Reading Lesson Plan #1

Reading Lesson Plan # _1_ Rationale (What evidence do you have that your focus students need to learn this skill/strategy?): The girl I am teaching the lesson to seems advanced on phonetic awareness but she struggles on spelling and reading. The boy is the youngest in the class and he is behind when writing his stories because of it is hard for him to retell his stories again since he struggles on spelling. Objective for this lesson (performance, condition, criteria): Both of the students will be able to read the words in the word bank and explain how did they read the words step by step phonetically. Materials & supplies needed: The Three Little Pigs by Sue Graves

Procedures and approximate time allocated for each event  • Introduction to the lesson (_3_ minutes)      I will tell them that I am going to read a story to them and they will learn some words from the story. I will give them an example of how are they going to explain to me after reading the words like “After reading, I will ask you guys to read some words, if you don’t know how to read it, try to use the ‘stretch’ way that we have learned to sound the word out, for example if the word pig is in the word bank, you guys need to tell me you know it is pronounced as pig because it sounds p, i, g (sound out phonetically)”. I will make sure they know what I am talking about and then start reading the book. • OUTLINE of key events during the lesson  (_25_ minutes)    I will read the story to the students, and whenever it comes to the word in the word bank, pig, wolf, house, bricks, straw, sticks, I will let the kids to try to read it and I will ask them “what is this word?” and point to the words that I want to let them to read. If the students cannot read the words, I will scaffold them to sound out each part of the word phonetically and then figure out the words. Since this is a story that students are already familiar with, and the words in the word bank is appropriate for the kindergarteners and easy to stretch out in parts, students are expected to be able to read these words on their own. I will give help and instructions for them to sound the words out, and the words will repeat several times through out the book so that they will get multiple chances to practice the same thing to anchor the knowledge and the skill of sounding out words step by step phonetically. • Closing summary for the lesson (_10_ minutes) I will read the story again, and ask students to clap their hand whenever they hear the “s” sound, I will give them some examples as “straw, sticks, house, pigs, bricks”, and model a paragraph while reading and clapping my hands when I read to a word that has the “s” sound in it. Then I will read the whole story and have my student do it with me. Then I will focus and emphasis on the words that are in the word bank the most, then we will go over the words in the word bank on the back of the book, students are able to look at the illustrations on top of the word and sound out the words and give me explanations on how did they sound out the words. Ongoing-Assessment: I will cover the pictures on top of the words in the word bank page and have them read out loud the words again. Also have the words printed and cut out and mixed up in front of them and I will say a word and have them to find the word out from the pile of words. Since there are only six words in the word bank and they are the words that they already familiar with and practiced for several times, I expect them to be able to complete the task correctly.

Adaptations: Based on what you know about your focus students, what Academic, Social and/or Linguistic Support will be needed during the lesson? Based on what I know about my two students, the illustration of the book will help them a lot while figuring out the words. I also think it is necessary for me to do the task of finding out the words with the sound “s” in it with them even after I have modeled it for them. It will be a hard task for them to do and I think given specific explanations and clear instructions on what do I want them to do is really important. I think to praise them appropriately is very important too because for kindergarteners, this lesson contains challenging tasks and requires logical thinking and explanation, so keep them focused and interested in the topic is very important for me to pay attention with.