Generic Lesson Plan Form

Subject: Reading

Statement of Objective:
*Observable/Measurable (A,B,C,D)
*GLCE/IEP`

Activity: Decoding

Setting: Individual

# of Students: 1

Given the Unit 18 Readwell materials, the student will be able to decode words containing the
/wh/, /ar/, and /ea/ sounds. The student will also be able to pass the Unit 18 Fluency
Assessment.

Accommodations

CCSS.ELA-LITERACY.RF.4.3
Know and apply grade-level phonics and word analysis skills in decoding words.

Materials:
*Prepared and organized
*Available for all

Opening:
*Gain attention/motivate
*Activate prior knowledge
~link/relate; assess; prepare for new
learning (e.g. vocabulary)
*State goals/set purpose
~explain task: why, what, how, and
when
for strategies
*Clear directions
Presentation:
Teacher:
*Variety of learning (T/S, S/S, S/T)
*Organizational framework
~construct, clarify, and link concepts in
a
meaningful context
*Present visually, verbally,
kinesthetically,
real world (e.g. LESH)
*Model and think aloud to make visible
~language practices/processes
~learning strategies and adaptations
(how,
when and why)
~organization, relationships, and clues
*Transfer of control
~students explain, justify, clarify, etc.
*Clear directions
*Check for understanding
~appropriate feedback: praise, prompt
probe/question (in ZPD)
~assess/error drill
~monitor and adjust instruction
Students:
*Participation
~overt and active
~instructional dialogue, think aloud,
explain, justify, evaluate, etc.
Guided Practice:
*Activity related to
presentation/objectives
*Active student participation

Unit 1-18 Sound Cards

Unit 18 What Do We Hear? Story
Hickety Pickety Bumblebee Poster
Word Cards
/wh/, /ar/, and /ea/ Sound Cards
Letter Cards
Unit 18 Fluency Assessment
Wooden Book Rest
Pencil

18+ font for visual

needs.

Begin with a thorough review of the Unit 1-18 Sound Cards.

Connect unknown
sounds to familiar
words containing
the same sounds.

Refer back to previous words containing the sounds as needed.

Wooden Book
Rest available if
needed.

Today we are going to continue with Unit 18 to become an even better reader.

Begin to read Unit 18 What Do We Hear? Story.

Read Unit 18 What Do We Hear? Story.

-Sound out familiar sounds
-Build fluency

Introduce/model Hickety Pickety Bumblebee Poster.

-Hickety Pickety Bumblebee, can you say the word with me?
-Now spell it!
-Now shout it!
-Now whisper it!
-Now clap it!
-Now stomp it!
-Now cheer it!

Practice with /wh/, /ar/, and /ea/ word cards and letter cards.
-Read each word
-Make each word with the letter cards
-Use Hickety Pickety Bumblebee with each word

Use words in
sentences to
provide further
connections;
encourage student
to use the word in
a different
sentence, as well.

Provide the
student with
guidance while
decoding difficult
sounds.

Prompt the student

through the /wh/,
/ar/, and /ea/ word
cards, letter cards,

~provide rationale for assignment

~multi-sensory and real world
~instructional dialogue
*Transfer of control
~students explain, justify, clarify, think
aloud
*Check for understanding
~ensure high success rate
~appropriate feedback: praise, prompt,
probe/question (in ZPD)
Individual Practice:
~assess/error drill
~monitor and adjust instruction
*Management/monitoring
~scan, circulate, assess, support, praise

Closing:
*Adequate time
*Students summarize content and
accomplishments
*Assess/identify new goals
*Link to future learning

and Hickety
Pickety
Bumblebee.

Provide the student with the Unit 18 Fluency Assessment.

Provide support
for the student as
questions arise.

Allow for Unit 18

Fluency
Assessment to be
given at a later
date if necessary.

Depending on the Unit 18 Fluency Assessment, we will either continue to work on Unit 18
with some extra practice or we will begin Unit 19 tomorrow so it is important to keep trying
your best so you can become the best reader you can be!

Reflection:
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