Early Childhood Special Education Lesson Plan

Teacher Candidate: Megan Ryan

Grade Level: K

Guided Reading New Vocabulary

Fall
Goal of Lesson (Common Core State Standards/Division of Early Childhood where appropriate)
Students will understand how to identify new vocabulary; the correct way to pronounce new words and build foundational
skills that will help them learn how to use these skills independently during reading.
CCSS.ELA-LITERACY.RL.K.4
Ask and answer questions about unknown words in a text.
CCSS.ELA-LITERACY.RF.K.1
Demonstrate understanding of the organization and basic features of print.
CCSS.ELA-LITERACY.RF.K.2
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
CCSS.ELA-LITERACY.RF.K.3
Know and apply grade-level phonics and word analysis skills in decoding words
Objectives:
Students will be able to identify new words in a text in their individual reading books. We will use these opportunities to
teach them how to break down a word that they dont know, identify the letters and sounds, and then discover the meaning.
Pre-Assessment:
Anecdotal data will be used to assess where each student is based on their own level of vocabulary. The teacher will use three
categories to describe their verbal language skills as below average, average, or above average.
Post-Assessment:
We will use different assessment methods to grasp whether or not students have learned the new vocabulary. We will assess
letter recognition, word recognition, understanding for meaning and other aspects that can be gauged from a Guided Reading
Lesson.

Based on their capabilities, children will be expected to pick an amount of vocabulary words that we learned from the story
and use letters, pictures, and pre-cut labels to identify and demonstrate their understanding.
Based on baseline assessment and IEP clarifications, students will assigned either one, two or three vocabulary words to
explore in their activity.
Materials:
First we will read the story Fancy Nancy and The Fall Foliage by Jane OConnor and Robin Preiss Glasser.
We will work as a class in this guided reading lesson to demonstrate the way in which we will use this time to learn new
vocabulary and other reading tools. After this first Unit of Fall in the first month or so of school we will use Guided Reading
time as a structured time for smaller group work.
Paper and various writing materials such as pencils, markers, crayons etc. will be provided. Students will be able to use these
tools as well as cut out letters for assembling and gluing to create words.
Use of Technology:
We can use the smart board to create a larger list of our new vocabulary words for the students to refer back to during the
activity.
AAC devices, audio-visual aids and other IEP specifications will be used to promote learning.
Differentiation:
Differentiation will be based on baseline assessments, IEP clarifications, and classroom structures. The activity will be
differentiated based on teacher support, activity expectations and materials suggested.
Up Identify 5+ new vocabulary words
Down Identify 2 new vocabulary words
Seating Configuration/Use of Physical Space:
The story will be a whole group activity as well as compiling the list on the smart board to identify the words (also using
pictures as labels).
Students will then break off into small groups based on pre-assessment and IEP specifications to do the activity of showing
their learning of new vocabulary.
Teaching roles and collaboration:
During the whole group activity the lead teacher will read the story and transition children to their seats with the help of the
assistant teachers.
During the small group activities teacher support will be provided for every group.

Classroom Management:
For children without individual behavior plans, a Working Towards chart will be created. Based on the needs of the
classroom children will either individually or as a whole work towards a reward. Rewards will be discussed and decided with
the help of the teacher. Rewards will be given periodically throughout the day, specifically during Work Time. Students that
are participating appropriately will earn stickers towards their reward.
For children with interfering behaviors and individual behavior plans, rewards and consequences will be decided on an
individual basis. If behavior is not interfering with learning of the class, attention or breaks will be given to further their own
learning if does not result in an interference.
Engagement of students/anticipatory set/Motivation:
Students will know that our activity will count towards our Working Towards chart. This will be the way to engage them
into this type of lesson because it is a new lesson and may seem difficult at first.
Connection to Previous lesson/Prior Knowledge:
We will connect this lesson to prior knowledge by relating new words to new toys. By figuring them out, and playing with
them we learn how to use them!
Lesson Presentation:
Estimated Time:
We will begin the new lesson with our story. We will identify new vocabulary as we are reading before moving onto the smart
board to make a list of all the new vocabulary.
After making the list on the smart board, the teacher will demonstrate the different ways to correctly identify and portray the
new vocabulary words by either assembling pre-cut letters, writing letters, or drawing pictures with labels.
Guided Practice/Active Involvement/Small group work/Independent Practice:
Estimated Time:
We will use these new vocabulary words in our writing center to practice writing new words during this week.
Homework for the week will include these new vocabulary words to help them practice and show their parents what they
have been working on.
Final Summary/Closure:
Estimated Time:
We will use our list for the week to incorporate the new vocabulary into the other lessons for the week.
The students should take new vocabulary and new skills to identify new words with them after this lesson.

Extension:
We will continue to use these new vocabulary words and the students will begin to understand the way in which their
Guided Reading part of ELA will work for the rest of the school year.