Lesson Plan

Name: Amanda Highland

Date of Observation: 11/16/2016 Cycle:
Ages/Grades Number of Number of Number of Number of
Of Students in Students Gifted Students
Students 1st Grade Class 22 having IEP/504 4 Students 0
having ELL 0

Lesson Title: Thanksgiving Day Reading Groups

1. Context: Describe the Students for which this Lesson is Designed (1B)
Identify your students backgrounds, special needs, cultural differences, interests, and language proficiencies.
Some of my students are in different sports: karate, cheerleading. A lot of my male students enjoy
playing video games. The students enjoy the games on the I-pads and love to play outside.
2. Lesson Learning Targets/Objectives (1A) (1C)
a. Previous lessons learning targets/objectives (connect each target/objective to the appropriate state
curriculum/content area standards.)
N/A
b. Current lessons learning targets/objectives (connect each target/objective to the appropriate state curriculum/content
area standards.)
RF 1.3 Know and apply grade level phonics and word analysis skills in decoding words.
RF 1.4 Read with sufficient accuracy and fluency to support comprehension.
I can use consonant blending skills to read a book in my whisper phone.
c. Next lessons learning targets/objectives (connect each target/objective to the appropriate state curriculum/content area
standards.)
N/A
3. Students Baseline Knowledge and Skills (1B) (1F)
Describe and include the pre-assessment(s) used to establish students baseline knowledge and skills for this lesson.
Students will use previous phonics skills they have learned to read a
familiar read at the beginning of the lesson. As they read, I will gage if
they have improved (based on the last time they read the familiar read)
on their ability to read the story (based on their fluency and accuracy) if
the student seems to struggle with the book then I will document that
they are not ready to move to a next level. If they seem to have
improved I will document a possible level raise in their familiar read.
4. Formative Assessment (1F)
Describe and include the formative assessments(s) to be used to measure student progress during this lesson.
Self-assessment:
Students will use their Successes Criteria Book Mark to ensure they are using their best reading
skills (eagle eye, chunky monkey, lips the fish, stretchy snake, trying lion).

I will be assessing them on their fluency and accuracy as they read. I havent been taught to use a
running record yet, but I will be taking notes as they read on what words they struggle with, if any.
5. Resources (1D)
Identify the resources and assistance available to support your instruction and facilitate students learning.
Thanksgiving Day, By: Cadie Bickholdt
Computer
Internet access: Youtube: https://www.youtube.com/watch?
v=f8Yom1m0830&list=PLrzuA9o8_rQxevYR_2ayFDZe11Xd3FWfE
Familiar Read: City Dog, Country Dog, By:
Cluster chart
Letter trays (magnetic word boards)
Preview Prompt Book Marks
Whisper phone
6. Lesson Procedures (1E)
Describe the sequence of strategies/activities/assessments that will be used to scaffold instruction, engage your
students, facilitate attainment of the lesson objective(s), and promote higher order thinking. Within this sequence, be
sure to describe how the instruction will be differentiated to meet your students needs, interests, and abilities.;
Students have pre-determined reading/literacy books (about 4 students)
1. Introduce students to topic: We are about to split into our reading groups, but before we start, we
are going to do our sight words song together. Can anyone tell me, without looking at our word
wall, what one of our sight words is? (listen for you, me, I, they) Good thats great! I want to hear
everyone singing along so I know that you are learning your sight words. (Play site words video
from YouTube).
2. You all seem like you are really starting to memorize those site words, arent you so proud!
3. Now we are going to split into our reading groups, (pre- assigned).
4. I will have a small group that is focusing on familiar reads and phonics.
5. To start off, I want you all to do your Familiar read for me, do you remember this book? (give
them each the City Dog, Country Dog book) Remember, you are going to read to your selves!
6. As the students read aloud to themselves, listen to their ability to read each word (their accuracy),
document if they seem to be struggling (in fluency or accuracy), or if they may be able to move up
a level in books. Provide assistant if the students are stuck on a word.
7. Great job! Now we are going to do your cluster chart, make sure you use your finger to follow
along. Give each student a cluster chart and say each letter and word along with them (A apple, B
Bike, and so on) I need to hear all of you all following along.
8. That sounded Great, arent you proud! (With a group that is lower performing, you may have to go
back and try certain words again, if they are stuck).
9. Start phoneme substitute lesson: Now I want you all to listen to me say the word: Smug. (say it
slow so that the students can think about the sounds they hear)
10. Smug begins with the /sm/ sound. Lets say the sound together, get your fish lips ready: /sm/ ,
(Good job!)
11. Now listen for the vowel sound in sumg: /u/
12. Now stretch the sounds with me: /u/ -/u/- /u/- /u/ : smug
13. Now lets change the /u/ sounds to a /o/ sounds. Get your lips ready, smog. The new words is
smog.
14. We make the /sm/ sounds by putting together /s/ and /m/.
15. Now use your letter tray to make the word: smile. Now: smell Now: small.
16. Thats so good! You spelled that word all on your own!
17. Okay, today we are going to read a new book called, Thanksgiving Day, (make sure each
student has their (success criteria book mark) can someone tell me what they do with their families
on thanksgiving? (Let them share their personal experiences to make real life connection with the
book).
 18. Thats so awesome, that sounds like an amazing Thanksgiving! Next we are going to preview our
book! Lets use our Eagle eyes to see what our book might be about. (let students flip through the
pages and look at the pictures)
19. Based off of what you see, what do you think we will read about in this book? (listen for answers
like: there are Native Americans. There are pilgrims. They have a feast.)
20. Lets see if you are right! I want you to use your whisper phone (give each student a whisper
phone) to whisper read to yourself. Offer assistance with each student if they are stuck on a word.
Encourage them to use their criteria book marks to ensure they are using their reading skills.
21. I want you to turn to your elbow partner and talk about what you read!
22. Ask each student what they learned from the book: ask questions like: what did the Pilgrims do?
Who did they have thanksgiving with? What did they do on thanksgiving?
23. Okay, you all did great!
7. Watch For-------
Identify anything that you would like specifically observed during this lesson.
Watch for my language used during the reading lesson, am I using proper terms and language for the lesson and grade level.