PRACTICUM LESSON PLAN

DATE/SESSION:

PSU STUDENT:

(Complete all strands that apply. This section is worth 5 points.)

STRAND: READING
BOX SUB HEADING: Key Ideas and Details
STANDARD: RI.1.2 Identify the main topic and retell key details of a text.
RF.1.1a Recognize the distinguishing features of a sentence (e.g., first word,
capitalization, ending punctuation). (shared reading)

STRAND: LANGUAGE
BOX SUB HEADING: Vocabulary Acquisition and Use
STANDARD: L.1.4 Determine or clarify the meaning of unknown and multiple-meaning
words and phrases based on grade 1 reading and content, choosing flexibly from an
array of strategies. (shared reading)

BOX SUB HEADING: Vocabulary Acquisition and Use

STANDARD: L.1.5 With guidance and support from adults, demonstrate understanding
of word relationships and nuances in word meanings. (sorting activity)

STRAND: SPEAKING & LISTENING

BOX SUB HEADING: Comprehension and Collaboration
STANDARD: SL.1.1 Participate in collaborative conversations with diverse partners
about grade 1 topics and texts with peers and adults in small and larger groups. (shared
reading)

OBJECTIVES AND EVALUATION OF OBJECTIVES:

Objectives: (What will students know and/or be able to do as a result of this lesson?) (5 points)
Evaluations: (You must be able to measure the demonstrated objective.) (5 points)
(Example: The students will correctly label the layers of the earth with at least 80% accuracy.)
(Objective)

(Evaluation)

TSW demonstrate deeper level understanding of the text through conversation.

TSW predict words based on context with at least 90% accuracy.
TSW demonstrate phonological awareness by adding and dropping letters to make new words
with 90% accuracy.
TSW will create at least two rhythms for several words.

TSW develop a hypotheses on how things are categorized while watching the teacher sort the
first couple words in the category then finishing the rest of the sorting on their own with with
100% accuracy (sorting activity)
TSW will sort words into categories based on the sound of the word with 90% accuracy.
MATERIALS: [List all materials for the teacher and students that are needed to accomplish the
lesson. (3 points)
big book, sentence strips, white board and magnetic letters, activity book, fun activity book,
note cards for sorting activity.

LESSON INTRODUCTION: *Share Objectives (in kid language) for todays lesson.+ (2 points)
Today we are going to go over are guideline/rules that we made the fist day. Next we are going
to read a story together. After that we are going to get together with a couple other groups to
read a story and do some activities over that story together. When we are done with that we
are going to go back to your desk and do a sorting activity. And if we have time after the sorting
activity we can do some pages out of the work book.

THE PLAN: [Your plan must include the following items: Review of the Learning Community Guidelines, a
fun activity of your choice to re-establish a comfortable learning environment, Shared Reading group
lesson plan day 1 and day 2, teacher directed spelling sort followed by a blind sort.
Below, list the order in which you will complete the activities and describe (be specific!) the process you
will use in conducing these activities. Also remember that good teachers are always prepared with extra
learning activities in case there is time left over. Be sure to have at least one extra activity ready to use.]
(28 points)

1. Community Guidelines
a. Review printed off community guidelines, have student try to recall them from
memory before having her read them off to you
2. Fun activity
a. Read story: Dr. Seuss
3. Days 3 and 4 of Shared reading
a. Day 1
i. Read Story
ii. Students will have to guess what the covered word in a sentence is
b. Day 2
i. Reread new

ii. Students will work on phonological and phonemic awareness by adding

and dropping letters to make new words
iii. Students will work on Phonics by coming up with rhythms for words using
a white board and magnetic letters
4. Teacher directed spelling sort:
a. Guess my category
b. Put out 3 key words and the student has to guess what other words belong with
that word based on sound (ch (at the end of a word), ea, ch (at the beginning of
a word)
5. Blind Sort
a. Use different cards and categories
b. Have tow different categories, call out the word with out letting the student see
the word and have them sort the word based on the words sound.
6. Extra activity: do English pages from 1st grade work book

CLOSURE: [Review learning/Assess/Motivational ending, etc.] (2 points)

Review what we did, discuss what her favorite part of the day was