CEP Lesson Plan Form

Teacher: Cheyenne Wilkes Date: 1/24/18

School: Olander Grade Level: 1st Content Area: Reading

Title: “Holiday Fun” Lesson #:1 of 1

Lesson Idea/Topic and Lesson/Topic: Guided Reading

Rational/Relevance:
Relevance: To work towards grade level reading and comprehension skills

Student Profile: Approaching grade level group.

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)

Reading, Writing, and Communicating 1.3: Identifying and manipulating phonemes in spoken words
allow people to understand the meaning of speech.

Reading for all Purposes 2.2: Comprehending and fluently reading a variety of informational texts are
the beginning traits of readers.

Understandings: (Big Ideas)

1.3. Orally produce single-syllable words by blending sounds including consonant blends.

2.2. Use key ideas and details to ask and answer questions about the text.

2.2 Describe the connection between two individuals, events, ideas, or pieces of information in a text.

2.2 Identify basic similarities and differences between two texts on the same topic.

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select
applicable questions from standard)

Why are phonemes important?

Why are the main idea and detail important?

Evidence Outcomes: (Learning Targets)

Every student will be able to: (Create your own lesson objectives from the standard, follow the ABCD
format, using student voice)

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CEP Lesson Plan Form

I can:

I can read three letter blends.

I can compare and contrast events in a story.

This means:

I can read three letter blends.

I can compare and contrast events in a story.

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

Flash cards for high frequency words, comprehension questions.

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CEP Lesson Plan Form

Planned Lesson Activities

Name and Purpose of Lesson Guided Reading: To monitor reading level, work on grade level hig
being able to read three-letter blends scr-, str-, spl-.

Co-Teaching Which model(s) will be used?

Will co-teaching models be utilized in this lesson? Direct instruction
Yes ___ No _x__ Why did you choose this model(s) and what are the teachers’ rol

To facilitate a guided reading lesson

Approx. Time and Materials 15 Minutes

Magnet board, flash cards, “Holiday Fun”

Anticipatory Set The strategy I intend to use is: Reviewing what they worked on yes
I am using this strategy here because: Yesterday, their group met w
like to check in with them and assess what they know/need to kno

Procedures The strategy I intend to use is:

I am using this strategy here because:

Teacher Actions Student Actions

- Tap two lines of
words
- Sight words
- Magnet board
- Read “Holiday Fun”

Closure The strategy I intend to use is: Comprehension questions and prep
I am using this strategy here because: I want to assess what they r
book thus far and I want to set them up for success for the next da

Differentiation Product Process Conten

Modifications: Read one flash Write sight
card for an exit words in the
ticket air/carpet.
Extensions:
Spell the word
_____

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