University of Utah, Department of Special Education: Decoding Lesson Plan 1

Content Area: Reading

Grade level:
October, 2014
Core Standard:
CCSS.ELA-LITERACY.RF.1.3
Know and apply grade-level phonics and
word analysis skills in decoding words.
CCSS.ELA-LITERACY.RF.1.3.A
Know the spelling-sound correspondences
for common consonant digraphs.
CCSS.ELA-LITERACY.RF.1.3.B
Decode regularly spelled one-syllable
words.
IEP Goal:
By December 10, 2014, when given a first
grade level sight word list, Jack will be
able to read 9 out of 10 words with 100%
accuracy on two out of three trials.
By December 10, 2014, when given a first
grade level word list, Jack will be able to
read 8 out of 10 words with 100%
accuracy on two out of three trials.

First

Instructor Name: Megan Van Pelt

Instructional Objective:
Students will be able to decode regularly
spelled one-syllable words on a first grade
level word list on three out of three trials
with 90% accuracy.

Date:

Behavioral Objective:
Students will follow given directions
during this lesson within 3 seconds on 7 of
8 opportunities in class, this behavior is
observed and measured by the instructor.

Students will be able to read 9 out of 10

words when given a first grade level sight
word list with 100 % accuracy on four out
of five trials.
Content (concepts, information,
skills, new vocab, etc.):
Students will learn the format for
sounding out words and sight word
reading.
Grade appropriate word lists
Sounding-Out Words format and word
lists
Sounding out word list #1:
Go
He
Dog
Tub
Sat
Mad
Cat
Hug
Man
Sounding-out word list #2: application
Sit
Hid
Run
Hop
Pig
Wet
Tub
Cut

Instructional Materials Needed:

Lesson plan/formats
Grade appropriate Word Lists for:
Sounding out words
Sight word reading
Dry erase markers/eraser/whiteboard

Procedures/Activities:
1. Get students attention
2. Academic review
/Gather background
knowledge
3. State instructional
objectives
4. Review behavior
expectations
5. Instruction
a. Model
b. Guided Practice
c. Guided Group
Practice
d. Independent
practice
e. Error Correction
Procedures
6. Wrap up
a. Review key
concepts/ Check for
understanding
b. Review objectives
c. Clean up

Fan
Sight Word Reading format and word
lists
By
Had
Day
If
Old
And
Way
Her
Boy
Or
Teachers Role/What Im doing: T: Saying T: (doing)
1. T: (I greet each student that comes into my classroom) T: Welcome
to class todaythank you for having your planners out and ready for me
to sign before the bell rings, fantastic! (I walk around the room and sign
planners as my students arrive/are seated.)
2. T: We have been learning strategies for reading different types of
letter sounds. Lets review a few of the letters we went over at the end
of class yesterday. (Review format for letter sound discrimination).
3. T: Today we will be sounding out words.
4. T: While we are working in class today, remember the importance of
showing respect to others. We will show respect by raising our hand
when we have something to say or a question to ask, we will show
respect by listening to others while our hand is raised and we are waiting
our turn to speak, and we will show respect to others by not interrupting
when someone is talking.
If time permits, I will ask the students, How will we show respect in class
today? This prompt replaces the description scripted above.
5. Instruction for Sounding Out Words:
1. Instructions. T: I will sound-out this word. When I touch a letter, I will
say its sound. Ill keep saying the sound until I touch the next letter. I
wont stop between sounds.
2. Model. T: (Point to the left of the word.)
T: My turn to sound-out this word. (the word I have written on the
board is sat)

Students Role/What
theyre doing: S:
saying S: (doing)
1. Students are walking
into the classroom;
students are removing
their reading/vocabulary
notebooks from the table
at the entrance of the
classroom; students are
moving to their designated
seat. Students take out
their daily planners for me
to sign.
S: (listening)
2. Students are sitting at
their desks with their
reading/vocabulary
notebooks open. Students
are answering questions
designed to check for
understanding of
previously taught content,
these questions are also
designed to
activate/identify
background knowledge.
S: (listening and
responding)

T: (Signal by touching under each letter in the word sat.)

