Generic Lesson Plan Form
Subject: Literacy Activity: Reader’s Workshop
# of Students: 27
Blue group (6 students): This is the first day of a 2-day mini lesson
Green group (8 students): This is the first day of a 2-day mini lesson
Statement of Objective:
*Observable/Measurable
(A,B,C,D)
*GLCE/IEP
Materials:
*Prepared and organized
*Available for all
Opening:
*Gain attention/motivate
*Activate prior knowledge
~link/relate; assess;
prepare for new
learning (e.g. vocabulary)
*State goals/set purpose
~explain task: why, what,
how, and when
for strategies
*Clear directions
Presentation:
Teacher:
*Variety of learning (T/S,
S/S, S/T)
*Organizational framework
~construct, clarify, and link
concepts in a
meaningful context
*Present visually, verbally,
kinesthetically,
real world (e.g. LESH)
*Model and think aloud to
make visible
~language
practices/processes
~learning strategies and
adaptations (how,
Setting: Small Group Instruction
 Students will be able to identify text features of an Accommodati
informational book. Students will be able to identify ons
the main idea of a text and retell key details.
 CCSS.ELA-LITERACY.RI.1.2: Identify the main topic
and retell key details of a text.
 CCSS.ELA-LITERACY.RI.1.6: Distinguish between
information provided by pictures or other
illustrations and information provided by the words
in a text.
The students will be working with me on the carpet in a
circle.
 Book for every student
 White board, eraser, and marker for teacher
 Sticky note and pencil for each student
Readers Workshop: Students will be at 1 of 5 different
stations throughout the room (Work with Mrs. Kuhn, work
with Miss. Brenner, read to self, read to a partner, or
computers on Raz Kids). Based on their reading group they
will be given a station to start at.
I will first work with green group: Reading at a level H
Second I will work with the blue group: Reading at a Level J
Instructing through small groups of 6-8 students Small group
allows for
Green Group: more support
Students start by re-reading the informational book we and
finished yesterday: Smelling Things. individualized
instruction.
Introduce the book we will be starting: Investigating Water
Define investigating. Take a picture walk of the book. What
text features do you see? (Table of contents, bold print,
headings, glossary…)
Vocabulary
 Solid
 Liquid
 Gas
 Freezes
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when and why)  Melts

~organization,
relationships, and clues
*Transfer of control
~students explain, justify,
clarify, etc.
*Clear directions
*Check for understanding
~appropriate feedback:
praise, prompt
probe/question (in ZPD)
~assess/error drill
~monitor and adjust
instruction
Students:
*Participation
~overt and active
~instructional dialogue,
think aloud,
explain, justify, evaluate,
etc.
During reading read the headings. Think about what you
are going to read. For example-pg.2- What is Water? What
do you think we are going to learn?
 Discuss what was learned. Why are some words
bold? What strategies help you understand what you
are reading?
Read up to pg. 9. Stop and discuss what we learned so far
about water.
Blue Group:
Students start by re-reading the informational book we
finished yesterday: Winter Woolies.
Introduce the new book we will be working with: Animal
Reports
Define Reports. Take a picture walk of the book. What text
features do you see? (Table of contents, bold print,
headings, index…)

Vocabulary
 Koala
 Australian
 Rarely
 Bison
 Mammal
 Bamboo

During reading read the headings. Think about what you

are going to read. For example-pg.2- Koala? What do you
think we are going to learn?

Read up to pg. 9.

Guided Practice: Both Groups: Students will

*Activity related to  Students will whisper read up to pg. 9. I will ask be able to talk
presentation/objectives students for the main idea and key details of the about the book
*Active student story. with a partner.
participation  I will have them ask and answer questions to a
~provide rationale for partner. They will be able to write their questions on I will be
assignment a sticky note. monitoring
~multi-sensory and real progress
world throughout by
~instructional dialogue listening to
*Transfer of control individual
 Generic Lesson Plan Form

~students explain, justify, student’s read.

clarify, think
aloud
*Check for understanding
~ensure high success rate
~appropriate feedback:
praise, prompt,
probe/question (in ZPD)
Individual Practice:
~assess/error drill
~monitor and adjust
instruction
*Management/monitoring
~scan, circulate, assess,
support, praise
Closing: Both Groups: Students will
*Adequate time be able to
*Students summarize We will review some key features of informational books. share their
content and Go over some of the key vocabulary again. thoughts with
accomplishments We will go around the circle and all groups will talk about the a partner
*Assess/identify new goals questions they asked to their partner.
*Link to future learning PAWS tickets
Clean up stations and come meet on the front rug. will be given to
students that
worked hard
and did their
job during my
group.

Reflection: