Erika Mejia
READ 4303
April 24, 2015
Literature Lesson Plan
I. PLANNING PROCESS
Objectives: The learner read Judy Moody and will identify different sets of words to complete
several sentences to master words in context.
Rationale: I will be teaching this lesson to assist the learner with words in context. The learner
will need to be able to identify words to complete different sentences.
Learner-Centered: The learner will need to be able identify and use words in context when
reading different texts in reading, science and social studies.
State Requirements:
1. TEKS/STAAR: Reading: (b) Knowledge and skills. (A) Decode multisyllabic words in
context and independent of context by applying common letter-sound correspondences
including:
2. ELPS: Speak using grade-level content is vocabulary in context to internalize new English
words and build academic language proficiency.
Prerequisite Skills: The learner will need to be able to read and pronounce various vocabulary
terms. The student will also need to be able to locate vocabulary terms and place them with the
correct sentence.
Special Needs Student Accommodations/Modifications/Extensions: The teacher will make
other word cards that complete the sentences. For example: Danny was thrilled about his new
roller coaster. The teacher will also provide other sentences and exchange with a partner to fill in
the blanks.
Description of the Learning Environment: The guided reading lesson will be performed in
small groups, the number of students in the group will depend on students reading level and
DRA results. Students will perform the lesson activity both individually and with a partner.
Connections: (1) The learner needs been exposed to words in context and contractions to read
various number of text and increase fluency. (2) The learner will have opportunities to work
with the community in various projects, such as creating a speech for the public, communicate to
make a proposal, a interview for a job. (3) The learner may have certain culture values that they
follow and being familiar with word context and contraction will assist the student in their
reading and speech fluency. (4) The learner might become interested in becoming a writer or a
governor one day and being familiar with words in context and contraction will aid the learner in
his/her career (5) The learner will also need to understand this unit as it will be used in English
writing or social studies reports.
Erika Mejia
READ 4303
April 24, 2015
Evaluation of Learning: The teacher will obtain the students DRA level and provide
appropriate evaluation according to the results. In the DRA assessment the student missed past
tense words along with contractions. The teacher will evaluate the student according to the
progress and completion of the activity provided to her.
Possible Sponge: The teacher will introduce the lesson by relating a story to the student’s life
and performing a DRA assessment to obtain results. With various questions the teacher will be
able to obtain students prior knowledge their reading level and comprehension.
Transitional Activities: The teacher will introduce the activity by reading a short story with the
learner. The teacher will ask questions and engage the student with words in context activities.
Materials/Set-up: The teacher will prepare sentence strips using targeted vocabulary. For
example: Danny was ____ about his new roller blade. The teacher will also prepare index cards
or construction paper rectangles and write the missing target words from the sentence strips.
Teaching Strategies: The teacher will reinforce participation from the learner in order for them
to be actively engaged in the lesson. The learner will be exposed to technology for visual and
hearing learning, manipulatives for hands on learning;
Erika Mejia
READ 4303
April 24, 2015
Guided Reading Lesson
Using the information that I gathered from the students DRA assessment results, the
group of students needs further assistance with words in context. Students read A Giant in the
Forest and missed a few words such as -you’ll, -can’t, -walked. To further assist the learners to
identify words in context and master the subject, the student will read How to be cool in the third
grade. I will prepare several sentence strips and place them in the center of the table. I will also
create vocabulary terms and place them face up in rows, students will take turns to complete the
lesson activity. One student will select a sentence strip and read the sentence saying “blank” for
the missing word. The second student will find the word, places it on the blank, and reads the
sentence. If the sentence doesn’t make sense, the student will choose another word until the
correct word is found. Each student will have a turn to participate until all the words are matched
to the corresponding sentences.
1. TEKS/STAAR: Reading: (b) Knowledge and skills. (A) Decode multisyllabic words in
context and independent of context by applying common letter-sound correspondences
including:
Objective: The student will identify words to complete sentences.
Materials: Book: How to be cool in the third grade
Create sentence strips using targeted vocabulary terms.
For example: Danny was _____ about his new roller blades.
Using index cards write the missing target words from the sentences on the cards.
Extension and adaptation:
Students will write other sentences and exchange with a partner to fill in the blanks.