CEP Lesson Plan Form

Teacher: Katie McClendon Date: October 26, 2017

School: Olander Elementary School Grade Level: 1st Content Area: Literacy

Title: Guided Reading Lesson #: 1

Content Standard(s) addressed by this lesson:

2. 1. Comprehending and fluently reading a variety of literary texts are the beginning traits of readers
2.3 Decoding words require the application of alphabetic principles, letter sounds and letter
combination
3.2 Appropriate spelling, conventions, and grammar are applied when writing

Understandings: (Big Ideas)

Manipulation with the short o sound, show fluency and accuracy with the familiar read and write a
complete sentence showing comprehension.

Inquiry Questions:

What is the difference between phonemes (speech sounds) and other sounds?

In informational text, why is the main topic important? How do the details support the main topic?

How do punctuation marks show expression and pauses in writing?

How do capital letters show importance?

Evidence Outcomes: (Learning Targets)

Every student will be able to:

Manipulate the short o sound to create and recognize words and accurately recall details from the
familiar read. As well as writing a correct complete sentence.

I can:

Create and read words with the short o sound, read and comprehend familiar book and write a
complete sentence.

List of Assessments: (Write the number of the learning target associated with each assessment)

Word Work accuracy with manipulation of the short o families

Accuracy/ fluency of familiar read

Comprehension question

Guided Writing- Sentence Structure

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CEP Lesson Plan Form

Planned Lesson Activities

Name and Purpose of Lesson

Should be a creative title for you and the students to Guided Reading
associate with the activity. Think of the purpose as -Teaching to an emergent reader (DRA level 4)
the mini-rationale for what you are trying to
accomplish through this lesson.
Approx. Time and Materials
How long do you expect the activity to last and what 15 minutes
materials will you need?
Anticipatory Set
The hook to grab students attention. These are
actions and statements by the teacher to relate the Get student excited about reading!
experiences of the students to the objectives of the
lesson, To put students into a receptive frame of
mind.
To focus student attention on the lesson.
To create an organizing framework for the
ideas, principles, or information that is to
follow (advanced organizers)
An anticipatory set is used any time a different
activity or new concept is to be introduced.
Procedures Teacher and Student Actions

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(Include a play-by-play account of what students and

teacher will do from the minute they arrive to the *WORD WORK
minute they leave your classroom. Indicate the T: Go over sight words on white board
length of each segment of the lesson. List actual (Do NOT pass out student white boards yet)
minutes.)
Indicate whether each is: -Write the words and go around to each student asking them to read the word; one word
-teacher input at a time, one student at a time
-modeling
-questioning strategies
-guided/unguided:
-whole-class practice
-group practice Sight Words:
-individual practice -two
-check for understanding -her
-other -our
-they

T: (Pass out white boards to each student)

-Have each student write the specified word on the white board
-When directed student changes one letter at a time creating a new word
-When directed student will erase entire word, then write the new specified word

Set 1:
-top, mop, hop, pop
-pot ,lot, dot
-dog, log, frog, blog

Set 2:
-dock, lock, block

(Collect all the white boards and markers)

*FAMILIAR READ- ONE BIG BABY by Liane B. Onish- (Orange Benchmark 4)

S: Students will be directed to read a page when I call on them
-ALL other students who arent reading will follow along with their finger
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CEP Lesson Plan Form
Differentiation
To modify: If the activity is too advanced for a child,
how will you modify it so that they can be
successful?
To extend: If the activity is too easy for a child, how
will you extend it to develop their emerging skills?
Assessment
How will you know if students met the learning
targets? Write a description of what you were
looking for in each assessment.
Colorado State University College of Health and Human Sciences
Lesson fit for a Level 4 and lower reader.
-Could be differentiated to included multi-syllable short O words
-Different level book
-More intricate/advanced sentences
Word Work accuracy with manipulation of the short o families.
Accuracy of new read.
Comprehension question.
Guided Writing- Sentence Structure
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