CEP Lesson Plan Form

Teacher: Katie McClendon Date: November 1, 2017

School: Olander Elementary School Grade Level: 1st Content Area: Literacy

Title: Guided Reading Lesson #: 1

Content Standard(s) addressed by this lesson:

2.1.e. Read with sufficient accuracy and fluency to support comprehension

2.1.b.iv. Follow and replicate patterns in predictable poems.
3.2.a.ii. Use common, proper and possessive nouns
3.2. b. Demonstrate command of the conventions of standard English capitalization, punctuation and
spelling when writing.

Understandings: (Big Ideas)

Practice one-to-one correspondence, fluency and expression of a familiar poem, identify nouns (common,
plural, proper), and correctly writing a complete sentence.

Inquiry Questions:

How does a readers voice change when a sentence uses a specific punctuation mark?

How do punctuation marks show expression and pauses in writing?

How do capital letters show importance?

Evidence Outcomes: (Learning Targets)

Every student will be able to:

Recognize the sight words, fluently read the familiar poem, identify the nouns within the poem, and
create a complete sentence incorporating a sight word and a noun.

I can:

Say and read all the sight words for this week, read and follow along to the November poem, circle all
the nouns in the poem and write a complete sentence.

List of Assessments: (Write the number of the learning target associated with each assessment)

Sight words

One-to-one correspondence

Choral reading-accuracy/fluency

Noun identification

Guided Writing- Sentence Structure

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CEP Lesson Plan Form

Planned Lesson Activities

Name and Purpose of Lesson

Should be a creative title for you and the students to Guided Reading
associate with the activity. Think of the purpose as
the mini-rationale for what you are trying to
accomplish through this lesson.
Approx. Time and Materials
How long do you expect the activity to last and what 15 minutes
materials will you need?
Anticipatory Set
The hook to grab students attention. These are
actions and statements by the teacher to relate the Get student excited about the poem and writing!
experiences of the students to the objectives of the
lesson, To put students into a receptive frame of
mind.
To focus student attention on the lesson.
To create an organizing framework for the
ideas, principles, or information that is to
follow (advanced organizers)
An anticipatory set is used any time a different
activity or new concept is to be introduced.
Procedures Teacher and Student Actions
(Include a play-by-play account of what students and
teacher will do from the minute they arrive to the *WORD WORK
minute they leave your classroom. Indicate the T: Go over sight words on white board
length of each segment of the lesson. List actual
minutes.) -Write the words and go around to each student asking them to read the word; one word
Indicate whether each is: at a time, one student at a time
-teacher input
-modeling
-questioning strategies

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CEP Lesson Plan Form

-guided/unguided: Sight Words:

-whole-class practice -live
-group practice -out
-individual practice -many
-check for understanding -place
-other
*FAMILIAR READ- November poem
T: What is the title?
T: Show me by pointing to the word that has one of our sight words in it? spout

T: Hand out witch fingers

T: Read poem to students first
S: Following along pointing to each word

T&S: Chorally read poem

T: If needed work through any difficult words, then chorally read again.

*NOUN IDENTIFICATION
T: Briefly discuss the different types of nouns; common, plural, irregular, proper

S: Have students circle all the nouns on their own

T: Read through poem and have the students raise their hand when we come to a noun
they circled

*GUIDED WRITING
T: Dictated Sentence:
THE KID IS OUT OF SOUP!
-say it slow
-students repeat
-count the words

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CEP Lesson Plan Form

T: Clarify once I pass out the sentence strips we are going to write one word at a time,
showing me they are ready to move onto the next word when their pencil is down.
T: Pass out sentence strips
S: Writes first word then sets down their pencil

T: Go word by word having students write it, set pencil down, reread it together until
sentence is complete.

*GUIDED WRITING CONTINUED (if time allows)

Each student will be given a bag with a cut up sentence.
They will put the words in order making sure it is a complete sentence.
Then they will circle any nouns and star the sight word used.

Differentiation Lesson fit for a Level 4 and lower reader.

To modify: If the activity is too advanced for a child, -Could be differentiated through the guided writing piece.
how will you modify it so that they can be
successful?
To extend: If the activity is too easy for a child, how
will you extend it to develop their emerging skills?
Assessment Sight words
How will you know if students met the learning
targets? Write a description of what you were One-to-one correspondence
looking for in each assessment.
Choral reading-accuracy/fluency

Noun identification

Guided Writing- Sentence Structure

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