Elementary Education Lesson Plan Template

Francesca Lipari
Date Teaching: Tuesday, November 22, 9:10-9:55am

READINESS
Big Idea: Little parts make up big pictures
I.
Goals/Objectives/Standard(s)
A.
Goal(s) Students will see and understand a cross-curricular theme of how small
components make up bigger pictures
B.
Objective(s)After participating in a guided reading lesson, students will make connections
between the selected text and their own lives (text-to-self connections)
C.
Standard(s):
Guided Reading: 1.RL.1 With support, read and comprehend literature that is grade-level appropriate.
Seat Work: 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.
Write the Room: 1.RF.4.4 Recognize and read common and irregularly spelled high-frequency words by
sight (e.g., have, said).
Technology: 1.RF.5 Orally read grade-level appropriate or higher texts smoothly and accurately, with
expression that connotes comprehension at the independent level. (Rationale: Research shows that
students fluency improves when they listen to fluent reading aloud).
II.

III.

Materials
Turkey book for anticipatory set

Baby picture for anticipatory set

Books for all guided reading groups

Materials for contraction activity with second guided reading group

Walk the room words and recording sheets

Consonant and blends worksheets

Computers for technology

Management
a.
Time
9:10-9:25 Anticipatory set, mini-lesson, explanation of stations, move to first station
9:25-9:38 Rotation 1
9:40-9:53 Rotation 2
9:55-10:08 Rotation 3
10:10-10:23 Rotation 4
10:25 Closure, get ready for lunch
b.
Space: Whole group activities: Students on the carpet, Guided reading: teacher
table, Technology: computers, Write the room: back of classroom by door, Seat work: At
student desks
First Station: Red at Table, Green at Write the Room, Yellow at Seat Work, Blue
at Technology
Rotation: Table- Write the Room - Seat Work - Technology

c.

IV.

Students: I will not leave the guided reading groups because these lower level groups
need my support more than the higher groups. If students are not on-task at other
stations, they will have to do tasks by themselves at their desks as opposed to
participating at the stations. I will use a timer at all stations so that students can see
how much time they have left, and will notice when it is time to move on.

Anticipatory Set- I heard that you all have been reading this book about a turkey that is
trying to avoid getting eaten for Thanksgiving. Did you all like this book? The turkey
dressed up as a horse and all of these other animals, but just because the turkey dressed
up as a horse, did that make him a horse? That reminds me of a time when I dressed up as
something other than Ms. Lipari. This was my Halloween costume when I was little (show
picture). Does someone have a guess about what I was? Yes- I was a pumpkin. Just because
I was dressed as a pumpkin, did that make me a pumpkin? What I just did was I connected
something that I read to something in my real life. That is called a text-to-self connection,
and that is what we will be learning about today.
Purpose: We make connections as we read because it helps us understand what we read
better, and it is so much more fun when we can connect with what we read. Like I had a lot
more fun when I read this book, because I got to think about all of the funny costumes I
wore as a kid.

V.

PLAN FOR INSTRUCTION

(ACEI 1.0)
Adaptation to Diverse StudentsThis lesson is differentiated for students of different
reading levels. I used level texts according to the suggestions of my cooperating teacher.
The simpler, straight forward, and lower-leveled texts will allow even struggling students to
make simple connections to the texts.
(ACEI 3.2)
VII.
Lesson Presentation (Input/Output)
(ACEI 2.1)
Minilesson:

The part of this book I connected with the most was when the turkey pretended to be another
animal by dressing up as something he wasnt. When I read that, I thought about my own
experience when I dressed up as a pumpkin, even though I am not a pumpkin. Has anyone
else dressed up as something other than a person?
VI.

This part of the story reminded me of something in my life. That is what a self-to-text
connection means. Everyone say text-to-self connection. When something that you read
reminds you of something from your life. When you are at the teacher table today, we will be
talking more about making these connections.

Explain the workstations, set timer, send everyone to first station.

Workstations:

Teacher Table: Guided Reading Lessons

Seat Work: Students will practice the previous skill of recognizing and writing consonant
blends with the attached sheets

Technology: Students will listen to and read audiobooks through Epic! in order to have
comprehension practice and build fluency

Write Around the Room: Students will practice recognizing and writing sight words using a
write around the room activity. The recording sheet students will be using and
examples of sight word cards that will be around the room are attached.

Guided Reading Lessons

Group Color

Group

Time

Book Title

Members
Names
have been
removed
Names
have been
removed
Names
have been
removed
Names
have been
removed

Red
Blue
YellowNOT
OBSERVED
GreenNOT
OBSERVED

9:25-9:40
9:40-9:55

Blue, Blue,
Blue (Level
A)
Its Raining
(Level B)

9:55-10:10

Games
(Level C)

10:10-10:25

Going
Places
(Level I)

Guided Reading Group 1:

1.
Prereading

Look at the pictures on the cover of this book. What do they all
have in common? Yes, they are all blue! This story is going to
be about things that are blue.

2.

Reading: There is too few pages/words in this text to chunk it

We are going to read this book to find out what blue things the
boy has.

3.

5.

These readers need the support of echo reading. I will read

each page as the students watch my finger as I go to each
word. The students will then use their fingers to track their
reading and echo read back each word on the page. I will make
notes about words that students are not able to match when I
read it first.

