Saint Mary-of-the-Woods College

Education Department
Lesson/Activity Plan Template
Teacher Candidate _________Amber White_________________________________
Subject ____English/Language Arts___

Grade 1 and 2, Small Group of 3 students (lower than

Tier 3)

Rationale for lesson:

The goal is to increase the students phonemic awareness, phonics, fluency, vocabulary, and
comprehension through intensive reading intervention strategies with the Sidewalks program.
The Sidewalks program provides remediation for students struggling with Language Arts
concepts.
Learning outcomes/objectives:
Identifying initial and final sounds in words and blending sounds in words.
Applying letter sound knowledge.
Identifying and practicing high-frequency words.
Increasing fluency by reading the story orally at least 2 times.
Increasing vocabulary through learning new words and applying their meanings in the story.
Increasing comprehension by answering questions about the text throughout the story.
Assessment of student outcomes:
Checking for comprehension throughout story and providing corrective feedback. Monitoring
oral reading for fluency and blending CVC words.
Related Foundations/Indiana? Academic Standard:
1st Grader:
1.RF.1 Develop an understanding of the five components of reading (print concepts, phonemic
awareness, phonics, vocabulary, and fluency and comprehension) to build foundational reading
skills.
1.RF.3.2 Blend sounds, including consonant blends, to produce single- and multi-syllable words.
1.RF.3.4 Distinguish beginning, middle (medial), and final sounds in single-syllable words.

1.RF.3.5 Segment the individual sounds in one-syllable words.

1.RF.4.1 Use letter-sound knowledge of single consonants (hard and soft sounds), short and long
vowels, consonant blends and digraphs, vowel teams (e.g., ai) and digraphs, and r-controlled
vowels to decode phonetically regular words (e.g., cat, go, black, boat, her), independent of
context.
1.RF.5 Orally read grade-level appropriate or higher texts smoothly and accurately, with
expression that connotes comprehension at the independent level.
1.RL.1 With support, read and comprehend literature that is grade-level appropriate.
1.RL.4.1 Use illustrations and details in a story to describe its characters, setting, or events.
2nd Graders:
2.RF.1 Demonstrate an understanding of the five components of reading (print concepts,
phonemic awareness, phonics, vocabulary, and fluency and comprehension) to build
foundational reading skills.
2.RF.4.2 Use knowledge of the six major syllable patterns (CVC, CVr, V, VV, VCe, Cle) to
decode two-syllable words, independent of context.
2.RF.5 Orally read grade-level appropriate or higher texts smoothly and accurately, with
expression that connotes comprehension at the independent level.
2.RL.2.1 Ask and answer questions (e.g., who was the story about; why did an event happen;
where did the story happen) to demonstrate understanding of main idea and key details in a text.
2.RL.4.1 Use information gained from the illustrations and words in a print or digital text to
demonstrate understanding of its characters, setting, or plot.
Materials Needed:
My Sidewalks on Reading Street Level A Teacher Guide, Level A reading books, one for each
student, 5 worksheets to go with each story unit, pencils.
Lesson/Activity Presentation:
Anticipatory set:
Present the high-frequency words and complete word work with vowel sounds in words
and blending words. Introduce the story and take a picture walk. The students will
look at the pictures and describe what is happening in the pictures to familiarize
themselves with the story.
Teaching procedures:

Introduce the story and describe what is going on in the pictures. Orally read the story to
the students one time. Then, have students take turns reading orally one page at a time.
Guided & independent practice:
Ask students to sound out words and blend them with little to no help. Ask students
about the characters in the story and what the story was about. Have students whisper
read story to themselves. Read the directions to the worksheet that goes along with the
lesson and try to have them answer the questions on their own. The worksheets ask them
to hear the initial sounds or ending sounds in words from the story.
Lessons repeated every day and start a new story every day from the Sidewalks books. We are
on the unit called See the Animals in the Level A teacher text and corresponding reading book. I
also continue to build on the same skills with the students in one on one time throughout the day
with leveled reader books that go with their Pearson story for the week and decodable reader
books that are easy for them to read.

For your other lesson plans you may do a slimmed down version of the SMWC lesson plan--include the
subject, overview, standards that you hope to meet, how you will present, materials that will be used.
Write them as if you were absent, a sub could follow your plans.