Lesson Delivery Plan Riley Skains 03/23/24

Pay attention to the R-words to activate the brain for learning!

1. Objective (Rigor) - SMART and should be visible on your board daily.

TLW identify and read at least 100 high-frequency words from a research-based list.

2. Opening (Retrieval) – How will you "hook" your students into the lesson--at both the thinking and
emotional level?

• Greet my students warmly as they enter the classroom.

• Begin with a brief engagement activity to spark students’ interest and activate their retrieval of
previously learned high-frequency words. Play “Word Bingo” which is a fun interactive game where
students listen for and respond to high-frequency words.
• Ask students to recall some of the high-frequency words they remember from the previous lesson.
• Lead a brief discussion over the purpose of the word wall and how it helps them remember and use
high-frequency words.
• Engage the students in an interactive warm-up activity where they practice reading and writing high-
frequency words in pairs or small groups.
• Clearly state the learning objectives for today’s lesson on high-frequency words, emphasizing the
importance of mastering these words for reading fluency and comprehension. Today’s activity will help
them become more confident readers and writers.
• Transition smoothly to the main part of the lesson by introducing the instructional activities and
strategies planned for teaching new high-frequency words.

• What will you do to open the lesson to motivate and engage the students’ interest in the content?
• How will you help students make connections to prior knowledge?
• How will you identify and present your essential questions, Central focus, and Learning Targets (I CAN
statements)?
• How will you identify / teach / assess language demands?
• How will you introduce language supports?
• Is your opening congruent to the objective?
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3. Teacher Input (Relevance) – What information is needed for the students to gain the knowledge/skill in the
objective? (Be sure you have done a task analysis to break the information/skill into small manageable
steps). How will you use strategies, technology, learning styles? What vocabulary and skills do the students
need to master the material? Are the strategies you plan to use congruent to the objective?
Explain to students that high-frequency words are words that appear frequently in texts and are essential for reading and writing. It is important to learn
high-frequency words for becoming fluent readers and proficient writers. It lays the foundation for reading success. Demonstrate how they are used in
everyday language, both written and spoken forms. Show examples of how writers use these words to express ideas and communicate effectively.
Connect the learning of high-frequency words to broader literacy skills such as phonics, fluency, and comprehension. Incorporate interactive activities,
games, and songs to make learning high-frequency words enjoyable and memorable. Help the students see the real-world relevance of high-frequency
words by discussing how they encounter these words in signs, labels, and everyday reading material.

• Model (Routing) – Outline your I DO activities. Be sure to model strategies and academic language
supports needed.
I begin the lesson by introducing the concept of high-frequency words. Explain that there are words that appear
frequently in texts and are important for students to recognize quickly. Model how to read each word around,
emphasizing pronunciation and fluency. I will then put the words into simple sentences to provide context and
demonstrate their usage. I will encourage the students to repeat after me when we read each word and sentence.

• Guided Practice – Students demonstrate a grasp of new learning under the teacher’s direct
supervision. The teacher moves around the room to provide individual remediation as needed. “Praise,
prompt, and leave” is an excellent strategy to use. Outline your WE DO activities. Be sure to incorporate
strategies and academic language supports that are needed.
The students will be divided into small groups or pairs. They will have flashcards with high-frequency words on them.
They will take turns reading the words on their flashcards to their group members. I will circulate around the classroom,
providing support and guidance as needed.

• Independent Practice (Retaining/Rehearsing) – Students demonstrate an independent

application of new skill. Outline your YOU DO activities. Students demonstrate an independent
application of new skill. Be sure to praise and assess strategies and academic language supports that are
being used.
The students will be given a short reading passage containing high-frequency words, they will underline or circle any high-
frequency words they recognize. After reading, students partner up and take turns reading the passage aloud to each
other.

• Check for Understanding (Recognizing) – Practice doesn't make perfect; it makes

permanent. So, make sure the students understand how to proceed before moving to the practice phase
of the lesson. You may need to stop and reteach, so students practice correctly. How do you plan to
assess understanding? What HOTQs will you ask? List at least 3
1. Can you find examples of when we might use “the” in sentences?
2. How could you incorporate the high-frequency word “and” to connect different events or actions in your story?
3. Think about the high-frequency word “said.” Why do you think authors use this word frequently in dialogue? Can
you think of other words that could be used instead of “said” to express different emotions?
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• How will you check for understanding or reteach?

Check for understanding---Informal assessments: Observe students as they engage in activities such as reading,
writing, or word games that involve high-frequency words. Have an exit ticket activity where students are
asked to identify or spell high-frequency words. Play sight word bingo where students can demonstrate their
ability to quickly identify high-frequency words.

Reteach—Identify students who need additional support with specific high-frequency words and provide
targeted reteaching in small groups. Offer individualized practice activities tailored to each student’s need and
learning preferences. Review high-frequency words regularly using the classroom word wall. Engage students
in hands-on activities where they trace, write, or manipulate words to enhance retention.

4. Assessment – How will we know that the students have individually mastered the objective? What
evidence will be collected? What will be an acceptable score? What evidence will be collected to demonstrate
mastery of language demands?
Conduct oral reading assessments where students read passages containing high-frequency words aloud. Measuring students’
reading fluency by tracking accuracy, rate, and expression as they read the passages. Evaluate the students’ ability to
comprehend and respond to questions about the meaning, main idea, and details of the text. An acceptable score would be the
student reads passages fluently with a high level of accuracy, demonstrating smoothness, expression, and comprehension.

5. Resources - What materials will you need for a successful lesson?

• Computers, tablets, or interactive whiteboards
• High-frequency flashcards
• Paper and pencils
• Reading materials with diverse representation and high-frequency words

6. Closure (Re-exposure) – How will you have the students end the lesson/reflect upon what was learned?
For a closure activity, the students will get an index card and fill out 3-2-1 (3 things they know/learned, 2 things they have a
question about, 1 thing they want me to know)

NOTES: