EFFECTIVE INSTRUCTIONAL DESIGN – STANDARDS-BASED LESSON PLAN

Elements of the Lesson Evidence that Documents the Elements

I. Standard CCSS.RF.1.2
Common Core State Standards Phonological Awareness: Demonstrate understanding of spoken
Or Essential Elements words, syllables, and sounds (phonemes).
a. Distinguish long from short vowel sounds in spoken single-
syllable words.
b. Orally produce single-syllable words by blending sounds
(phonemes), including consonant blends.
c. Isolate and pronounce initial, medial vowel, and final
sounds (phonemes) in spoken single-syllable words.
d. Segment spoken single-syllable words into their complete
sequence of individual sounds (phonemes).
CCSS.RF.1.4
Fluency: Read with sufficient accuracy and fluency to support
comprehension.
a. Read grade-level text with purpose and understanding.
b. Read grade-level text orally with accuracy, appropriate
rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition
and understanding, rereading as necessary.

II. Objectives/Targets and I can statements I can…

What am I going to teach?
What will the students be able to do at the end of the lesson?
What formative assessments are used to inform instruction?
What challenges might students encounter?
I can read CVC words with the “-ap” ending.
I can draw a picture about a text I read.
Some challenges that the students might encounter are getting
and staying on task. One student has ASD and usually focuses on
something else while the other student works on the lesson,
unless the lesson catches her interest. Sometimes this can cause
the other student to lose focus. Another challenge that the
students might encounter are determining which words are real
words and which words are nonsense words on the worksheet.
III. Lesson Management: Focus and Organization
What positive strategies, techniques and tools will you see?
What ideas for on task, active and focused student behavior?
The teacher will remind the students (if needed) of the Point
Reinforcers (Individual) and Bingo Chip Reinforcers (Group) for
appropriate student behavior.
The students will show on task, active, and focused student
behavior by reading and writing the words on the worksheet and
creating words with stamps.

IV. Introduction: Creating Excitement and Focus for the Lesson Target Classdojo Points to motivate the students to sit at the table.
What will you do to generate interest?
How will you access prior knowledge? Show the CVC worksheets that we have been working on that the
What will you practice/review? students have been enjoying.

V. Input: Setting up the Lesson for Student Success 1. The teacher will tell the students that they will continue
working on their CVC worksheets with the “-ap” page.
Task analysis: 2. The teacher will point to the first section of the page and
• What information does the learner need? If needed, how will it be ask the students to say, trace, and write each word (“cap,”
provided? “map,” “nap”).
• What are the step-by-step procedures of the lesson? How is the 3. The teacher will point to the second section and ask the
lesson scaffolded? students to find all the words in the word search that end
Webb’s Depth of Knowledge with “-ap.” The teacher will help the students if they get
• Recall/Reproduction stuck or they cannot seem to find anymore words.
• Skills/Concept 4. The teacher will point to the third section of the page and
• Strategic Thinking ask the students to cross out the nonsense words and
• Extended Thinking color in the real words.
5. The students will read the first word, and if they are
Accommodations: Differentiating to meet students’ needs unsure about whether the word is real, the teacher will
• Remediation/Intervention say the word in a sentence to give them a hint. Further
• Extension/enrichment prompting may be needed here since both students are
Methods, Materials and Integrated Technology also bilingual.
• Instructional techniques 6. The teacher will point to the forth section and ask the
• Engagement strategies students to read the passage.
• Materials and Integrated Technology list 7. The students will read the passage with teacher assisting
as needed.
 8. The teacher will point to the last section and ask the
students to draw a picture showing what had happened in
the passage.
9. The students will then take a picture of the passage and
record themselves reading it on the iPads. They will then
upload it to their Seesaw account.
10. The teacher will then take out sight word cards, stamps,
and paper for the students to practice spelling, reading,
and saying sight words.
11. The students will read each sight word and then will use
the alphabet stamps to spell the word on their paper.

Webb’s Depth of Knowledge:

1. Recall/Reproduction: The students will draw a picture about
the passage.
2. Skills/Concept: The students will use context clues to
identify the meaning of unfamiliar words while reading the
passage and/or from the sentences provided by the teacher to
determine if a word is nonsense or real.
3. Strategic Thinking: The students will differentiate between
real and nonsense words.
4. Extended Thinking: The students will connect what they are
learning in the resource room and from their lessons to their
general education classroom.

Accommodations:
The student with ASD may not be willing to focus on the
worksheets or the sight words, so they may be practicing writing
their numbers and sight words on a white board. However, they
are fascinated by the stamps every time they are brought out, so
they may practice stamping the Alphabet and saying their letters
and sounds.

Methods, Materials, and Integrated Technology:


VI. Modeling: I Do
SHOW/TELL (Visual/Verbal Input)
HOW/WHAT (Questioning and Redirecting)
VII. Checking for Understanding
Samples of questions to be asked
Ways in which students will respond and be engaged
Formative assessment strategies to be implemented
VII. Guided Practice: We Do
What do the teacher and student do together?
How will a gradual release of responsibility be accomplished?
1. CVC worksheet provided by CT
2. iPads
3. Sight Word Cards
4. Alphabet Stamps
The teacher will tell the students the directions for each section,
which they are familiar with since they have used these types of
worksheets before.
The Modeling will come in more so in the third section when the
students are asked to differentiate between real and nonsense
words.
The teacher will say the word in a sentence and do a “think aloud.”
“Tap. I will tap you on the arm. That sounds like a word, because
‘tap’ means this…” and will show the students what a “tap” is on
the table or on her arm.
“Vap. Hmm…let’s see. I drive a vap. A vap? I have never heard of a
‘vap,’ so it is not a real word.”
“What does c-a-p spell?”
“How can we use lap in a sentence?”
“How do we spell help?”
The students will respond and be engaged by following the
directions, answering questions, reading the passage aloud,
drawing a picture based off the passage, and using the stamps to
spell words.
The teacher and the students work together to determine which
words are real and nonsense by making up sentences.
The teacher will also help the students as needed throughout the
worksheet.
IX. Collaborative (You Do Together) and/or Independent Practice (You
Do)
What practices will be demonstrated/modeled?
X. Closure
How will the ‘I can’ statement(s) be reviewed?
How will students be involved?
What connections to future learning will occur?
XI. Assessment
What evidence supports that the objective(s) were met?
What do my students know, understand and are able to do?
What formative assessments will be used to inform instruction?
The students will draw a picture of the passage and explain it. The
students will also use the Alphabet stamps to spell sight words for
independent practice.
The “I Can” statements will be reviewed by the teacher asking the
students to explain their picture of the passage and to say at least
one word with the “-ap” ending.
The students will be able to leave the resource room with further
experience and practice with CVC words with the hope that they
will be able to read and/or say at least a few more words than
they could before the lesson. The recordings that they post on
Seesaw will be evidence of their reading fluency, and the papers
with the stamped words will be evidence of their improvements in
spelling.
(Edited by Elementary Team, 2014)
Revised July 2016