EDR 317/318 LESSON PLAN (40 points)

Lesson Plan Template

LESSON PLAN TEMPLATE

*If used independent of a Unit Plan or SLO*
Name: Taylor Hoesly
Lesson Day
Date: April 18, 2018
Grade: 2nd
Topic: Glued Sounds
Grouping: One-on-One
Length of Lesson: 10 minutes

 What sounds are glued sounds?

Goal Statement
A description of the enduring understanding or big ideas that  How do glued sounds change the vowel sound in a sight word?
students will possess at the end of the Learning plan based on
grade level content standards and curriculum.
This lesson explicitly models for students how to read sight words that contain glued
How will this lesson support the learning goal?
sounds. The student will use repetition to read sight words that contain glue sounds. Then,
(1c: Setting Instructional Outcomes)
the student will use their auditory skills to also write the words in their daily morning work
journal.

PA Standards
CC.1.4.2.R-Demonstrate a grade appropriate command of the conventions of standard
List the Pennsylvania Standard(s) relevant for this lesson.
English grammar, usage, capitalization, punctuation, and spelling.
-The student will listen as the teacher reads sight words containing glued sounds from
the Fundations phonics sight word list and write them correctly based on how they sound.

CC.1.1.2.D- Know and apply grade-level phonics and word analysis skills in
decoding words.
-The student will read sight words from the phonics program Fundations that
contain glued sounds, using the vowel rules practiced during guided practice to sound out
the sight word.
EDR 317/318 LESSON PLAN (40 points)

 Glued Sounds
Academic Language
What language will students be expected to utilize by the end of the
lesson? Consider Language function and language demands (see
Lesson Plan User Guide).
What key terms are essential? Throughout the lesson, these key terms will be utilized in the modeling and guided practice
What key terms are essential to develop and extend students’ of the lesson. Students will practice glued sounds and vowel rules in the use of a word ring
academic language? in the guided practice of the lesson.
What opportunities will you provide for students to practice the
new language and develop fluency, both written and oral?

1. The student will be able to read glued sounds and their vowel sound rules
Objective(s)
accurately 85% of the time.
(1c: Setting Instructional Outcomes)
2. The student will be able to correctly write the sight word read to them 60%
Taking into consideration the learning goal what is the objective(s)
of the time.
of this lesson that will support the progress toward the learning
goal?

The statement should be directly observable (use verbs that can be

measured).

 Fundations green glued sounds flash cards.