T: /sssaaaatttt/
3. Lead. T: (Point to the left of the word sat.)
T: Sound-out this word with me. Get ready.
T: (Signal by touching under each letter.)
T: /ssssaaaatttt/
4. Test. T: (Point to the left of the word.)
T: Your turn. Sound-out this word by yourselves. Get ready.
T: (Signal by touching under each letter.)
5. Individual turns. (Call on individuals to sound-out the word. Signal by
touching under each letter.)
Steps 2-5 are repeated with the words he, dog, tub, go, mad, cat, and
hug.
Application of sounding out words.
1. Instructions. T: Youre going to sound out each word, then you are
going to say it fast.
2. T: (Point to the left of the word.)
T: Sound it out. Get ready. (Signal: loop and hold under each letter.)
T: /ssssiiiitttt/
T: (Repeat until students sound-out the word correctly.
3. T. (Move finger back to the beginning of the word and immediately
say), What word? (Signal: move finger quickly across bottom of the
word /sit/.)
S: sit
4. Repeat steps 2 and 3 with each word: Hid, Run, Hop, Pig, Wet, Tub,
Cut, Fan.
5. Give individual turns. Signal is the same as for group turns.
Instruction for Sight Word Reading:
Sight word reading list: By, Had, Day, If, Old, And, Way, Her, Boy, Or
1. Instructions. T: Youre going to read these words the fast way. When I
point to a word, sound it out to yourself. When I signal, say the word.
2. (Students read words with 3-second pause.)
T: (Point to the left of the first word, by. Pause 3 seconds.)
T: What word? (Signal.)
S: by
3. Repeat step 2 with remaining wordshad, day, if, old, and, way, her,
boy, and or.
4. Students read words with 2-second pause.
T: (Point to the left of the first word. Pause 2 seconds.)
T: What word? (Signal)
S: had

3. Students are listening to

me read todays objectives
that are written on the
whiteboard.
S: (listening)
4. Students are listening to
me review expectations for
behavior. If time permits,
students will answer the
question, How will we
show respect during class
today?
5. Instruction:
Sounding out format:
S: /sssaaatttt/
S: /sat/
S:
S:
S:
S:
S:
S:
S:

/he/
/dog/
/tub/
/go/
/mad/
/cat/
/hug/

Sounding out format

application:
S: /sit/
S: /hid/
S: /run/
S: /hop/
S: /pig/
S: /wet/
S: /tub/
S: /cut/
S: /fan/
Sight word format:
S: /by/
S: /had/

5. Repeat step 4 with remaining words.

6. Individual turns. Call on individuals to read words with 2-second pause.
e. Error correction procedures
1. Model.
T: My turn to sound out sit. (Signal: loop and touch under each letter.)
T: /ssssiiiitttt/.
2. Test.
T: Your turn. Sound it out. Get ready. (Signal: loop and touch under
each letter.)
T: And how do we say it? (Signal)
3. Retest one or more times later in the lesson.
6. Wrap up
a. T: (Ask questions to review key concepts and check for
understanding.)
b. T: We started class today by reading letters we practiced reading
yesterday. We learned new sight words and we practiced sounding out
words.
c. T: Thank you for placing your reading/vocabulary notebooks on the
back table as you leave. Thank you for your participation today! You
guys really hung in there. I loved how quickly you responded! I love
how you are responding in unison! I loved the way you showed respect
to [insert student name]! You did a great job showing the class respect
today and waiting until it was your turn to talk!

Adaptations/Modificati
ons/
Accommodations:
Sound amplification
system for student(s) with
hearing impairment.
Word lists and all other
print materials are
available in large print.

Reinforcement Procedures:
Specific positive praise will be given
for meeting behavioral expectations
and to reinforce desired behaviors.

Assessments:
Pre: Individual turns are provided
to students for practicing letter
sound correspondences.

Positive praise statements will

include:

During:
Students are given words for
sounding out practice.
Students are given turns to read
words with a 3 second pause.
Students are given individual turns
to read words with a 2 second
pause.

Thank you for raising your hand!

I loved how you raised your hand
and waited for me to call on you!
Thank you for not interrupting.
You waited so patiently for me to

S:
S:
S:
S:
S:
S:
S:
S:

/day/
/if/
/old/
/and/
/way/
/her/
/boy/
/or/

e. Students follow my
prompts during error
correction procedures.
S: /ssssiiiiitttt/
S: sit
6. Wrap-up
a. Students are sitting
quietly and listening
attentively. Students raise
their hands to respond to
questions designed to
check for understanding.
Once a student has raised
their hand, they wait
patiently to be called on
before providing their
answer. Error correction
procedures are followed if
necessary.
Follow-up Activities:
The words that students
struggled with, and the
errors that students made
are notated in my lesson
journal. The words missed
in class today will be
reviewed tomorrow during
procedure #2, academic
review. Students will be
provided with additional
opportunities for practice
as we progress through

come back around to you!

Thank you for participating today!
Undesired behaviors will be
ignored.
Praise around strategy will be
used if a student puts their head on
their desk. I will reinforce the
desired behavior of staying
attentive, thank you for looking
forwardthank you for
participatingthank you for your
response
In the event an undesired behavior
cannot be ignored: the student will
be referred to the class
rules/consequences that are posted
on the board.

Post: Students will be individually

assessed following todays lesson.
Students will meet with me
individually to read a gradeappropriate word list containing
words for sounding out. Students
will also be provided with a sight
word list for assessment before
tomorrows instructional period.
This list will contain 10 grade
appropriate sight words. Both
assessments will be used for
instructional planning. Error
correction procedures will be
followed.

future word lists to practice

sounding out and sight
word formats.