personal Library
Computers
Writing Journals
Word work centers: sight word lists, clothespins with letters, markers dice, legos with
word families written on them

USF Elementary Education Lesson Plan Template (S 2014)

Mitchell_________________
Grade Level Being Taught: Subject/Content: Reading/
K
Guided Reading

Name: Haylie
Group
Size: 2-6

Date of Lesson:

Reflection

USF Observation 2 Reflection

Guided Reading

Having an observation during guided reading was harder than I expected. Not only sis you have to teach
a small group but you also had to watch and make sure the other students were on task. This was evident at
18:00 when I was conducting a running record and a student kept calling my name because they were not
able to login on iStation. Typically, a student will help those who need it log on however, on this day that was
not the case. SO after I finished administering the running record I had to call on a student to assist the
student to log on.
Before this observation I would typically work with students on the floor in the back of the classroom. So
moving to the table was different for both of us. This made it difficult for me to model tracing the letter. I was
used to having the student sit next to me which made it easier to model how to trace the letter. However,
when they were sitting next to me it made it more difficult to model 5:30. It is important for me to model how
to correctly trace the letter because they will begin to write the letter.