Lesson Plan 3
Teachers:
Activity
Sarah Hair
Introduction/
Warm-up Activity
Story Telling Sentence Writing
Student: Zoe K. (grade 1)
Objectives/TEKS
Procedures: What will you do?
Date: April 25, 2012
Rationale: Why are you
Materials Needed: (Give name
Provide the steps.
teaching this? How are you
addressing your student’s
needs? What text
reading/research backs this up?
and author of books used).
We will provide pictures to Zoe
for which she will first tell us,
and then write a sentence (or
more) about what is happening
in the picture. For instance, one
picture may be a child kicking a
ball and her sentence may say
“The boy kicked the ball.”
We are doing this activity to
speed up Zoe’s writing time. We
have noticed over the course of
our assessments and lessons,
that although Zoe has strong oral
language, she has a hard time
writing her thoughts on paper.
We made this conclusion
because she takes several
minutes (3-6 on average) to
write a single sentence that she
has already said to us. We hope
to speed up her writing process
by her practicing telling us and
writing simple sentences.



Picture Cards
Paper
Pencil/ Markers
We will teach Zoe about silent
“e”- making the vowel n the
middle of a word say its name.
We will begin by reading Here
Comes Silent e!, then we will
This activity will help Zoe learn
about long vowel patterns used
in the words she frequently
reads and writes. We are doing
this activity because we

Here Comes Silent e! by
Anna Jane Hays
Flash Cards
Markers
§110.12 (b)(1)(D)
(1) Reading/Beginning Reading
Skills/Print Awareness. Students
understand how English is
written and printed. Students
are expected to:
(D) recognize the distinguishing
features of a sentence (e.g.,
capitalization of first word,
ending punctuation);
§110.12 (b)(21)(C)
(21) Oral and Written
Conventions/Handwriting,
Capitalization, and Punctuation.
Students write legibly
and use appropriate
capitalization and punctuation
conventions in their
compositions. Students are
expected to:
(C) recognize and use
punctuation marks at the end of
declarative, exclamatory, and
interrogative sentences.
Mini-lesson
§110.12 (b)(3)(I)
Silent “e” and Other Spelling
Patterns for Long Vowels
(3) Reading/Beginning
Reading Skills/Phonics.
Students use the relationships
between letters and
sounds, spelling patterns, and


morphological analysis to
decode written English.
Students will continue to
apply earlier standards with
greater depth in increasingly
more complex texts. Students
are expected to:
(I) monitor accuracy of
decoding.
§110.12 (b)(21)(C)
talk to her about what she
noticed. We will then talk to her
about the other spelling patterns
that can create long vowel
sounds such as ai, ea, oa, and
igh. We will then show her flash
cards and ask her to read the
word out loud to us. Some of the
cards will have long vowels and
others will not. We will also
review blended sounds with Zoe,
such as sl, st, dr, etc.
observed during the “Words
Their Way” assessment that Zoe
had only spelled 1 out of 7 of the
long vowel patterns correctly.
We are reviewing blends with
her because although she scored
7 out of 7 on this skill on the
“Words Their Way” assessment,
this is the skill just before long
vowel patterns, and we would
like to simply reinforce this skill
while teaching a new one.
We will go into the hallway (if
allowed) and have different
spellings of different words
grouped around the hallway. We
will ask Zoe to find the correct
spelling of the word we call and
bring it back to us for 1 point. If
she brings back the incorrect
spelling, she will lose a point.
We are doing this activity in
order to help Zoe identify the
correct spelling for long vowel
patterns in certain words. This
activity is an extension of our
long vowel mini lesson planned
due to Zoe’s performance on the
“Words Their Way” assessment.
(21) Oral and Written
Conventions/Handwriting,
Capitalization, and Punctuation.
Students write legibly
and use appropriate
capitalization and punctuation
conventions in their
compositions. Students are
expected to:
(C) recognize and use
punctuation marks at the end of
declarative, exclamatory, and
interrogative sentences.
Reading Activity
§110.12 (b)(3)(I)
Spelling Game (Part 1)
(3) Reading/Beginning
Reading Skills/Phonics.
Students use the relationships
between letters and
sounds, spelling patterns, and
morphological analysis to
decode written English.
Students will continue to
apply earlier standards with
greater depth in increasingly
more complex texts. Students
are expected to:
(I) monitor accuracy of
decoding.




Flash cards
Score Sheet
Markers
Tape
§110.12 (b)(5)
(5) Reading/Fluency. Students
read grade-level text with
fluency and comprehension.
Students are expected to read
aloud grade-level appropriate
text with fluency (rate, accuracy,
expression, appropriate
phrasing) and comprehension.
Writing Activity
§110.12 (b)(3)(I)
Spelling Game (Part 2)
(3) Reading/Beginning
Reading Skills/Phonics.
Students use the relationships
between letters and
sounds, spelling patterns, and
morphological analysis to
decode written English.
Students will continue to
apply earlier standards with
greater depth in increasingly
more complex texts. Students
are expected to:
(I) monitor accuracy of
decoding.
After Playing part 1 of the
spelling game, Zoe will be asked
to then spell words we call out to
her. There will be lines in the
hallway for her to advance to if
she gets the correct spelling and
paper and a marker there for her
to write the word. If she gets the
spelling correct, she will move to
the next line, but if she gets the
spelling incorrect, she will move
back a line. Once she makes it to
the finish line, she wins.
This activity will help Zoe apply
what she has learned about long
vowel spellings by using them in
her own writing and spelling.
This activity is also an extension
of our long vowel mini lesson
planned due to Zoe’s
performance on the “Words
Their Way” assessment.
The student is able to achieve all
of these TEKS by identifying and
using spelling patterns for long
vowels including silent “e,” ai,
ea, oa, and igh.
The student will participate in
and be successful at all of the
activities provided for her.
Zoe will work on identifying and
using patterns for long vowel
spellings because this was a
weakness found in the “Words
Their Way” Assessment.
Other
Assessment/Evaluation (How
will you determine if your
student met your
objectives?)



Paper
Tape
Markers