Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher

Kathleen Fuller

Date

Subject/ Topic/ Theme

Phonemic Awareness/Phonics

Grade ______1st_______

I. Objectives
How does this lesson connect to the unit plan?
Its a reading/ word strategy related to reading
cognitiveR U Ap An E C*

Learners will be able to:

physical
development

socioemotional

Pick out words with long vowels and short vowels

Identify consonant digraphs in books
Think of words based on different sounds that I give them

Common Core standards (or GLCEs if not available in Common Core) addressed:
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.

Student should have a basic understanding of long and short vowel sounds, the sounds consonant
digraphs make, and knowledge of the starting letter of words.
Pre-assessment (for learning):

Do you know any long vowel sounds? Short vowel sounds?

Outline assessment
activities
(applicable to this lesson)

Formative (for learning):

Formative (as learning):
Summative (of learning):

What are some long vowel sounds? Some words we can make with th or cr?

What barriers might this

lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

Provide Multiple Means of

Representation
Provide options for perceptionmaking information perceptible

Provide Multiple Means of Action

and Expression
Provide options for physical actionincrease options for interaction

Using things she likes to do like

drawing and being active

She will be the game piece on a

life-size game board during the
game we are planning.

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Provide options for expression and

communication- increase medium
of expression

Provide options for comprehensionactivate, apply & highlight

Highlights Daily Five activities:

word work, writing work, listen
to reading.

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Drawing, and moving around

during the game.
Provide options for executive
functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Long term goals: know the

sounds vowels can make, know
consonant digraphs.

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Drawing, reading, writing, and
actively moving around the space
we are in.
Provide options for sustaining effort
and persistence- optimize
challenge, collaboration, masteryoriented feedback

I will tell her how she can

improve at the end of each
lesson.
Provide options for self-regulationexpectations, personal skills and
strategies, self-assessment &
reflection

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

Pictures of objects
Giant cardboard dice
The book The Day the Crayons Quit
Post-it notes
White board
Dry erase markers
Wherever Alia would like to sit. Preferably some place with a good amount of space.

How will your classroom

be set up for this lesson?
III. The Plan
Time

Components
Motivation
(opening/
introduction/
engagement)

Development
(the largest
component or
main body of
the lesson)

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Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
How was your week?
How are you?
Do you remember what we did last week?
Did you enjoy it?

1.
2.

Today we are going to play a game.

Put all of the pictures in a squiggly line on
the floor.
3. Get the dice and have the student roll to
see how many spaces they should move.
4. When the student gets to a space, have
them decide what word the picture is, and
then have them decide if it has a short or
long vowel. If the students is wrong, and
doesn't self correct, they must move back
one space.
5. Keep playing until the end of the game or
until 15-20 minutes passes.
6. Next, get out the book The Day the
Crayons Quit, post-it notes, and a writing
utensil.
7. Read each page of the book. After you
read a page, have the student identify
consonant digraph words on the page.
Have them write the appropriate
consonant digraph on a post-it note and
place it over the word.
8. At the end, if the student found 20+
consonant digraphs, they get a piece of
candy!
9. Finally, take out the white board and dry
erase markers.
10. Play I Spy with you saying things like
I spy with my little eye something that
starts with t and have the student draw
something that starts with that sound.
11. Do this until the end of class.

Closure
(conclusion,
culmination,
wrap-up)

Can you tell me some words that start with cr or

th or sh?
Does truck have a long or short vowel? How
about pen or cup or pillow or box?
What kinds of things would you like to do next
week? A game? Coloring?

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)

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