Lesson Plan 1-5
For Week of Oct. 20-24
Lesson Date: Oct. 20-24
Current Domain: Reading/Alphabet
Student(s):
Group 1:
Group 2:
Gary
Trent
Lisha
Harry
David
(Only letters “Ss” and “Nn”)
Terry
Trevor
Steve
Archie (12)
Jimmy
Tiffany
(Alphabet Sounds /Ff/)
Time of Lesson: 9:15-10:00
Teacher:
Length of Lesson: 45 minutes
Lesson Codes
A= Acquisition
GP= Guided Practice
F= Fluency
IP= Independent Practice
M= Maintenance G= Generalization
QCC’s:
K-[19] Topic: Reading
Standards: Identifies upper- and lowercase letters of the alphabet out of sequence.
9
Topic: Reading/Writing
Standard: Associates sounds with letters and letter
combinations.
7
Topic: Reading/Writing
Standard: Identifies/names letters of the alphabet out of
sequence and the sounds they represent.
Student Objective(s)
G1-Students will recall orally alphabets letter sound /Ss/, when given visual/oral
prompt, with 90% accuracy, consistently across 3 consecutive sessions.
G2- Students will recall orally Alphabet letters “Ss” and “Nn” upper/lowercase, when
given a visual prompt, with 90% accuracy, consistently across 3 consecutive sessions.
Teacher Procedures
Instructional Strategy: Direct Instruction
Learning Styles:
Materials:
Lesson 1: Teacher In-Serve Day (No Students)
Lesson 2: Letter “Ff” jar, Alphabet flashcards, Letter “Ss” drawing sheets, Crayons,
Pencils, Letter Sheets, Stickers
Lesson 3: Drawing worksheets, Alphabet flashcards, Letter puzzle worksheet, Letter
“Ss” and “Nn” books, Paste, Crayons, Scissors, Smarties, Letter “Ss” worksheet,
pencils
Lesson 4: Letter Ff jar, Alphabet flashcards, Letter collage material, Construction
paper, Paper plates, Crayons, Pencils, Scissors, Paper plates
Lesson 5: Alphabet flashcards, Letter books, Paper, crayon, pencils, Scarecrow
worksheets, paste, scissors, straw, Seeds, Letter papers
Technology Integration: If time permits, students are allowed time at the computer to
work on reading skills.
Reference(s) for Instructional Strategy:
Kemper, E., (2002). Research on direct instruction in reading. Journal of Education
for Students Placed at Risk. 7. 107- 10.
Winterling, T.R., (1990). The Effects of Constant Time Delay, Practice in Writing or
Spelling, and Reinforcement on Sight Word Recognition in a small group. Journal of
Special Education, 24, 101-116.
Lesson Code
And Time
Monday
Tuesday
9:15
9:20
A
9:25
A
Lesson
Teacher In-Service Day (No Students)
Introduction: Today we are going to learn the sound
that the letter “Ss” makes.
1. The T. will start by asking the SS. to listen to
two sounds and then tell her if they are the
same or if they are different. (T. will give each
S. a chance to answer individually)
2. The T. will now ask the SS. to ‘echo’ the Ss
sound after her. After they have ‘echoed’ a few
times, the T. will ask them to get out their
magic pencils. (their finger) The T. will model
writing Ss on the board and ask the SS. to write
their own letter using their magic pencils. Now
they will practice writing the letter Ss as they
say the letter sound. Each S. will receive
numerous opportunities throughout the lesson
to recall orally letters of the alphabet and the
sound they make. The T. will give corrective
feedback/reinforcement by orally repeating the
correct letter or sound after the S. If the S.
answers incorrectly, the T. will correct the S. by
stating the correct answer and allowing the S. to
given the answer again. Choral responses are
also given.
3. G1- The T. will ask the SS. to try to name
objects that begin with the letter Ss. The T. will
have the letter Ss jar to help prompt SS. to
answer. After each student has named one
object, they will look around the room for other
Ss words.
G2- T. will use the constant time delay strategy
to teach the letters “Ss” and “Nn”. T. will give
Evaluation
Procedures
9:30
GP
9:40
9:45
9:55
10:00
Wednesday
9:15
A
9:20
A
each S. a chance to recall the letters orally.
When the SS. answer, their responses will be
recorded. Record each response as follows: √=
correct before prompt, += correct after prompt,
-= incorrect before prompt, 0= no response. All
SS. should provide a correct response after
prompt. Reinforcement: Right/Good, Good,
Correct, Good Job.
4. T. will give each S. a letter Ss drawing sheet.
She will explain to the SS. that they will
brainstorm about objects they can draw. The
object’s name must start with the letter Ss. The
SS. will then draw a picture of their object.
5. SS. will show and tell their pictures.
6. SS. will be given a letter sheet and stickers.
They will be instructed to stick the stickers on
the paper to form the letters S and s.
7. SS. will start to clean up and get ready to
change classes.
Introduction: Today we are going to review the sound
that the letter “Ss” makes.
1. The T. will now ask the SS. to ‘echo’ the Ss
sound after her. After they have ‘echoed’ a few
times, the T. will ask them to get out their
magic pencils. (their finger) The T. will model
writing Ss on the board and ask the SS. to write
their own letter using their magic pencils. Now
they will practice writing the letter Ss as they
say the letter sound. Each S. will receive
numerous opportunities throughout the lesson
to recall orally letters of the alphabet and the
sound they make. The T. will give corrective
feedback/reinforcement by orally repeating the
correct letter or sound after the S. If the S.
answers incorrectly, the T. will correct the S. by
stating the correct answer and allowing the S. to
given the answer again. Choral responses are
also given.
