Form P1
Revised:
02/12/16
WESTERN OREGON UNIVERSITY
Special Educator Program
Lesson Plan - Daily
Student(s):
Content Standard/
Benchmark:
Goal(s) & Objectives:
Content Area:
Grade:
Date:
EL.01.RE.17 Read common irregular sight words accurately and fluently (e.g., the, have, said, come, give, of).
EL.02.RE.07 Read aloud grade-level text fluently and accurately with appropriate intonation and expression using
cues of punctuation to assist.
EL.01.RE.20 Read or demonstrate progress toward reading at an independent and instructional reading level
appropriate to grade level.
1. Given the most common Basic
2.
Given a rehearsed reading
3.
Given a reading passage at
Sight Words Phrases &
passage at the approximate
approximately the second
Sentences and CVC-pattern
grade 1 or grade 2 level, ZZ
grade level that he has read,
words for each short vowel, ZZ
will read the passage at a rate
ZZ will answer 7 or 8
will read each
of 90 correct words per
comprehension questions or
word/phrase/sentence within 1-2
minute (cwpm) in 3 of 4
summarize the passage to
seconds of exposure with 90%
consecutive trials.
include the five “W’s” (whoaccuracy in 3 of 4 consecutive
what-where-when-why) in 3 of
2.1 Given a rehearsed reading
trials.
4 consecutive trials.
passage at the approximate
1.1 Given the most common Basic
grade 1 level, ZZ will read the
3.1 Given a reading passage at
Sight Words Phrases &
passage at a rate of 70 correct
approximately the first grade
Sentences, ZZ will read each
words per minute (cwpm) in 3
level that he has read, ZZ will
word/phrase/sentence within 1-2
of 4 consecutive trials.
answer 7 or 8 comprehension
seconds of exposure with 90%
questions with 80% accuracy
2.2 Given a rehearsed reading
accuracy in 3 of 4 consecutive
in 3 of 4 consecutive trials.
passage at the approximate
trials.
grade 1 level, ZZ will read the
3.2 Given a reading passage at
1.2 Given 20 words for each short
passage at a rate of 80 correct
approximately the second
vowel in CVC-words (i.e., CaC,
words per minute (cwpm) in 3
grade level that he has read,
CoC, CuC, CiC, CeC), CG will
of 4 consecutive trials.
ZZ will summarize the
decode/read each word aloud
passage to include the five
within 1-2 seconds of exposure
“W’s” (who-what-wherewith 90% accuracy in 3 of 4
when-why) in 3 of 4
consecutive trials.
consecutive trials.
Lesson Objective/
Purpose:
Lesson Type:
Review
Acquisition
Practice
Evaluation
Evaluation:
Setting for Lesson:
LRC classroom
Regular Clasroom
Start & End Time:
Opening:
Materials/Lesson Number:
Secure Attention/ Provide
Review:
Dolch Sight Materials
Phonograms/Phonics
Primary Phonic Readers
Greet student(s) and provide quick overview of today’s lesson
State Lesson Purpose:
Body:
Teach:
Dolch Sight Lists
Words
Phrases
Sentences
 Review “unknown” words using flashcards & record correct/incorrect on back of flashcard
 For troublesome words/ phrases, have student dictate short sentence and write on back of flashcard
(Langage Experience)
 If student cannot recognize word in 3 sec, have student read sentence on back;
 Drill troublesome words until student can recognize each in 3 sec
 Weekly review of “known” words on flashcards
Phonograms/Phonics: patterns:
 Review pattern words _______________ using _ flashcards or _ word lists
 Teach pattern ____ using _ whiteboard or _ word lists
 Model as necessary and have student read __ pattern words
 Have student practice reading pattern words
 Do timed trial of student reading __ words and record number correct & time
Primary Phonic Readers:
WESTERN OREGON UNIVERSITY
Special Educator Program
Form P1
Revised:
02/12/16
Lesson Plan - Daily
 Review/practice reading story from previous day _______________
 Introduce new story _______________
 Use repeated reading approach to reading story: teacher reads – teacher & student read together –
student reads
 Time and record errors of student reading independently
Model:
Corrective Procedure(s):

If student cannot read word/phrase/sentence or passage, model for student using an I – we – you approach

Flashcards (pair visual with oral)

Whenever student makes miscue, immediately stop and say, “The word/phrase is … Now read that again …
from the start of the sentence”
Practice:
Guided:
Independent:
Closing/Transition of
Lesson:
Provide guided practice & corrective teaching on any element of lesson until student is proficient (see specifics
above)
Dolch materials – daily reading
Phonograms/Phonics – daily readings of words/lists
Phonic Readers – daily reading of rehearsed passages
Award stickers for work completed and/or effort
Have student read or spell one target word from earlier in lesson
WESTERN OREGON UNIVERSITY
Special Educator Program
Self-Evaluation of Lesson - Daily
Name:
Instructional Objective for Lesson:
Instructional Arrangement:
Content Area:
Same as on lesson plan
Large Group
Yes
As the teacher, I
Had materials ready and accessible
Explained the goal/purpose of the lesson
Gave clear directions, cues & prompts
Elicited frequent student responses
Used an effective error correction procedure
Provided (a) model(s) during teaching
Provided appropriate guided &/or independent
practice activities
Managed student behavior effectively
During the lesson the student(s):
Paid attention
Completed the task(s)
Gave (mostly) correct responses
Met the criteria (CAP) specified
Strengths of the lesson
Problem(s)/Challenges:
Improvements/Changes for future lessons:
Grade:
No
Small Group
Other:
Date:
(State below)
Individual
Comments
Co-taught