CEP 452: Lesson Analysis Form
Background Information
Names of Group Members:
Kiersten Kelly, Amanda Kiely, Hannah Plum, Riley Yamamoto
What is the title of the lesson you are analyzing?
Shared Poetry Reading: Teaching Print Concepts, Rhyme, and
Vocabulary
What is the age level of the students who will complete this lesson?
K-2
What is the URL of the lesson you are analyzing?
http://www.readwritethink.org/classroom-resources/lessonplans/shared-poetry-reading-teaching-883.html?tab=4#tabs
What are the goals of this lesson?
Student’s Will:
 Read the poem “Kittens” to learn about concepts of print, rhyming
words, and be able to identify new words and their definition within
a text
What are the objectives of this lesson?
Student’s Will:
 Learn about important concepts of print including left-to-right
directionality and one-to-one matching by talking about where
they should begin reading a poem and watching spoken words
matched to print during read-aloud of the poem
 Demonstrate word recognition critical to reading
comprehension by matching words to print as they are being
read and by identifying familiar words in a poem
 Demonstrate understanding of rhyming words by identifying
and discussing them in a nursery rhyme and creating a list of
words that rhyme with key rhyming words from the text
 Practice acquiring and using new vocabulary by identifying an
unfamiliar word, discussing it, and using it to create a
predictable class book
Lesson Analysis
Feature of the lesson
What is the content of the lesson
(That is, what information does it teach)? (write your response below):
The lesson has the student’s connect their background knowledge of kittens to
What barriers do these features pose to the students with disabilities
in the classroom we have described for this assignment?
 The student with ASD will have difficulty finding other
rhyming words after given only one example of the words day
and play
the poem they are going to read. Student’s will then sit together and listen to
the poem to develop print concepts such as one-to-one correspondence of
words while reading and left to right directionality. Student’s will then discuss
rhyming words by using the words day and play. Afterwards, students will
use to computer to make a page for a class book.

The quarter of the students that read below grade level may
have difficulty with multiple words in the “Kitten’s” poem
What skills and strategies do students need to complete the lesson?
 Student’s need to be able to recognize most words in the poem
“Kittens”: A black-nosed kitten will slumber all day, A white-nosed
kitten is ever glad to play, A yellow-nosed kitten will answer to your
call, and a gray-nosed kitten, I wouldn't have at all!
 Listening Skills
 Reading Comprehension
 Technology background

The student’s with attention deficit hyperactivity disorder will
have trouble sitting for a long period of time when the class
learns about print concepts and rhyming words
Some student’s will have difficulty working with their
technology partner to create a page for the classroom book
What background information do students need to succeed in this lesson?
 Students will need to know what a kitten is and be able to recall some
identifying characteristics of a kitten. They should be able to answer:
Do any of you own a cat?
What color is its nose?
 Students should be able use content background knowledge to
recognize the word “slumber” and its meaning in a text

What prerequisite skills do students need to complete this lesson?
 Listening skills
 Reading fluency
 Reading comprehension

What instructional materials (e.g., books, video, hands-on activities, etc…)
are used in this lesson?
 Chart paper
 Computers with Internet access
 Highlight tape
 Highlighters
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Background knowledge connects back to home experiences
which some students may not have been exposed to a cat
before
Students will have difficulty using their background
knowledge of a kitten to think about things that a kitten does
to find the meaning of the word “slumber” if they do not have
never been exposed to a kitten before
Students who have ADHD will have trouble focusing and
listening for an extended period of time
Students who are below reading level will have trouble
comprehending the text
Students may not be able to see the poem on the chart paper
Students may not have any experience working with
computers

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Pointer
White board with marker
What does the teacher do during this lesson?
The teacher tells the students that they will be reading the poem, “Kittens”.
The teacher asks the students if they have a cat and what kittens do. The
teacher points out an unfamiliar word in the poem which is “slumber”. The
teacher asks the students to relate what kittens do try to figure out what the
new word means. The teacher read the poem aloud to the class to work on
print concepts and rhyming words. The teacher directs the students back to
their seats to have them highlight the rhyming words in the poem. The
teacher then directs the students to the computers to have them create a page
for their class book that says “Lazy _____ slumbers all day long”.

The teacher uses one specific way of teaching to all different
types of learners. Students may become frustrated and
discouraged to word on the rhyming words and concepts of
print during the lesson.
What are students required to do during this lesson?
Students are required to recall background experience to talk about kittens
and their characteristics. Students use a pointer to show teacher where to
begin reading, to finish reading, and which way to read. Student’s talk about
the characteristics of rhyming words. Students highlight rhyming words in a
poem. Students work with their technology partner to create a page for a class
book.

Students may have difficulty working together and getting
along
Students may not be able to recall background knowledge on
kittens
How are students assessed during and after the lesson?
The students are assessed by highlighting the rhyming words of the poem in
their own copy. Students will also read the poem out loud and point to the
each word as they read.
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What level of engagement, motivation, social interaction, and/or on-task
behavior will it require for students to succeed at this lesson?
 A high level of engagement is required to succeed at the lesson

Text may be above reading ability level for some students, a
variety of texts is not offered
Large amount of time is needed for the teacher to asses each
and every student
Students may get off task while teacher is checking each
individual students
Students with ADHD will not be able to sit with the rest of the
class is getting assessed
Students need to be engaged in order to learn about print
concepts and rhyming words because both take a while to
teach

A high level of on task behavior is important to succeed in the lesson

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If a student is not engaged, he or she will not listen to the
story
If a student becomes off task, he or she will not be able to
work on the assessment assignment