2. G1- SS. will review Ss words by using the letter
Ss jar.
G2- T. will use the constant time delay strategy
to teach the letters “Ss” and “Nn”. T. will give
each S. a chance to recall the letters orally.
When the SS. answer, their responses will be
recorded. Record each response as follows: √=
correct before prompt, += correct after prompt,
Responses
will be
recorded on
the data
sheet
provided.
Responses
will be
recorded on
the data
sheet
9:25
GP
9:35
GP
9:50
10:00
Thursday
9:15
A
9:20
A
-= incorrect before prompt, 0= no response. All
SS. should provide a correct response after
prompt. Reinforcement: Right/Good, Good,
Correct, Good Job.
3. G1- T. will give each S. a Letter puzzle
worksheet. The SS. will have to color each
picture that begins with the letter Ss. They will
then have to cut and paste the picture into a Ss
shape.
G2- SS. will be given a letter Ss and Nn book to
complete. To complete the book, they have to
color the pages and circle all the Ss and Nn
letters.
4. Whole Group- SS. will be asked to wash their
hands. The T. will explain to the SS. that she is
thinking of a type of candy that begins with the
letter Ss. (Smarties) After guessing the candy,
the SS. will be instructed to paste the smarties
onto each letter Ss.
5. SS. will start to clean up and get ready to
change classes
Introduction: Today we are going to review the sound
that the letter “Ss” makes.
1. The T. will now ask the SS. to ‘echo’ the Ss
sound after her. After they have ‘echoed’ a few
times, the T. will ask them to get out their
magic pencils. (their finger) The T. will model
writing Ss on the board and ask the SS. to write
their own letter using their magic pencils. Now
they will practice writing the letter Ss as they
say the letter sound. Each S. will receive
numerous opportunities throughout the lesson
to recall orally letters of the alphabet and the
sound they make. The T. will give corrective
feedback/reinforcement by orally repeating the
correct letter or sound after the S. If the S.
answers incorrect the T. will correct the S. by
stating the correct answer and allowing the S. to
given the answer again. Choral responses are
also given.
2. G1- SS. will review Ss words by using the letter
Ss jar.
G2- T. will use the constant time delay strategy
to teach the letters “Ss” and “Nn”. T. will give
each S. a chance to recall the letters orally.
When the SS. answer, their responses will be
provided.
Responses
will be
recorded on
9:25
GP
9:35
9:50
10:00
Friday
9:15
A
recorded. Record each response as follows: √=
the data
correct before prompt, += correct after prompt, sheet
-= incorrect before prompt, 0= no response. All provided.
SS. should provide a correct response after
prompt. Reinforcement: Right/Good, Good,
Correct, Good Job.
3. Whole Group- The SS. will construct a letter
collage. They can choose the color paper they
want to use. When they choose their paper, they
will have to stick the stickers to the letter paper.
They will also be asked to draw and color other
pictures/objects that start with the letter Ss. The
teacher will provide prompts if needed.
4. The T. will explain to the SS. that they are
going to make and animal that’s name begins
with the letter Ss. The T. will give the SS. clues
until they guess the animal. (spider) She will
explain how to make the spiders and show the
SS. a visual model of a finished spider. They
will be given two paper plates to color and
paste together. Next, they will write the letter
Ss. on the spider’s body. Last, they will cut
eight stripes of paper for the legs and paste the
legs on the spider.
5. SS. will start to clean up and get ready to
change classes
Introduction: Today we are going to review the sound
that the letter “Ss” makes.
1. The T. will now ask the SS. to ‘echo’ the Ss
sound after her. After they have ‘echoed’ a few
times, the T. will ask them to get out their
magic pencils. (their finger) The T. will model
writing Ss on the board and ask the SS. to write
their own letter using their magic pencils. Now
they will practice writing the letter Ss as they
say the letter sound. Each S. will receive
numerous opportunities throughout the lesson
to recall orally letters of the alphabet and the
sound their make. The T. will give corrective
feedback/reinforcement by orally repeating the
correct letter or sound after the S. If the S.
answers incorrect the T. will correct the S. by
stating the correct answer and allowing the S. to
given the answer again. Choral responses will
9:20
2.
9:25
3.
GP
4.
9:40
5.
9:50
6.
10:00
also be given by SS.
G1- The T. will review words/objects that begin
with the letter Ss. The T. will provide prompts
if needed. (the letter Ss jar)
G2- T. will use the constant time delay strategy
to teach the letters “Ss” and “Nn”. T. will give
each S. a chance to recall the letters orally.
When the SS. answer, their responses will be
recorded. Record each response as follows: √=
correct before prompt, += correct after prompt,
-= incorrect before prompt, 0= no response. All
SS. should provide a correct response after
prompt. Reinforcement: Right/Good, Good,
Correct, Good Job.
Whole Group- The SS. will construct a letter
collage. They can choose the color paper they
want to use. When they choose their paper, they
will have to stick the stickers to the letter paper.
They will also be asked to draw and color other
pictures/objects that start with the letter Ss. The
teacher will provide prompts if needed.
SS. will be shown a scarecrow. The T. will tell
the SS. that they are going to make their own
scarecrow. They will be given a scarecrow
worksheet to color and cut out. When all the
pieces are cut and pasted together, they will
paste straw onto the hands and feet.
When SS. finish their scarecrows, they will be
given a letter Ss sheet. They will be instructed
to paste seeds into the shape of a letter Ss. (this
activity will be for the SS. who finish early)
SS. will start to clean up.