EFFECTIVE INSTRUCTIONAL DESIGN – STANDARDS-BASED LESSON PLAN

Elements of the Lesson Evidence that Documents the Elements

I. Standard CCSS.RF.2.3
Common Core State Standards Phonics and Word Recognition: Know and apply grade-level
Or Essential Elements phonics and word analysis in decoding words.
a. Distinguish long and short vowels when reading regularly
spelled one-syllable words.
b. Know spelling-sound correspondences for additional
common vowel teams.
c. Decode regularly spelled two-syllable words with long
vowels.
d. Decode words with common prefixes and suffixes.
e. Identify words with inconsistent but common spelling-
sound correspondences.
f. Recognize and read grade-appropriate irregularly spelled
words.

CCSS.RF.2.4
Fluency: Read with sufficient accuracy and fluency to support
comprehension.
a. Read grade-level text with purpose and understanding.
b. Read grade-level text orally with accuracy, appropriate
rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition
and understanding, rereading as necessary.

II. Objectives/Targets and I can statements I can…

What am I going to teach? I can decode words with common prefixes and suffices.
What will the students be able to do at the end of the lesson? I can read the word family phonics passage orally with accuracy,
What formative assessments are used to inform instruction? appropriate rate, and expression.
What challenges might students encounter? I can read words with the “magic e.”
 Some challenges that the students may face are pronunciation and
reading rate. They may have trouble pronouncing certain sounds
and words, and they may try to read at a faster rate.

III. Lesson Management: Focus and Organization
What positive strategies, techniques and tools will you see?
What ideas for on task, active and focused student behavior?
The teacher will remind the students (if needed) of the Point
Reinforcers (Individual) and Bingo Chip Reinforcers (Group) for
appropriate student behavior.
The students will show on task, active, and focused student
behavior by following teacher instruction, reading the passage,
and answering questions.

IV. Introduction: Creating Excitement and Focus for the Lesson Target Review the “magic e.”
What will you do to generate interest? Video “Nessy Reading Strategy: Magic e”
How will you access prior knowledge? https://www.youtube.com/watch?v=c3oA4wfUBak
What will you practice/review?

V. Input: Setting up the Lesson for Student Success 1. The teacher will provide the students with a passage that
focuses on a “magic e”/silent e word family (i.e. -ate, -ate,
Task analysis: -ale), telling the students that this is what they will be
• What information does the learner need? If needed, how will it be working on today. The teacher will also tell the students
provided? that they will be posting their reading to Seesaw.
• What are the step-by-step procedures of the lesson? How is the 2. The teacher will read the passage to the students with
lesson scaffolded? them following along.
Webb’s Depth of Knowledge 3. The teacher will ask the students about the “magic e”
• Recall/Reproduction word family that is in the story (“What is the common
• Skills/Concept ending of the words in the passage? What sound does the
• Strategic Thinking magic e turn the vowel into?”).
• Extended Thinking 4. The teacher and the students will then read the passage
together.
Accommodations: Differentiating to meet students’ needs 5. The teacher will have one student read the passage with
• Remediation/Intervention some teacher help when needed, while the other student
• Extension/enrichment listens. They will then switch.
Methods, Materials and Integrated Technology
• Instructional techniques
• Engagement strategies 6. The teacher will then ask the students comprehension
• Materials and Integrated Technology list questions about the passage (i.e. “What/who was the
passage about? Where did it take place?”).
7. The students will then draw a picture related to the
passage while the teacher opens Seesaw on their tablets.
8. The teacher will then tell the students to go to a “Seesaw
Box” to record themselves reading the passage. When
they are done reading, they will then highlight the “magic
e” words within the passage on the tablet.
9. When the students have finished, the teacher will make
sure that all of the “magic e” words have been highlighted
and will give permission for them to upload the recording
to their Seesaw account.
10. The students will then fill out a self-evaluation form about
their reading fluency.

Webb’s Depth of Knowledge:

1. Recall/Reproduction: The students will draw a picture about
the passage.
2. Skills/Concept: The students will determine which words in
the passage contain the “magic e” by reading the passage and
highlighting the words.
3. Strategic Thinking: The students will explain how the “magic
e” changes a vowel’s sound and the word it is in.
4. Extended Thinking: The students will critique their own
reading fluency and comprehension with the self-evaluation form.

Accommodations:
If the lesson takes place on a day that a First Grader is in the
group, the teacher will provide more modeling and guidance in his
reading of the passage. However, if reading the passage proves to
be too difficult, his focus will be only the “magic e” words in the
passage.

VI. Modeling: I Do
SHOW/TELL (Visual/Verbal Input)
HOW/WHAT (Questioning and Redirecting)
VII. Checking for Understanding
Samples of questions to be asked
Ways in which students will respond and be engaged
Formative assessment strategies to be implemented
VII. Guided Practice: We Do
What do the teacher and student do together?
How will a gradual release of responsibility be accomplished?
IX. Collaborative (You Do Together) and/or Independent Practice (You
Do)
What practices will be demonstrated/modeled?
X. Closure
How will the ‘I can’ statement(s) be reviewed?
How will students be involved?
What connections to future learning will occur?
Methods, Materials, and Integrated Technology:
1. Phonics Passage
2. Tablets
3. Self-Evaluation Sheets (all provided by the CT)
The teacher will read the passage to the students with them
following along.
“What is the common ending in the words in this passage?”
“What sound does the magic e turn the other vowel into?”
“What/who was the passage about?”
“Where did it take place?”
Student will respond and be engaged by following along,
answering questions, and reading the passage aloud.
The teacher and the students will read the passage together.
The teacher will have one student read the passage with some
teacher help when needed, while the other student listens. They
will then switch.
The students will then go to a “Seesaw Box” to record themselves
reading the passage. When they are done reading, they will
highlight the magic e words within the passage on the tablet.
The “I Can” statements will be reviewed by the teacher asking the
students to summarize the passage that they read, what word
family they worked on, and to give examples of words in that word
family.
XI. Assessment
What evidence supports that the objective(s) were met?
What do my students know, understand and are able to do?
What formative assessments will be used to inform instruction?
The students will be able to leave the resource room with further
experience and practice with the “magic e” with the hope that
they will be able to read and/or say at least a few more words
than they could before the lesson. The recordings that they post
on Seesaw will be evidence of their reading fluency and their
understanding of the “magic e.”
(Edited by Elementary Team, 2014)
Revised July 2016