Form P3
Revised:
02/15/16
WESTERN OREGON UNIVERSITY
Special Educator Program
Lesson Plan – 5-Day/Week
Student(s):
Content Area:
ZZ
Content Standard/ Benchmark:
Goal(s) & Objectives:
Reading
Grade:
3
Date:
4-28 to 5-02/xx
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 Sight Words
2.
Given a rehearsed reading passage at the
3.
Given a reading passage at approximately the
Phrases & Sentences and CVC-pattern words for
approximate grade 1 or grade 2 level, ZZ will
second grade level that he has read, ZZ will
each short vowel, ZZ will read each
read the passage at a rate of 90 correct words per
answer 7 or 8 comprehension questions or
word/phrase/sentence within 1-2 seconds of
minute (cwpm) in 3 of 4 consecutive trials.
summarize the passage to include the five “W’s”
exposure with 90% accuracy in 3 of 4 consecutive
(who-what-where-when-why) in 3 of 4
2.1 Given a rehearsed reading passage at the
trials.
consecutive trials.
approximate grade 1 level, ZZ will read the
passage at a rate of 70 correct words per minute
1.1 Given the most common Basic Sight Words
3.1 Given a reading passage at approximately the first
Phrases & Sentences, ZZ will read each
(cwpm) in 3 of 4 consecutive trials.
grade level that he has read, ZZ will answer 7 or 8
word/phrase/sentence within 1-2 seconds of
comprehension questions with 80% accuracy in 3
2.2 Given a rehearsed reading passage at the
exposure with 90% accuracy in 3 of 4
of 4 consecutive trials.
approximate grade 1 level, ZZ will read the
consecutive trials.
passage at a rate of 80 correct words per minute
3.2 Given a reading passage at approximately the
1.2 Given 20 words for each short vowel in CVC(cwpm) in 3 of 4 consecutive trials.
second grade level that he has read, ZZ will
words (i.e., CaC, CoC, CuC, CiC, CeC), CG will
summarize the passage to include the five “W’s”
decode/read each word aloud within 1-2 seconds
(who-what-where-when-why) in 3 of 4
of exposure with 90% accuracy in 3 of 4
consecutive trials.
consecutive trials.
Monday
Tuesday
Wednesday
Thursday
Friday
Lesson Objective/
Purpose
Time:
Start:
1:00
End:
1:30
Start:
1:00
End:
1:30
Start:
1:00
End:
1:30
Start:
1:00
End:
1:30
Start:
1:00
End:
1:30
Evaluation:
Opening:
Materials/Lesson/Pages:
Secure Attention/
Provide Review:
State Lesson Purpose:
Dolch Sight Materials
Phonograms/Phonics
Primary Phonic Readers
Greet student and provide quick
overview of today’s lesson
Review
Acquisition
Practice
Evaluation
Dolch Sight Materials
Phonograms/Phonics
Primary Phonic Readers
Greet student and provide quick
overview of today’s lesson
Review
Acquisition
Practice
Evaluation
Dolch Sight Materials
Phonograms/Phonics
Primary Phonic Reader
Greet student and provide quick
overview of today’s lesson
Review
Acquisition
Practice
Evaluation
Dolch Sight Materials
Phonograms/Phonics
Primary Phonic Readers
Greet student and provide quick
overview of today’s lesson
Review
Acquisition
Practice
Evaluation
Dolch Sight Materials
Phonograms/Phonics
Primary Phonic Readers
Greet student and provide quick
overview of today’s lesson
Review
Acquisition
Practice
Evaluation
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
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
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
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
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
Model:
Corrective
Procedure(s):
Monday
Tuesday
Wednesday
Thursday
Friday
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:
 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
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”
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:
 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
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:
 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
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:
 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
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:
 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
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”
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”
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”
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”
Provide guided practice &
corrective teaching on any
element of lesson until student is
Provide guided practice &
corrective teaching on any
element of lesson until student is
Provide guided practice &
corrective teaching on any
element of lesson until student is
Provide guided practice &
corrective teaching on any
element of lesson until student is
Provide guided practice &
corrective teaching on any
element of lesson until student is
Practice:
Guided:
Monday
proficient (see specifics above)
Independent:
Closing/Transition of
Lesson:
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
Tuesday
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
Wednesday
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
Thursday
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
Friday
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
Lesson Self-Evaluation – 5-Day/Week
Student(s):
Content Area:
Monday
Yes
No
Comments
Tuesday
Yes
No
Comments
Wednesday
Yes
Date:
Grade:
No
Comments
Thursday
Yes
No
Comments
Friday
Yes
No
Comments
As the teacher, I
Had materials ready and
accessible
√
Explained the goal/purpose
of the lesson
√
√
√
√
√
√
Rambunctious round of Old
Maid
√
√
√
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: