Dakota State University

College of Education

LESSON PLAN FORMAT

Name:​ Morgan Larson Date: ​3/27/18

Grade Level: ​1st Grade Time: ​10:30-11:00
School: ​Canistota Elementary

Reflection from the prior lesson:

I work with student name everyday, but Mondays since I am not at school. Last week, we had parent
teacher conferences. We were able to talk to her parents about her progress. One of the big goals we
discussed was distinguishing short and long vowel sounds and connecting those concepts to decoding
and reading words. We have previously been working on short o versus long o and student name did
fairly well with this, although it took a few weeks for it to become concrete. student name needs a lot of
repetitions and drill work in order to help her internalize the rules.

Lesson Goal(s)/ Standards:

We are working hard on recognizing when to apply certain rules to reading (1.RF.3) including recognizing
vowel sounds and which one to use in each word.
1.RF.2​ Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Distinguish
long from short vowel sounds in spoken single-syllable words. b. Orally produce single-syllable words by
blending sounds (phonemes), including consonant blends.

One of student name’s big goals is sight word recognition, I will introduce three words today that she
has had all the word wall for a few months, use, see, and look. We also practice multiple sight words
each day off of the Fry Word List.
1.RF.3​ Know and apply grade-level phonics and word analysis skills in decoding words.

student name is not reading at the same level as her grade level peers which results in low
comprehension on grade level work. student name is instructionally reading at a level D, and within that
level we are working on building comprehension.
1.RF.4 ​Read with sufficient accuracy and fluency to support comprehension.

Lesson Objectives:
While reading the story ​In the Sea​, student name will read the sight words see, use, and look with 90%
percent accuracy.

While practicing her sight words, student name will be able to orally read and write her sight words
without teacher assistance.

After reading a grade level text, ​In the Sea, ​student name will answer comprehension questions and
answer 2 out of 3 correctly.
Materials Needed:
● Sight word cards
● Pete’s Sheep
● In the Sea
● Whiteboard and marker
● Sand

Contextual Factors/ Learner Characteristics:

student name is a 1st grader who is in special education under the category of Specific Learning
Disability for math and reading. She is pulled out twice during the day, 10:30-11:00 and 2:45-3:15, and is
involved in one hour of push in time during math from 12:40-1:40. She is reading at a Level D
instructionally. The goal would be that she is reading at a Level H by this point in the year. student name
is much stronger in math than in reading, but is still missing some number sense.

A.The Lesson
1. Introduction (​1 minute​)
a. Getting attention ​student name will come into the classroom ready to work. I ask her a
little bit about how her day is going.
b. Sharing objective ​“Today, we are going to work on long e sounds in our stories.”

2. Content Delivery (​23 minutes​)

I. Pre-teach Skill - Short -e and Long -e​ (​4 minutes​) - “student name, we are going to work
on the sounds that -e makes. Let’s review what short e makes and long e makes.” I will
write an e with the short vowel symbol and the e with the long vowel symbol. “What
sound is short e going to make? What sound is long e going to make? Right, can you tell
me some words with the short e sound? For example, bed has a short e.” I will give her
time to try and come up with some words, when she comes up with the words I will
write them on the whiteboard. “student name, let’s think of some ways that we can
make the long e sound. What are some ways that e will say the long e sound?”
II. Long e vs. Short e Sort ​(​6 minutes​) - “Now that we have practiced our short e versus
long e sounds, we are going to do a long versus a short e word sort. You will read the
word and then we will decide whether it is long or short vowel sound.” I will work
through this activity with student name, making sure to redirect if incorrect.
III. Read ​Pete’s Sheep ​(​6 minutes​) - “We are going to practice our long e sounds in this
story. Remember when we see words with -ee, -ea, and -e_e that we will read them
with the long e sound. We will read a short e when we see words that have consonants
around them like bend.”
IV. Practice ​In the Sea ​(​14 minutes​) - “student name, we are going to read this book called
In the Sea. ​What genre of text do you think this story is? (informational text) There are a
few words that you will see throughout this story that are sight words we should start to
know and recognize. This is the first word, what word is this? (look) What word is this?
(see) What word is this? (use) Correct, good job. Let’s practice writing those words in
 the sand and then we will read them again.” This book will be difficult for student name,
so she will need some assistance sounding words out.
Extra ​(if time)
Sight Word Practice ​(​5 minutes​) - We go through her sight words daily when we have time. If we don’t
have time for this I will do it with her later in the day. We practice writing and reading these words.

3. Closure (​1 minute​)

“Great job today student name. Let’s review our short e sound. What sound does short e make?
What sound does long e make? Great job. We are going to continue to work on these

B. Assessments Used
● I will ask student name comprehension questions from the story to gauge how much of it she is
understanding.
● I will have student name sort out long e versus short e words to help me know if she is
understanding the difference or not. I will also informally assess this when we are working on
coming up with words with the short e versus long e.
● student name will read ​Pete’s Sheep ​which I will assess her understanding of using the long
sounds by whether she uses them or not or if she sounds them out incorrectly.
● I will assess how well she knows use, look, and see within the story.

C. Differentiated Instruction
This lesson is already differentiated for student name’s needs.

D. Resources