Dakota State University

College of Education
LESSON PLAN FORMAT

Name: Mackenzie Schultz

Grade Level: K PO
School: Arlington School District
Date: 3/17/17
Time: 9:30 am

Reflection from prior lesson: We have been working on sight word recognition as well as sounding out
consonant vowel consonant words. Throughout our time, we have done a variety of different things
including games as well. I have seen some major growth in Tristan with both his sight words and cvc
words. I have also seen a huge increase in his identification of middle sounds in words.

Lesson Objectives:
Student will identify the middle sound in cvc words with 90% accuracy on 4/5 trials.
Student will identify sight words with 90% accuracy on 4/5 trials.
Student will correctly write the middle sound in cvc words with 80% accuracy on 4/5 trials.

Materials Needed:
White board
Markers
Sight word cards
List of cvc words
Letter blocks

Contextual Factors/ Learner Characteristics: Tristan is pulled out of the classroom for 30 minutes a day to
get extra support of what they are doing in the classroom. He works hard, however somedays he will just
sit in his chair and look at you. When working he sometimes waits until he can see your mouth moving
and telling him the answer to say the answer. He qualifies under specific learning disability in his IEP.
Tristan has been making huge strides of progress as in the beginning of the school year he only knew 3
numbers and 7 letters of the alphabet. Now he knows all his numbers up to 20 and all his letters of the
alphabet

A. The Lesson

1. Introduction (4 minutes)
Getting attention: I will ask Tristan if he remembers what we have been working
so hard on, and he will usually tell me what we have been working on. I then want him to
write the sight word and on the board to see if he knows how to.
Relating to past experience and/or knowledge: We played the game Zingo the
other day and we work on this word along with a lot of other words we will practice today.
Creating a need to know: Remember we need to know these so we are able read
and write in school as well as outside of school.
 Sharing objective, in general terms: Today we will be practicing both our sight
words as well as our middle sound skills. We will be doing both of these today as well as
incorporating them into a game like setting.

2. Content Delivery (20 minutes)

- We will first start out with reviving our sight words, but we will be
placing them around the room as we get them correct. I have created a
sight word game where we have sentences and that sight word goes into
the sentence. Once that word is used we will place it on the wall and
move on to the next one.
- Next I will say a word to Tristan and I want him to identify the middle
sound and then give me the letter of the sound. I will do about 8 of these
and see how well he does out of those 8 words.
- Next we will go to the white board and practice writing those words on
the board. I will give him the word bed again and say the middle sound
was e, can you write the beginning and ending letters. They have done
this in class before so he knows what to do.
- To end out time we will play a game on the iPad which is called word
bingo. This game incorporates three letter words as well as some sight
words all together. The student has to identify which word they are
asking him. It also has then trace the different words. It is a great game
that they also play in the classroom.

3. Closure (2 minutes)
- Tristan can you tell me the middle sound in the word fan, bed, cat, dog,
and web. I will see how many he can get right, but I am assuming he will
get majority of them right because these are the main ones he knows.
B. Assessments Used
- Student observation is used throughout the lesson as well as a part of the lesson incorporates work
sample of the student. The work sample is on the white board, but can still be used as a sample.

C. Differentiated Instruction
- Tristan is receiving the support he needs by being in a separate classroom with one-on-one support
guiding him through the process. We are also breaking down the steps and taking it piece by piece when
identifying our sight words. Playing games also helps Tristan learn better, which is why we tend to play a
lot of games.

D. Resources
- Special Education Room