Lesson Plan 1

Student/s: Jade Your Name: Mary Moore Date: 10/9/18

Grade: 1

Insert Photo or Screen shot Readability Level of Text / How Instructional Reading
of Text: You Determined Level: Level of Student/s:

Level B Level B
Reading-Grade Level Comparison
Chart

(Read Aloud for Obj.3)

Objective 1:
Jade will demonstrate her
ability to read with accuracy
and fluency utilizing the
story, “Grace.”
Jade will retell “Grace” in
order to demonstrate her
level of comprehension of
the text.
Modeling:
1. I will bring in a book
that I have read.
2. I will tell Jade about
the book. Then I will
ask, “How do you
think I am able to
retell the story to
you?”
3. Jade and I will then
have a conversation
about
comprehension and
how we can keep
track of what is
happening in the
story.
Relevant CCSS: Rationale (evidence of
CCSS.ELA- student need):
FOUNDATIONALSKILLS.RF.1.4.A
Jade needs support in
Read with sufficient accuracy and word recognition and
fluency to support comprehension. She
comprehension. scored a 1:1.8 at her
1. Read grade-level text with instructional reading level
purpose and for comprehension. In
understanding. addition, she seemed
more concerned with
decoding than with
comprehension during
the time she read aloud to
me.
Guided Practice:
1. I will provide Jade a blank paper and explain how to
track what happens in a story.
2. I will show her an example of how I tracked what
happened in the story so that it aids in my
comprehension. (I will show her something similar to
that of a series of images on my page, so that she
doesn’t have to stress over spelling and syntax).
Objective 2:
Jade will utilize an iPad to go
to education.com to play:
Sight Words Hopper and
Sight Words Demolition in
order to recognize the
regularly spelled one-
syllable words more quickly
so that she may focus more
on comprehension and less
on decoding.
Modeling:
1. I will show Jade how
to play the game by
showing how I listen
to the words and use
my decoding skills to
help me if I am
unsure.
Objective 3:
Jade will be able to retell
“Bunnies on Ice” with key
details.
Modeling: Guided Practice:
1. I will support her through observing her nonverbal
1. I will tell Jade I am
going to read aloud 2. When I notice she is unable to tell me what happened
“Bunnies on Ice,” and
she will stop me and
track comprehension
as I read.
2. Jade will track her
comprehension the
same way she did for
“Grace” (Obj. 1).
Relevant CCSS: Rationale (evidence of
CCSS.ELA- student need):
FOUNDATIONALSKILLS.PWR.1.3.B
Jade consistently skipped
3. Know and apply grade-level or replaced: with, the, me,
phonics and word analysis skills my, in during her IRI
in decoding words. assessment. She needs
b. Decode regularly support in word
spelled one-syllable words. recognition, so that she
may transition from
decoding-dependent to
comprehension of the
text.
Guided Practice:
1. I will tell Jade to sound out, aloud, the words when she
is unsure.
2. I will have her indicate initial sounds of each of the
words in order to find the one she is looking for, for
the game.
Relevant CCSS: Rationale (evidence of
CCSS.ELA-LITTERATURE.KID.1.2 student need):
2. Retell stories, including Jade needs support in
key details and comprehension. She
demonstrate scored a 1:1.8 at her
understanding of their instructional reading level
central message or for comprehension.
lesson.
ques—noticing if she is engaged in the story or not.
on the page I will read it again and assist her by
showing her how I look at the images too, to help me
remember what I just read.