Technology Materials/ Resources
(1d: Demonstrating Knowledge of Resources)
What texts, digital resources, & materials will be used in this
lesson? How do the materials align with the learning
objective/outcomes? If appropriate, what educational technology
will be used to support the learning outcomes of this lesson? How
do the resources support the learning objectives?
Cite publications and any web resources.
- The student will use these flash cards in the guided practice of the lesson. The
green sound cards contain the 11 glued sounds as well as the vowel rules on the back. The
student will read each glued sound, then repeat the vowel rule on the back of the card.
 Pencils
- The student will use the pencil when writing down the sight words in their
morning work journal.
 Morning Work Journal
-The student will write down the sight words read to them in their morning work
journal.
 Fundations Unit Words Week 2 pg. 123
-The teacher will read sight words containing the nine glued sounds from the Week
2 Unit words. The student will listen to how the words are read aloud and write the
words down in their morning work journal.
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Anticipatory Set
(1a: Demonstrating Knowledge of Content and Pedagogy)
__.5_ minutes
How will you set the purpose and help students learn why today’s
lesson is important to them as learners?
How will you pique the interest or curiosity regarding the lesson
topic?
How will you build on students’ prior knowledge?
How will you introduce and explain the strategy/concept or skill?
Provide detailed steps.
Instructional Activities
(1a: Demonstrating Knowledge of Content and Pedagogy; 1e:
Designing Coherent Instruction)
Exploration (Model): How will students explore the new concepts?
How will you model or provide explicit instruction?
Guided Practice: How will you provide support to students as they
apply the new concept? How will you allow them to practice (with
teacher support)?
Independent practice: How will students review and solidify these
concepts to be able to use this new knowledge? How will you
monitor and provide feedback?
Provide detailed steps.
1. Today we are going to continue working on sight words.
2. These sight words contain sounds called glued sounds! Give me a thumbs up if you
know what a glued sound looks like in a word or a thumbs down if you don’t know
what a glued sound is? The teacher will wait for the student to show their answer
with either a thumbs up or a thumbs down.
3. It’s okay if you don’t know what a glued sound looks like in a word. Today we will
go over the eleven different glued sounds as well as their vowel sound rules as we
may come across them in a word later on.
Modeling
1. We are going to look at these flash cards from our Fundations board. These green
cards are our glued sounds.
2. There are nine different glued sounds. The different glued sounds are all, am, an,
ang, ong, ing, ank, ink, unk, onk, ung.
3. We are going to read each of these glued sounds. On the back, they have the vowel
sounds in the back that we are also going to read through.
4. Let’s take a look at the first glued sound all. Now I know that a is a short vowel
sound that sounds like /a/. However, there is the /ll/ sound right next to it. I know
that the /ll/ contains a bonus letter, which is the second l.
5. When I piece this together, the all sound sounds like /ȯl/. The double ll change the
short /a/ into a long a sound.
6. When I read the vowel sound rule on the back, I read it as all-ball-/ȯl/. I will
remember this the next time I hear a word that contains the all ending.
Guided Practice
7. Now we are going to read the next glued sound together. Let’s look at the first one
am. How does the vowel sound /a/ sound? Have the student answer. The teacher
should listen for the short vowel /a/ sound.
8. Very good. Now what does the m sound like? Let the student say aloud the m sound.
9. Now when I put those sounds together, what does that sound like? Have the student
put together the sounds, to create the glued sound /am/.
10. That’s right, it sounds like /am/. The teacher should repeat the glued sound so the
student can hear the sound out loud again.
11. Let’s look at the vowel sound rule on the back. Repeat it with me as we read through
it together. The teacher should read the rule together with the student, “am-ham-
/ăm/.
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Closure
(1e: Designing Coherent Instruction)
.5_ minutes
How will students share or show what they have learned in this
lesson?
How will you restate the teaching point and clarify key concepts?
How will you provide opportunities to extend ideas and check for
understanding?
How will this lesson lead to the next lesson?
Differentiation
(1e: Designing Coherent Instruction)
What differentiated support will you provide for students whose
academic development is below or above the current grade level?
What specific differentiation of content, process, products, and/or
learning environment do you plan to employ to meet the needs
of all of your students?
How does your lesson support student differences with regard to
12. Can you read that back to me on your own? Have the student repeat the glued sound
vowel sound rule back to the teacher.
13. Now let’s move on to our next glued sound.
14. The teacher and the student will move through the next 9 glued sounds together on
the key ring. The student should sound out each glued sound and “glue” the sounds
together to create the glued sound. The teacher will read the vowel sound together
first and then have the student repeat back the rule.
Independent Practice
15. Please take out your morning work journal and place the date on the top.
16. I am going to read some words that contain the glued sounds we just practiced. I
want you to write them down in your journal as we move along.
17. The teacher will read out eleven sight words that contain the nine different glued
sounds practiced during the guided practice of the lesson. These nine sight words
are: wall, stamp, plan, slang, song, swing, thank, drink, chunk, honk, lung.
18. The teacher should repeat the words if the student looks confused. If the student
continues to struggle, the teacher will sound out the word in chunks.
1. Can you tell me the vowel sound rule for the glued sound /ink/? Have the student say
the vowel sound rule aloud to the teacher. The teacher should be looking for “ink-
pink-/ink/”
2. We are going to keep working on words that contain these glued sounds.
3. If you struggle to write a word that contains these sounds, you can look at these
green cards again on the pocket chart.
4. We will revisit these sounds again in the future.
1. Gradual Release was used while working on identifying and reading the different
glued sounds, allowing for all students needs to be met.
2. Students will circle the glued sound in a given sight word. This will help students
who have a difficult time identifying glued sounds within a given word.
3. Students will read the nine different glued sounds on a key ring. The glue sound will
also contain a picture that matches with the glued sound. This will help solidify the
sound to an object for ELL students who have a hard time recognizing sight words.
4. Students who can correctly read and write the sight words containing the glued
sounds, will classify a handful of sight words based on the glued sounds.
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linguistic, academic, and cultural diversity?

How will your lesson actively build upon the resources that
linguistically and culturally diverse students bring to the
experience?
How will your lesson will be supportive for all students, including
English Language Learners, and build upon the linguistic, cultural,
and experiential resources that they bring to their learning?
How will your lesson is designed to promote creative and critical
thinking and inventiveness?
1. A student who has ADHD can sit closer to the teacher throughout the lesson so
Accommodations
the teacher can easily redirect the student’s attention back to the task at hand.
(1e: Designing Coherent Instruction)
What classroom accommodations do you plan to employ to
increase curriculum access for students identified with special
education needs or 504?
Describe how these accommodations align with the current
Individualized Education Plan (IEP) for each student as applicable
(avoid using actual names of students).

