LESSON PLAN
Student: Leah
Date
March 15,
2010
Candidate: Christina Nishiki
Affective
Teacher will read orally for
_10___ minutes from Planting a
Rainbow by Lois Ehlert
Word Recognition w/ Phonics
Time: 15 min
Strategy: Leah will review the popcorn
words that we will use as flashcards
SSR ___Leah_____ will read
silently for _5____ minutes from
book of choice
Materials: Popcorn words cut out and
glued onto flashcards.
Clifford Takes a Trip
Clifford’s Puppy Days
Clifford Gets a Job
Clifford Visits the Hospital
Clifford’s Family
Clifford to the Rescue
Vocabulary
Time: 5 min
Strategy: Word Sorts-show how
words are categorized by similar
letter patterns, word meanings, and
grammatical functions
*In particular I will be focusing on
similar word meanings(homophones)
Popcorn Words
I
THE
TO
A
IS
CAN
LIKE
FOR
SEE
GO
SAW
AM
SAID
LOOK ARE
YOU
IT
WE
AND
Materials: Scrabble Tiles
IN
Rationale
“The reader’s background,
interest, attitude, purpose,
and ability dramatically
influence the reading process”
(Jennings, Caldwell, & Lerner,
Checklist of the popcorn words to check
off what she knows and doesn’t
know(Running tally each week)-Progress
chart with stickers
“Because high-frequency words are such a
prominent part of just about everything
that students read, it is important that
they learn to recognize them rapidly”
(Gunning, 2008, p. 203).
“To be proficient readers, and
writers, students must build their
vocabularies and learn strategies for
coping with difficult words” (Gunning,
2010 p.14).
Methods
*I will read aloud from the
story, Planting a Rainbow by
Lois Ehlert
*I will ask the student the
following discussion
questions and predictions
while reading the story:
 What do you think a
rainbow is?
 Have you seen a
rainbow?
 Do you think the
rainbow in this book is
the same as the one in
the sky?
 If yes, why do you think
that?
 By looking at the cover
what, do you think a
rainbow is now?
 Have you ever planted
flowers?
*Next, I will allow the student
to read silently from a book of
choice. While the student is
reading silently, I will also take
2008, p. 226).
I will hold up popcorn words for Leah to
be introduced to the words. I will allow
Leah to look at the word and say the word
if she knows the word. If she is
unfamiliar or says, I do not know the word
I will say the word aloud to her. After
going through the pile of words, we will
look at the words that she already knows
and the ones that she does not know. We
will then go through the pile of words
that she does not know at least one more
time.
Upon completion of going through the
words, we will play a memory game. In
the game, Leah will have to pronounce
each of the words as she is trying to find
the match. There are two sets of
flashcards with the same words that are
used for the memory game. While
choosing the words to match Leah will say
each word on the cards as she is flipping
them.
*I will use the scrabble tiles to create
the following words:
deer/dear
there/their
see/sea
here/hear
be/bee
Pat(name)/pat
pear/pair/pare
*Each word pairing will be created
separately so not to confuse her
*We will then discuss what she thinks
the meanings of the words are
*After her meanings I will then add or
correct the meanings. This will be an
oral discussion.
part in silent sustained read. I
will also monitor the student’s
progress or answer any
questions she may have by
taking notes in a journal.
Clifford Takes a Trip
Clifford’s Puppy Days
Clifford Gets a Job
Clifford Visits the Hospital
Clifford’s Family
Clifford to the Rescue
Evaluation of
Student
During my read aloud, I will
observe the student’s willingness
to listen and respond to the story.
I will informally assess her ability
to make logical predictions
throughout the story. I will also
make a note of whether the
student comprehended the story
based on our discussion. During
the independent reading time, I
will monitor her reading through
observations. I will pay attention
to whether or not Leah shows
signs of uncertainty or words or
phrases.
I will observe Leah during the popcorn
word flashcard game to see if she is able
to recognize whether she can identify the
word or not. I will make notes of the
words she is struggling on and the words
that she has mastered. By using the
check off list, I will be able to see the
progression of words that she is able to
retain from sight and may detect a
regression in words. Leah will also place
stickers on a card for each word that she
gets correctly. This card will then be
used to show her progression on the
Celebration of Learning Day.
I will see if Leah understands the
difference between homophones. I
will observe how Leah sounds out
unfamiliar vocabulary words and
describes what she believes to be the
definition. I will also ask her if she
can think of any words that sound the
same but are spelled differently. I
will note any words that she has
difficultly with and reiterate what
those words mean.
