*All of these lessons were designed for a resource group which meets 30 minutes daily

Lesson 1
Topic: The word “with”
Standard: CCSS.ELA-LITERACY.RL.2.10
By the end of the year, read and comprehend literature, including stories and poetry, in the
grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the
range.
Objectives: To recognize the word “with” and be able to read it as a sight word.
Assessment Plan: Observe student answers, their work and ask them relevant questions.
Materials Needed: Edmark Reading curriculum book, Edmark computer system, worksheets
Vocabulary: with
Anticipatory Set:
Teach the ASL sign for “with.” I will show it to them and then ask them to repeat it. We will
keep practicing until each student has it at least close to correct. Some students are limited by
poor fine motor skills.

Guided Practice/modeling:
We will use the word recognition sheet.
This is rows of words and using a sheet
which blocks out all but one row at a
time, the student will read the row
showing. They participate one by one.
When they get to the word “with,” I
read it and they repeat it and show me
the sign.

Activities:
Students will get onto the Edmark reading program and do the corresponding assignment. The
assignment walks them through several more reading prompts that include the word “with.”
Closure/Modeling:
Students will review previous words of focus and the word “with” by reading flashcards
together as a group as I hold them up.
Independent practice/application:
Students will complete a packet of worksheet which apply to the word “with.”
 Lesson 2
Topic: Vocabulary Review
Standard: CCSS.ELA-LITERACY.RL.2.10
By the end of the year, read and comprehend literature, including stories and poetry, in the
grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the
range.
Objectives: To recognize sight words and read them in a story.
Assessment Plan: Observe student answers, their work and ask them relevant questions.
Materials Needed: Edmark Reading curriculum book, Edmark computer system, worksheets
Vocabulary: little, boy, girl, see, put, chicken, green, box
Anticipatory Set:
Review the ASL sign for “with.” I will show it to them again and then ask them to repeat it. We
will keep practicing until each student has it at least close to correct. Some students are limited
by poor fine motor skills.

Guided Practice/modeling:
Students will review previous words of focus and the word “with” by reading flashcards
together as a group as I hold them up.
Activities:
We will open Story 3 from the Edmark story book and read it together as a group. Then each
student will take turns reading a line from it until each student has had a turn. This may involve
reading the story up to 3 times because it is very short.
Independent practice/application:
Students will get onto the online Edmark reading program. They will be taken to ‘Story 3’ where
they will read it out loud to themselves and click to the next page. The online story is a bit
different and longer than the physical one.
Closure/Modeling:
When we come together as a group again, I will ask them comprehension questions like: Who
was the story about? What did they do? They will be able to work together to answer them.
 Lesson 3
Topic: Vocabulary Review
Standard: CCSS.ELA-LITERACY.RL.2.10
By the end of the year, read and comprehend literature, including stories and poetry, in the
grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the
range.
Objectives: To recognize sight words and read them in a story.
Assessment Plan: Observe student answers, their work and ask them relevant questions.
Materials Needed: Edmark Reading curriculum book, Edmark computer system, worksheets
Vocabulary: little, boy, girl, see, put, chicken, green, box, car, yellow
Anticipatory Set:
We will reread ‘Story 3.’ However, this time it will be the version from the computer program.
The pages will be printed as seen above in Lesson 2. We will do choral reading first and then
read one line at a time each student.
Independent practice/application:
Students will be given a direction card sheet and then the set of direction cards. They will have
to read each sentence and put the corresponding cards underneath the sentence. After they
have completed it independently, they will do it with a peer. They will read the sentences
together and compare their cards which they chose to make sure that they fit.
Closure/Modeling:
As a group, we will read the sentences in a choral reading method. Each student will hold up
the cards that they have put down for that sentence and we will decide if everyone got it right.
 Lesson 4
Topic: Vocabulary Review
Standard: CCSS.ELA-LITERACY.RL.2.10
By the end of the year, read and comprehend literature, including stories and poetry, in the
grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the
range.
Objectives: To recognize sight words and read them in a story.
Assessment Plan: Observe student answers, their work and ask them relevant questions.
Materials Needed: Edmark Reading curriculum book, Edmark computer system, worksheets
Vocabulary: little, boy, girl, see, put, chicken, green, box, car, yellow, with
Anticipatory Set:
Review the ASL sign for “with.” I will show it to them again and then ask them to repeat it. We
will keep practicing until each student has it at least close to correct. Some students are limited
by poor fine motor skills.

Guided Practice/modeling:
Students will review previous words of focus and the word “with” by reading flashcards
together as a group as I hold them up.
Independent practice/application:
Students will be given a frames sheet and then the set of word cards. They will have to read
each word card and match it to the corresponding picture on the frame sheet. After they have
completed it independently, they will do it with a peer. They will read the cards together and
see if they have placed them on the same photo.
Closure/Modeling:
As a group, we will read the cards. Each student will take a turn reading a card. Students will
point to the picture that they chose and we will determine if everyone chose the same.
 Lesson 5
Topic: Vocabulary Review
Standard: CCSS.ELA-LITERACY.RL.2.10
By the end of the year, read and comprehend literature, including stories and poetry, in the
grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the
range.
Objectives: To recognize sight words and read them in a story.
Assessment Plan: Observe student answers, their work and ask them relevant questions.
Materials Needed: Edmark Reading curriculum book, Edmark computer system, worksheets
Vocabulary: little, boy, girl, see, put, chicken, green, box, car, yellow, with
Anticipatory Set:
Review the ASL sign for “with.” I will show it to them again and then ask them to repeat it. We
will keep practicing until each student has it at least close to correct. Some students are limited
by poor fine motor skills.

Guided Practice/modeling:
Students will review previous words of focus and the word “with” by reading flashcards
together as a group as I hold them up.
Independent practice/application:
Students will work on their computer system for Edmark to do the two activities for the ‘Frames
Missed’ area. They must redo an assignment until they get a full score on it. These assignments
consist of reading phrases (like from the paper cards of the previous lesson) and choose the
correct picture by dragging it to the words.
Closure/Modeling:
Students will report their final scores of the day to me. The hope is that this is 100% for all.