LESSON PLAN TEMPLATE

Friday check in – UFLI Progress Monitoring Spelling Assessment 1

Date Lesson Title Grade Level
December 1st
15 minutes English Language Arts 1 of 1
Time in Lesson Subject Lesson #
Caylee Wind
Developed by

IDENTIFY DESIRED RESULTS

Learner Outcomes from the Program of Studies
What are the SPECIFIC outcomes to be addressed in this lesson?

Outcomes:
- Measuring encoding and decoding skills
- Dictating sentence
- Writing simple sentence using CVC words

(Alberta Education, 2023).

Organizing Idea: Phonics: Foundational literacy is supported by understanding relationships between sounds in oral language and the
letters that represent them.

Guiding question: How can understanding relationships between sounds and letters (phonics) increase knowledge of words?

LEARNING OUTCOME: Students recognize and analyze letters and sounds in words.

SKILLS & PROCEDURES

 Distinguish between letters that are consonants and letters that are vowels.
 Make connections between letters and sounds in words.
 Experiment with letters, sounds, and words to create new words.
 Recognize and use long and short vowel sounds in words.
 Read and write consonant sounds in the beginning and ending of words using the letters that represent them.

Adapted from Wiggins, Grant & J. McTighe (1998)

 Objective in student-friendly language
What will students understand/experience/appreciate as a result of this
lesson?
By the end of this lesson students will…
 Be able to use the /h/ sound in a simple sentence.
 Correctly spell CVC words in isolation.
 Write a simple sentence using CVC words.
 Identify two irregular words (be and me).
 Show what words make the /r/ sound.
 Become better readers and writers.
Resources
What materials/resources/technology will be required?
 Pencil
 Paper
 UFLI book
Assessment Strategies
What will I accept as evidence of learning/development? Have I employed
formative assessment? Do I make use of prior assessments in this lesson?
 Students will write their answers down onto the piece of
paper and the teacher will collect them as a summative
assessment to create next steps.
 The teacher is looking for who needs review and remediation.
What students got it, and what students need further support.
Based off of the student’s progress report, the teacher will
make small groups on the following Monday to support the
children with further phonic support and CVC words.
 Can students transfer their learnings from the week by writing
CVC words in isolation and in a dictated sentence.
 Did the students use all of the mechanics of a simple sentence.
Does it have a capital letter? Did they spell all of their sight
words correctly? Did they use finger spaces? Does it have a full
stop at the end?
Personalization/Differentiation
How will you attend to the needs of ALL learners in this lesson?
 Provide student X with visual enhancement machine (legally
blind)
Adapted from Wiggins, Grant & J. McTighe (1998)
LESSON PLAN SEQUENCE
Introduction
How will you ACTIVATE prior knowledge and ENGAGE them in the lesson and how does this lesson connect to prior lessons?

Lesson 23/h/ and lesson 24 /r/ part 1

Friday check-ins – all these skills have been explicitly taught. The teacher is looking for how the students transfer these skills learned each
week. These weekly check-ins are great for quickly measuring decoding skills and useful for ongoing progress monitoring that helps the
teacher form small groups for students who need extra support.
Begin the lesson by stating something like “alright friends, we are going to begin our weekly spelling check-in”.
Learning/Activity Sequence
How will students ENGAGE, EXPLORE, EXPLAIN, ELABORATE, and/or EVALUATE their understandings of the outcomes.

What is the TEACHER doing? What is your plan for the body of
the lesson? What steps are taken during the lesson?
Rearrange desks into rows prior to the beginning of the
lesson. Hand out a pencil and a piece of paper to every
student. Ensure the students have begun by putting their
name on their name. Ask the students to set up their page
with numbers 1-7.
What are the STUDENTS doing? How are they engaged while
Approx. time
you are teaching the lesson?
Students are sitting quickly waiting for the assessment to 1 minutes
begin and ensuring they have put their name at the top of the
page and set up their page numbered 1-7.

Administer the words him, had, be, me, ran and rug for The students are repeating the CVC words back to you and 5 minutes
lesson 23 and lesson 24 part 1. recoding their answers on their piece of paper.
Say: The word is “him”. Then provide a sentence such as “I
used to see him walking to the dog.
Say: The word is had. “I had cake for breakfast”.
Say: The next word is “be”. “We must not be late for school”.
“The word is be”.
Say: the word is “me”. “She sat next to “me”. “What is the
word?”. “The right, the word is “me””
Say: The next word is “ran”. “He ran fast”. “The word is ran”.
Say: The last CVC word is “rug”. “The rug was very soft”.
“The word is rug”.

Once students have had a moment to finish their 6 words

move onto the dictated sentence.
Adapted from Wiggins, Grant & J. McTighe (1998)
Dictated sentence – He has a hat. The students are listening to the dictated sentence and 4 minutes
Say: “The sentence is “he has a hat” repeat it twice. Then ask repeating it back to you as a class. The students are recoding
the students, “what was the sentence”. “That’s right, the their simple sentence onto their piece of paper.
sentence is “He has a hat”. Repeat the sentence 2-3 times.

Check in again, to ensure all students have put their name on The students are double checking to ensure they have put
their paper. Invite one student from the row to collect the their name at the top of their assessment. Students are
assessments and bring them to the teacher’s desk. Ask returning their pencils and quietly joining you in the
students to quickly put away their pencils and quietly join gathering area.
you in the gathering space.
Conclusion
How will you ensure students walk away with a sense of understanding the PURPOSE of the lesson and its IMPORTANCE to their learning?

 Students are learning to become better readers and writers by combing the skills they have learned and been taught during the week.
The teacher will grade the assessments on a 4-point scale and review what students got it and what students don’t get it yet and would
benefit from additional literacy support for the followings Monday literacy lesson.
 Students are recognizing that by learning and applying these skills they are becoming better readers and writers.

Adapted from Wiggins, Grant & J. McTighe (1998)

PRE-SERVICE TEACHER SELF-REFLECTION
In your self- reflection of your lesson, please consider the following questions:

1. What went well in your lesson? What were the strengths of the lesson?
2. What are the areas that need to be refined? What might you do differently next time?
3. What are your next steps to further develop/ refine this lesson? How will you continue to grow in your practice? What actions
will you take?

These are additional questions that can help guide your response to the three self– reflection questions.

 How do you feel your students experienced this lesson?

 How were they able to make explicit and self-evaluate their growing understanding, skills and/or knowledge?
 How did you employ formative assessment for/of/as learning?
 Were you successful in reaching all students? How do you know? How did you accommodate for diverse learners and those
requiring accommodations?
 Were there opportunities to address Indigenous, multicultural and interdisciplinary activities and knowledge?

 Lesson went really well, and a lot of students have shown such amazing progress. From this check in I was able to make small groups
for next week small groups and literacy centres.
 Small groups during literacy centres for a brush up on the conventions of what is expected in a simple sentence. 3 students forgot the
capital letter. 2 students need further support with CVC words and sounds. Reform 2 small groups for next week.

Adapted from Wiggins, Grant & J. McTighe (1998)