Date: Oct 9, 2017

Objective for today’s lesson: Given practice with each word in 3 formats, the student will build automatic word fluency to correctly use at least 1 of 2
target words (my, little) in a written sentence.

Standard: Strand- Reading Foundational; Topic- Phonics and Word Recognition;

Code- 1.RF.3 CCSS – Know and apply grade-level phonics and word analysis skills in decoding words g) recognize and read grade appropriate
irregularly spelled words

Strand – Writing; Topic – Production and Distribution of Writing; Code- 1.W.5

CCSS – With guidance and support from adults, focus on a topic, respond to questions and suggestions [from peers], and add details to strengthen
writing as needed

Rationale: A full assessment (Observation Survey, Clay 1993) of the first grade student revealed that automatic recognition of high frequency and
sight words needed to be built. Before moving onto the first grade Dolch word list I wanted to check her fluency with the pre primer and primer lists
and ensure mastery of those lists. A second assessment was conducted using pre primer and primer Dolch word lists in a Word Identification Fluency
assessment (Assessment for Reading Instruction, McKenna & Stahl, 2015), to determine specifically which words were missing for the student. Based
on a cross reference of these assessments and observations while working with the student 1:1, a short list of unknown words from the preprimer, and
primer Dolch Word lists was compiled. Three words: my, little and into will be the focus of this lesson. According to Carnine et al p. 88-98 (2017) it is
important to embed unknown words with known words to introduce no more than 4 unknown words at a time. Additionally, an important step in sight
reading is teaching students, especially instructionally naïve students, to read the words subvocally, ie, sounding out the words to themselves. This
teaches students to sound out the words rather than guessing. The student for whom this lesson has been planned has been observed at guessing words
often. When she comes to an unknown word in a book, she guesses by trying out a couple of known words rather than reading through the word (eg
she said more for move, inside for instead).

Artifact #1 Lesson Plan Excerpt from LLCS- Word Recognition