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Primary Small Group Lesson Plan

Day: M T W T F
Year: 1
Learning Area:
Reading

Date: 26/08/2015
English

Topic:

Curriculum content description:

Time: 10.05 10.40


Language Group

(from ACARA)

(ACELA1448) Understand patterns of repetition and contrast in simple texts


(ACELA1449) Recognise that different types of punctuation, including full stops,
question marks and exclamation marks, signal sentences that make statements,
ask questions, express emotion or give commands.

Students prior knowledge and experience:


Limited sight words
Use of visual clues
Predicting what will happen
Know punctuation

Learning purpose:
Reading a repetitive text containing sight words and some difficult words.
Recognising the patterns in the text.
Identify the punctuation in the text and describing their purpose.

Learning objectives:

Evaluation:

On completion of this lesson,


students will be able to:

Check list of outcomes for each student


Make anecdotal notes
The worksheet

Identify punctuation
Describe their prediction
Recognising and identifying known
sight words

Preparation and Resources:

Provided book
Prepared worksheet
Clipboards for worksheet
Clear mat area at front of class room
Pencils for writing

Catering for diversity

There is only 1 child that will need to be catered for.


I will position him next to me so that I can help guide him and assist him where it is
necessary.
He will require assistance sounding out and recognition of sight words.

Timin Learning Experiences:


g:
1. Introduction:

10.0
5
(5min
)

The teacher will split the students into their reading groups.
Once seated on the mat in our group gain the students attention.
I will introduce the book that we will be reading.
Discuss the book talking about the title, getting the children to make a
prediction on what they think the book is about, discuss the different
pictures and look at the words that they identify as tricky words. The, has,
sound out shop and discuss the sh phonic sound.
Discuss key clues; use the pictures to figure out the tricky words.
Can you tell me what you think the book is about?
Are you using the pictures to help you work out the tricky
words?

10.0
5
(5min
)

Read the book altogether.


Ask the students to point out specific sight words.
Can you tell me what this (point) word is?
Discuss the use of full stops and capital letters in a sentence.
What is a full stop?
Can you tell me why we use them?
What do we put at the beginning of a sentence?
Direct the students to read silently to themselves while I listen 1 on 1 to
each student read.

10.1
0
(10mi
n)
10.2
0
(10mi
n)

Give each student a worksheet to complete, making sure to give direction


as to what is required in order for him or her to complete the worksheet.
Use this time to identify any learning objectives that havent yet been
completed.
2. Sequence of learning experiences:

The students will take part in group discussion


They will read as a group
They will read 1 on 1 with me
They will complete the provided work sheet.
3. Lesson conclusion:

To conclude I will go over the sight words and tricky words.


Will go over the worksheet.
Reiterate sight words and tricky words again.

10.3

5
(5min
)

Lesson Evaluation:
(Reflect on the lesson. What worked? What did not work? What would you change? Why?)

This lesson ran quite will, the students were engaged. It is a lesson that they would
normally do with the teacher so they knew the routine.
I would make sure next time that I was a bit firmer with inappropriate behaviour as
I probably chose to ignore some behaviour. I only did this, as I wanted the children
to continue with the task and not shut down.
The worksheet was done as part of the lesson as per teacher request; maybe
something different may be more appropriate in order to keep the focus of the
lesson. Perhaps a sound card game or something similar. This would encourage
them to work together instead of individual learning.
Overall this lesson ran well and I was happy with the out come.