Targeted Reading Lesson Plan
Student: Sophia
Student’s Most Pressing Need: Identifying and segmenting the sounds in a word and blending the
word back together.
Today’s Plan
Rereading for Fluency (Familiar Texts)
Text Read:
Playing Level 1
Goal:
Make the reading sound like
talking.
Prompt: “Put your words together
so it sounds like talking.” (18)
Skill/Word Work (Phonemic Awareness/Decoding)
Sounds/Letters/Words:
Press Phonemic Awareness
inventory/ Decoding Inventory
Reading-Writing Connection
Composed Sentence:
Goal:
Notice the distinctive features of
letters to achieve efficient writing
movements using the Prompting
Guide Part 1 Formation of
Letters/Verbal Path (25).
Date: 10/24/19
Assessment of Work
- She remembered the
pattern of the text and we
were able to focus on
fluency of reading.
- She was able to correctly
isolate the beginning
sounds, When completing
the segmenting portion
she struggled to segment
all the sounds in the word.
Often only identifying one
correct sound in the word.
- She was not able to write
any of the words
independently, with help
stretching out the sounds
she was able to write the
words at and legs.
Notes for Next Time
- Next time we will look to
read either Me, or Look as
our next fluency book.
- Because she was not able
to correctly segment, i
will look giving the PA-3
intervention
- Next week we will
continue to work on the
formation of letters, we
were able to work on it
but I think she may need
some more practice.
Look at my legs.
Guided Oral Reading:
Text Read:
Look!: Text Level 1
Goals:
Identifying and segmenting words
and blending back together to
decode a new word.
Search for and use meaning and
language structure, along with the
first letter, to read new words in
the story.
Introduce the text: Talk about what
the story might be about.
“Your new book is Look! The title
tells you what the book is about.
Put your finger on big Look. . Clap
look. Now point to the tree. What
do you think the author is trying to
tell us to look at?
Picture walk through page 12.
Vocabulary: look, tail, neck, eyes/
Read the text. During reading
prompt to use information from the
pictures and check with the print.
Prompt: “Does that look right and
make sense?” (9)
Revisit the text: Talk about the
Giraffe and what happened in the
story.
Teaching points: Find and say at,
my, and look, on a few pages.
App Work
- She was able to read this
text fairly independently - Next time we will read a
- When coming across the new book, and maybe
word tail she hesitated and focus on decoding the
then told me to word, i final words
asked how she knew that - We will also continue to
the word was tail and she build words she is
said because of the T and confused with magnets in
the picture hopes to connect it better
- This is new for to the text.
her, usually she - I will also try to
only uses the incorporate more
pictures as a kinesthetic ways of
resource but now processing the word, this
she seems to be may help for sophia
paying more because she is often
attention to the struggling to stay in place.
letters of the
word.
- She misidentified the
word my and replaced it
with my.
- She seems to process the
word better when she can
see it in front of her and
build it, we built both of
the words with magnets
and whenever she
confused then we would
refer back to the magnets
and she would correct
herself
-
App:
Word Wagon- phonics
Prompting Guide Part I What do
you hear first? Next? Last? (27)
- I had to be very structured
when using this app, at
first she seems to be just
matching the letters to the
corresponding box. So I
had to bring her back to
identifying each sound
and then finding the
matching grapheme.
- Next time we will
continue this to help build
on the routine and
structure of identifying
each sound before
mapping the graphmeme.

Fidelity Checklist: Systematic and Explicit Instruction/IRRC

1. Specify objectives
a. Set goal and purpose
b. Review what has been taught

2. Devise instructional strategies and teaching procedures

a. Select examples
b. Sequence skills
c. Introduce new skill/strategy
d. Demonstrate and think aloud

3. Provide practice and review

a. Guided practice
b. Independent practice

Fidelity Checklist: PRESS

1. Articulate objective
2. Explain activity
3. Check for understanding
4. Model
5. Guide practice
6. Specific feedback
7. Independent practice

Instructional Routine/IRRC
1. Specific (positive) feedback
2. Corrective feedback