LESSON PLAN
Student: Leah
Date
Rationale
Methods
Comprehension
Time:10-15 min
Strategy: Sequence Cards
Materials: The Three Little Pigs
by James Marshall and
Sequencing cards for the Three
Little Pigs
“The basic goals of reading are to
enable children to gain an
understanding of the world and of
themselves, to develop
appreciations and interests, to
find solutions to their personal
and group problems, and to
develop strategies by which they
can become independent
comprehenders” (Tierney &
Readence, 2005, p. 249).
*I will read aloud The Three
Little Pigs by James Marshall
aloud to Leah.
* I will ask Leah what details she
remembers from the story. I will
note what details she recalls.
*Next, I will ask Leah to sort
through the picture sequence
Candidate: Christina Nishiki
Fluency
Time:5 min
Strategy: Students will choral read I
went Walking by Sue Williams
Writing/Study Skills
Time: 5-10 min
Strategy: I will have Leah practice
writing her first and last name
Materials:
The book I Went Walking Materials:
Lined paper with an open box at the
one for me and one for Leah
“Many students with reading problems
lack fluency. They have difficulty in
pronouncing unfamiliar words. Because
they lack an adequate sight vocabulary,
they must labor to decode many of the
words in their text” (Jennings, Caldwell, &
Lerner, 2010, p.216).
I will pass out the book I Went Walking.
I will ask Leah if she has any predictions
about this book. I will also ask if she has
ever been on a walk outside and what did
she see. I will explain that we are going to
read this book together. I will read a line
and then she is to repeat the line that I
read. We will go page by page reading
top that allows for a picture to be
drawn.
“A student with difficulties in
handwriting is greatly hampered.
Many students who do not read well
also suffer from problems that result
in poor handwriting” (Jennings,
Caldwell, & Lerner, 2010 p. 362).
I will have lined paper with a picture
box in it for her to draw in. I will
then ask Leah to practice writing her
first and last name. I will encourage
her to not look at her nametag while
writing her last name.
Evaluation of
Student
card and place the cards in order.
Under each sequence card I will
have her write down what is
occurring in each picture
this book in the same manner several
times. I will then ask Leah to read the
story to me.
I will then ask Leah to write the
following words under her name: can,
at, for. Leah will be doing this from
memory. She may use inventive
spelling.
I will keep notes in my journal of
what oral remembrances Leah had
of the story. I will also note
which sequence cards she placed
in the correct order. I will also
keep the sequence cards with
Leah’s retelling of the story for
the Celebration of Learning.
I will keep notes on how well Leah repeats
what I read. I will also note the rate and
accuracy of how she repeats the
sentences in the book. I will also note if
she is able to read the book once we have
choral read the book several times.
I will keep the paper containing her
writing and date the sample. I will
also observe any difficulties she has in
making any letters and if she
struggles in remember the letters in
her last name. I will note these in my
journal.
I will be keeping an oral reading record of
this book by marking which words she
gets correctly and what mistakes she
makes as she reads. This is not a timed
reading. I will be noting whether she is
able to read the text or is reciting from
memory and if she is able to pick up on
the key word for that page vs. the
repetition of sight words located
throughout the text.
I will note any inventive spelling that
she does for the sight words that I
have chosen as well as any phonetic
sounding out of words that she does
prior to writing them out.
References
Bridwell, N. (1965,19661984,1989,2000). Clifford The Big Red Dog Series. New York, NY: Scholastic.
Ehlert, L. (1988). Planting a Rainbow. New York, NY:Harcourt.
Gunning, T. (2008). Creating literacy instruction for all students. Boston, MA: Pearson/Merrill Prentice Hall.
Jennings, J., Caldwell, J., & Lerner, J., (2010). Reading problems assessment and teaching
Strategies. Boston, MA: Allyn & Bacon.
Marshall, J. (1989). The Three Little Pigs. New York, Ny: Puffin.
Three Little Pigs Sequence Cards. Retrieved February 28, 2010 from http://www.k-3teacherresources.com
Perrin, R., (2007). Pocket guide to apa style. Boston, MA: Houghton Mifflin.
Popcorn words. (2010). Retrieved January 31, 2010 from http://teachers.net/gazette/AUG03/printable.html#pop
Scrabble Slam Card Game. (2008). Pawtucket, RI: Parker Brothers.
Walker, B., (2008). Diagnostic teaching of reading. Upper Saddle River, NJ: Pearson/Merrill Prentice Hall.
Williams, S. (1989). I went walking. New York, NY: Harcourt.