Responding

Do you remember any of the blue things the boy has?

4.

When I say bl- in the word blue, what letters do you hear?
Yes, you hear the letters b and l. (The students already know
this blend- so I do not need to go into more detail here). Blue,
starts with the blend bl. The title of this book is called Blue,
Blue, Blue.

Exploring

Applying

Lets make a text-to-self connection like we were talking about

earlier. What are some of your favorite colors? Are a lot of your
things that color? Why do you think all of the boys things are
blue? (Or, if they need an easier question- What do you think
the boys favorite color is?)

If time, go back through the pictures to list each blue thing

that the boy had. Do you have any of those things? What
color are they?

If time, go back and ask kids to search for words they know
and read them to me.

When you read or listen to books on the computers, try to make connections between what you read and your
own life, especially when you are having a hard time understanding it. Making connections will help you
understand what you read better, and it makes reading a lot more fun.

Guided Reading Group 2:

1.

Prereading
This is the word its. This word is a shorter version of the
words it is. Have the words it is glued to the top of a
piece of construction paper. Also have strips of paper with
it is . Students will cut and paste what they need to from
their strips of paper to make the contraction of it is,
which will be its.
If I cover up -ing in this word, what word do you see?
Right, this is the word rain. Now what sound does -ing
make. So when we put rain and -ing together, what
word does that make? This book is called Its Raining

2.
Reading: There are too few pages/words in this text to
chunk it

Read this book and see if you can make a text-to-self connection.
After you read, I am going to ask you if anything you read reminded
you of an experience you had.

4.

Allow kids to whisper read the books to themselves using Hear

Myself Sound Phones. If I hear that a student is struggling with a
word, I will help him sound it out or tell him what the word is.
3.
Responding
When everyone is done reading- What did the kids do when it was
raining?
Did you make any text-to-self connections as you read? Did
anything you read remind you of an experience you had?
Exploring
If students are not able to identify any text-to-self connections, go
back in the book and ask more guided questions such as This
person wore rain boots in the rain, do you have any rain boots?
They got wet in the rain, did you ever get wet while playing in the
rain?
5.

Applying

When you read or listen to books on the computers, try to make connections between what
you read and your own life, especially when you are having a hard time understanding it.
Making connections will help you understand what you read better, and it makes reading a lot
more fun.
(ACEI 3.3)

VII. Check for understanding. Informal observation and listening as students read, respond to
prompts, and make text-to-self connections during guided reading. There will be more formal
assessment of review content at other stations.

VIII. Review learning outcomes / Closure

Does someone want to share a text-to-self connection they made while they were at
the teacher table today?

Do you remember when we did tally charts? Show me with your fingers about how big
a tally mark is. Tally marks are tiny, but when we put them together in a chart, they
show important information.

Do you remember when we built cars? The tiny building pieces we used do not do
much on their own, but when we put them together to build something, they are
super awesome.

How about when we do reading exercises? What are the little things that make up
words? (letters of the alphabet). Letters do not do too much on their own, but when
you put them together to make words, they share stories with us.

The theme of all of these lessons together is the idea that little parts make up big
pictures. But what does that mean for us? If all of you were little parts, you help make
up the big picture of your families. Your family would not be complete without you.
Another example would be that all of you together make up the big picture of our
class. We need each of you to make up our class. Just like little tally marks, building
materials, and letters, each of you is very important to make something great.

PLAN FOR ASSESSMENT

Each student will be asked to make and orally explain at least one text-to-self connection during the
guided reading sessions. This will be informal, formative assessment.
Accurate completion of seat work and write around the room stations recording sheets
(ACEI 4.0)
REFLECTION AND POST-LESSON ANALYSIS
1.
How many students achieved the lesson objective(s)? For those who did not, why not?
Not all of the students in the two observed guided reading groups met the objective. I
think this is because I did not ask questions that the students could connect to very
well. For example, I asked about what students wear when they play in the rain, but
none of the students had items that the text mentioned (like rain boots, hats,
umbrellas).
2.
What were my strengths and weaknesses?
Although it was not included in this written lesson plan, I decided to explain a personal
connection to each groups text in order to give another example of a text-to-self
connection. I think that this additional example helped students make their own textto-self connections.
3.
How should I alter this lesson?
I would change the questions I ask as a part of these two groups to make it more
relevant to the students. For example, I might ask the first group When you color,
what is your favorite color of crayon to use? Is that also your favorite color? If this boy
in the story was coloring, what color crayon do you think he would use? Why?
4.
How would I pace it differently?
We need more time for whole group activities for the anticipatory set and mini-lesson.
The small group times should be shorter.
5.
Were all students actively participating? If not, why not?
I do believe that all of the students were actively participating.
6.
What adjustments did I make to reach varied learning styles and ability levels?
a.
Blooms Taxonomy- Questions intended to be at analysis and evaluation levels
b.
Gardners Multiple Intelligences-Linguistic, Intrapersonal, Interpersonal, BodilyKinesthetic
7.
Were the levels of support (echo reading for first, whisper reading for second) I gave my
two groups of readers what they needed? Would they have been better off with more or less
support?
I believe that these decisions were appropriate for my students. I think that echo
reading and whisper reading for the two groups provided the best amount of support.

Revision Date: 10/24/16