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Lesson Plan Template for Observation (C-5) Optional

DIRECTIONS: For the support providers observation of a lesson, use this template or a district-aligned lesson plan
template. Collect the graded work from the three focus students to attach to the Analysis of Student Work (C-7).
State-adopted academic content standard(s):
CCSS.ELA-LITERACY.RF.K.2.C
Blend and segment onsets and rimes of single-syllable spoken words.
CCSS.ELA-LITERACY.RF.K.2.D
Isolate and pronounce the initial, medial vowel, and final sounds
Date of lesson: 3/24/17 (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC)
words.
CCSS.ELA-LITERACY.RF.K.2.E
Add or substitute individual sounds (phonemes) in simple, one-syllable
words to make new words.

Time
Sequence of Lesson:
Allocation:
5 min Introduction:
How will you gain students attention, connect to their prior experiences, and introduce your
lesson?
How will you hook students?
To gain students attention and introduce this lesson, I will bring out our puppet friend, Mr. Owl.
(The students are familiar with Mr. Owl and are always excited to see him!) I will tell them that
today Mr. Owl is going to help us listen for the sound they hear last in a word or the ending
sound such as /l/ in roll. Ill say: Listen as Mr. Owl stretches out the word roll for us /rlll/. The
children will say the word, repeating the ending sound. I will tell the children that they will
name pictures and listen for the sound that ends each picture name. Then they will decide which
picture names end with the same sound. (Summative Assessment Activity Sheet)

5 min Direct Instruction:

Be sure to include specific active teaching strategies from the 50 Strategies for Active
Teachingtext (regardless of your inquiry topic) AND specific connections to your inquiry topic
and research in this lesson plan. Please BOLD or highlight the strategies and connections to
your inquiry topic.
Cite the sources from your research in parentheses after each activity/strategy (i.e. Guillaume,
2010).
Include step by step descriptions in your lesson plan. Do not assume that your instructor will
know what you are thinking. Details...detailsdetails!
Contrasting Phonemes - (This lesson will be taught to three small groups of 6 children and I
small group of 5. By using small group instruction, I hope to increase the childrens phonemic
awareness and communication skills as described in my inquiry topic). I will explain to my
small group of 6 children that different sounds in a word are formed differently in their mouths. I
will say the sounds /g/ and /p/. The children will repeat. Unison response (Guillaume, 2010)
Now I will ask them to put their hands in front of their mouths and repeat both sounds. Unison
response (Guillaume, 2010) I will ask them which sound makes a puff of air? (/p/) Then I will
ask them to put their hands on their throats and repeat both sounds. Which sound makes a
Copyright Commission on Teacher Credentialing and the California Department of Education
Formative Assessment for California Teachers (FACT) 2010
Inquiry into Teaching and Learning Lesson Plan Template for Observation C-5
Page 1 of 3
vibration in your throat? (/g/) Unison response (Guillaume, 2010) Finally, I will ask them to tell
what their lips and tongue do as they make each sound. I will repeat with other contrasting
sounds, such as /m/ and /f/.

5 min Modeled Instruction:

How will you model expectations and strategies for your students?
What resources and materials will you need?
Next, I will introduce how to listen to three words and identify which two end with the same
sound. I will stretch out or repeat the ending sound as I say each word. If children need help
identifying an ending sound,
I will use Sound Boxes to extend their practice. I would have them drag one counter into the last
box of a Sound Box with each of the three words. I will say three words: /busss/, bus;
/thummm/, thumb; /grasss/, grass. I will have children repeat. Unison response (Guillaume,
2010) I will ask Which of these words have the same ending sound? Bus and grass do. They
both end with the /s/ sound; /busss/, bus and /grasss/, grass. Children will chorally respond.
(Unison response). (Guillaume, 2010) The word thumb ends with the /m/ sound: /thummm/,
thumb. Lets say bus and thumb again, listening and paying attention to how we pronounce the
ending sounds /s/ and /m/ differently: /busss/, bus; /thummm/, thumb. Children will chorally
respond.

5 min Guided Practice/Checking for Understanding:

How exactly will you check for understanding and monitor students progress?
Include specific examples of progress-monitoring and questioning techniques.
For guided practice, I will say groups of three words to the children and have them practice
identifying which word pairs end in the same sound. Ill check for understanding by listening to
the childrens responses and providing corrective feedback as necessary. The groups of words
will be the following:
man, top, soap
ten, kite, sun
fall, shell, sheep
beach, big, frog
wheel, duck, snake
cat, frog, get
5 min Independent Practice:

What will students do to demonstrate their understanding of the learning objectives?


This should NOT be a small group or a whole group activity.
For independent practice, I will have students complete an independent activity page where they
will say each picture name and draw a circle around the two pictures in each row whose names
end with the same sound.
5 min Differentiated Instruction for Focus Students:
Copyright Commission on Teacher Credentialing and the California Department of Education
Formative Assessment for California Teachers (FACT) 2010
Inquiry into Teaching and Learning Lesson Plan Template for Observation C-5
Page 2 of 3
You should differentiate your instruction for each focus student by using specific strategies and
resources that will meet each students unique needs.
*The more details you provide, the better.
To differentiate my instructions for my focus students, I will do the following:
Anthony Far Below (EL) I will spend about 10 minutes before the lesson reviewing
letter/sound correspondence using the letter/picture cards and practice onset/rime
segmentation while the class is completing their morning work. This will help reinforce
his emerging knowledge of phonics and phonemic awareness. During the independent
practice, I will assist him with the pictures on the activity page so that he pronounces
them correctly and listens for the ending sounds.
Janelle - Proficient (Choice) After successfully completing the independent practice, I
would allow her to read the On-level reader A New Home, if time permits.
Alan Advanced (Special) After successfully completing the independent practice, I
will challenge Alan to think of additional words that have the same ending sounds and
write them on the back of his activity sheet.

Copyright Commission on Teacher Credentialing and the California Department of Education


Formative Assessment for California Teachers (FACT) 2010
Inquiry into Teaching and Learning Lesson Plan Template for Observation C-5
Page 3 of 3