Modifications
(1e: Designing Coherent Instruction)
What curricular modifications and/or changes in performance
standards, if any, do you plan to employ to facilitate the
participation of students identified with special education needs?
Assessment (Formal or Informal).
(1f: Assessing Student Learning)
How will you and the students assess where the learning objectives,
listed above, were met?
Each formal or informal assessment should describe how it is
aligned to the above objective(s).
1. As the teacher and student work through the word ring together in the guided
practice of the lesson, the teacher will write the glued sound down on a white board.
This will solidify the glued sound for the student as they underline the different
sounds. The student will also have a small chart with the nine different glued sounds
1. The student will read through the nine glued sounds Fundations flash cards as well
as repeat the vowel sound rule to the teacher. The teacher will use informal
assessment to monitor how the student reads aloud the glued sounds as well as the
vowel sound rules.
2. The student will write down 9 sight words taken from the Fundations Unit 2 Week 2
unit words sight word list. The teacher will use formal assessment by looking back
the words written in the morning work journal to assess how they wrote the sight
word based on their listening skills. The teacher will determine if these words need
to be revisited in a word ring the next day.
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Reflection on Instruction
What evidence did you collect to demonstrate that your
students have met or are progressing towards the learning
outcome?
What changes or adjustments had to be made during the
lesson (justify those changes) to ensure students make
adequate progress in meeting the learning objective?
What changes will have to be made to the next lesson in order
for students to be on pace in meeting the overall goal of the
Lesson or Unit?
Taking good notes about each lesson will help as you develop
a formal reflective narrative at the end of the SLO.
Reflecting back on this lesson, this lesson was very successful. I worked one-on-one
with a student who I have been working with numerous times in the morning for
sight word recognition practice. When I went into writing this lesson, I had a hard
time thinking of a good strategy to meet the student’s needs. This student has been
very un-engaged in class, and I wanted to create a lesson that would keep them
engaged. Upon meeting with my mentor teacher, they had suggested that I use a
strategy similar to how we structure the student’s morning word recognition work.
Therefore, I used a word ring with the glued sounds cards and having the student
repeat back the vowel sound rules we had gone over together.
In the beginning of my lesson, I had worked on the nine sight word ring that my
student already had to practice the sight words they were already practicing at home.
Then from there, I had brought out the green glued sound cards from the Fundations
program, to transition into the lesson. I wanted the student to feel that the lesson was
part of their morning work rather than a brought upon lesson first thing in the
morning. The student was very engaged from the beginning, and had continued the
engagement throughout the lesson.
During the guided practice of my lesson, my student was able to read aloud the glued
sounds accurately about 90% of the time. They were able to understand the
difference between the short and long vowel sounds when reading the cards. The
student also responded very well to repeating back the vowel sound rules on the back
of the green glued sounds cards. When reading the cards aloud, she sounded out the
sounds /onk/ and /unk/ the same way. We had to go over the cards together and I
repeated the difference in the sound. When we had gone over the vowel sound rules
on the back, is when she understood the difference.
During the independent practice section of my lesson, I had read the nine sight
words to the student and had them write it in their morning work journal. When the
student had finished writing the sight word, I asked them to look back in the word to
identify the glued sound. The student was able to recognize 95% of the glued sounds
within the words, as well as read them back correctly. This strategy really worked
well as I was able to connect the glued sounds to words that the student was writing
in their journal. The only word that the student did not write correctly was chunk
when looking back in their morning work journal as they had written it as “chonk”.
This reflects back to our previous discussions about the difference in the /onk/ and
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/unk/ sounds. This will be an area I work more closely with the student on in a future
lesson. I also had looked in the Fundations Unit 2 word packet where I sourced the
sight words to also pick two sentences that contained words with the glued sounds to
write in the morning work journal. The student also was able to identify the word
with the glued sound as well as correctly read the glued sound.

In the future, I would spend more time on glued sounds that have similar endings
such as /onk/ and /unk/ and talk about their differences and how these sound in
different sight words that the student may come across. However, the repetition
worked very well for the student, as they were much more engaged throughout the
lesson. I will continue to use this strategy in future lessons.
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