GenericLessonPlanForm

Subject:Literacy Activity: Setting:ResourceRoom #ofStudents:2

StatementofObjective: Aidan&DeVynecanreadCVCwordswithang,ing,ong, Accommodations

*Observable/Measurable(A,B,C,D) *Sinceitsoneon
*GLCE/IEP andungandseethepatternsinwords. one,
Aidencanwriteneatlyandsoundwordsout. accommodations
aretiedintothe
lesson

Materials: Dolchcards,phonemecards,tactileitems,readerbooks
*Preparedandorganized
*Availableforall
Opening: Iwantyoutobeonyourbestbehaviortoday.Stayinchair,sit Visual
*Gainattention/motivate
*Activatepriorknowledge up,eyesonme,avoidblurtingout,worktogetherandbekind
~link/relate;assess;preparefornew toeachother,tryyourbest.Howcanyoushowmethatyoure
learning(e.g.vocabulary)
*Stategoals/setpurpose onyourbestbehavior?
~explaintask:why,what,how,and
when
forstrategies Writetasksonboard&discusseachstep
*Cleardirections GothroughphonemecardsandDolchwordcards(theseare
wordsyouseealotinreading,soifyouknowthem
automaticallyyoullbeabletoreadalotmore)
Presentation: LearnnewDolchwordtry Tactile,visual,
Teacher: auditory
*Varietyoflearning(T/S,S/S,S/T) 3tactiletools,spell3timeseach
*Organizationalframework
~construct,clarify,andlinkconceptsin
Canyoufindthiswordsomewhereintheroom?
a Useitinasentence
meaningfulcontext
*Presentvisually,verbally,
kinesthetically, Reviewong,ung,ing,angfrompreviouslesson(cards)
realworld(e.g.LESH)
*Modelandthinkaloudtomakevisible Makewordswithinitialconsonantandngcards
~languagepractices/processes
~learningstrategiesandadaptations
Tellmeanotherwordyoucouldmakewith
(how, o ang
whenandwhy)
~organization,relationships,andclues
o ong
*Transferofcontrol o ung
~studentsexplain,justify,clarify,etc.
*Cleardirections
o ing
*Checkforunderstanding
~appropriatefeedback:praise,prompt
probe/question(inZPD)
~assess/errordrill
~monitorandadjustinstruction
Students:
*Participation
~overtandactive
~instructionaldialogue,thinkaloud,
explain,justify,evaluate,etc.
GuidedPractice: Weregoingtoreadanewstoryusingthesoundswevebeen
*Activityrelatedto
presentation/objectives learningthisweek,calledStoptheSong
*Activestudentparticipation
~providerationaleforassignment
Turnandtalktoeachotheraboutwhatyoupredictit
~multisensoryandrealworld mightbeabout
~instructionaldialogue
*Transferofcontrol
ThisstoryisgoingtobeaboutaboynamedJimwhowrites
~studentsexplain,justify,clarify,think musicwithhisband.Onesonghewrotewentonandonand
aloud
*Checkforunderstanding
on,andhismomaskedhimtostopbecauseitgotonher
~ensurehighsuccessrate nerves.Later,theboysunderstoodhowshefeltwhenthey
~appropriatefeedback:praise,prompt,
probe/question(inZPD)
IndividualPractice:
~assess/errordrill
~monitorandadjustinstruction
*Management/monitoring
~scan,circulate,assess,support,praise
Closing:
*Adequatetime
*Studentssummarizecontentand
accomplishments
*Assess/identifynewgoals
*Linktofuturelearning
Reflection:
__________________________________________________________________________________________________
___________________________________________________________________________________________________
heardasonggoingonandontheydidntlike.
MakepersonalconnectionstostoryWhatkindofmusicdo
youlistento?Haveyoueverheardasongthatgoesonandon?
Whathappenswhenyoudontlikethesamemusicsomeone
elseislisteningto?(Mom,siblings,etc.)
Readoutloudinavarietyofways,discussvocabandkey
wordsthroughout:
Iread,theysayawordtogetherwhenIstop
Readtogether,everyotherlineemphasizethat
theyreateam
Time&graphwordsperminutewhencomfortable
Starsiftheybeattheirgoals
WritingsheetfromStopTheSong
DeVyneticketoutspelltryanduseitinasentence
WhenDeVyneleaves,haveAidancreateasentenceusingthe
wordtry.Iwriteitonstickynotesoutoforderandhavehim
putitbacktogetherthenwrite(perOT&writinggoals)