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Learning Segment

Lesson Plan 1
IEP Goal: The student will demonstrate mastery of the DOLCH Primer word list by accurately
reading the words on the list with less than 5 errors, by his next ACR.
Learning Goal: The student will gain 2 words per week so that he can obtain his IEP goal of
demonstrating mastery of the DOLCH Primer list with fewer than 5 errors by his next ACR.
Lesson Objective(s): At the completion of this lesson, the student will read the given DOLCH
words and increase accuracy from 61% (33/54) in baseline to 65% (35/54).
Content Common Core State Standard(s) Addressed:
RF.K.3C: Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are,
do, does).
Accommodations:
High-frequency wordbook from Reading A-Z
One on one individualized instruction
Instructional Strategies:
Visual cues for letter reversals (name tag with alphabet)
Orton-Gillingham Multi-Sensory Instructional Method
Resources/Materials/Technology:
DOLCH flash cards
Marker
Wide-Ruled loose-leaf paper
Pencil
Pencil grip
Name tag
TAPit
Reading A-Z She Will Be
DOLCH Cloze Worksheet 1
Learning Tasks
Review Critical Prerequisite Skills
Review mastered DOLCH Primer words: (soon, eat, out, say, are, brown, no, must,
there, all, be, but, he, in).
Say and See: Student sees the word on flash card and says the word.
Corrections Procedure: If student incorrectly reads a word or takes more than 5
seconds to read word (20 seconds per correction)
1. Teacher: The word is soon. What word?
2. Student: Soon
3. Teacher: Again, what word?
4. Student: Soon
5. Teacher: Yes, soon!
We are going to recess soon!
What word?
6. Student: Soon.
Introduce 3-5 new sight words (10-15 minutes)
New sight words: please, will, she, they, & on.

5 Step Strategy:
1. Say and See: Student sees the word on flash card and says the word.
2. Spell Reading: Student says the word and spells out the letters, then reads the
word again.
3. Arm Tapping: Student says the word and then spells out the letters while tapping
them on his arm, then reads the word again.
4. Air Writing: Student writes the letters in the air in front of the flash card.
5. Table Writing: Student writes the letters on a table, first looking at and then not
looking at the flash cards.
Read Aloud:
Student will read aloud the high-frequency wordbook, She Will Be, from Reading A-Z
on the TAPit.
Assessment Tools/Data Collection Procedures:
DOLCH Cloze Worksheet 1.
Flashcard review of DOLCH Primer list
Communication skill:
The student will read fluently (recognize with automaticity) to participate in instruction
or demonstrate learning across my three lessons.
Read aloud, flashcard drills, charting, worksheets, and home practice will be used to
develop the students communication skill.

Lesson Plan 2
IEP Goal: The student will demonstrate mastery of the DOLCH Primer word list by accurately
reading the words on the list with less than 5 errors, by his next ACR.
Learning Goal: The student will gain 2 words per week so that he can obtain his IEP goal of
demonstrating mastery of the DOLCH Primer list with fewer than 5 errors by his next ACR.
Lesson Objective(s): At the completion of this lesson, the student will read the given DOLCH
words and increase accuracy from 65% (35/54) in baseline to 69% (37/54).
Content Common Core State Standard(s) Addressed:
RF.K.3C: Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are,
do, does).
Accommodations:
High-frequency wordbook from Reading A-Z is used by the school when teaching
DOLCH words.
One on one individualized instruction
Instructional Strategies:
Visual cues for letter reversals (name tag with alphabet)
Orton-Gillingham Multi-Sensory Instructional Method
Resources/Materials/Technology:
DOLCH flash cards
Marker
Wide-Ruled loose-leaf paper
Pencil
Pencil grip
Name tag
TAPit
Reading A-Z Do You Play
DOLCH Cloze Worksheet 2
Learning Tasks
Review Critical Prerequisite Skills
Review mastered DOLCH Primer words: (soon, eat, out, say, are, brown, no, must,
there, all, be, but, he, in +3-5)
Say and See: Student sees the word on flash card and says the word.
Corrections Procedure: If student incorrectly reads a word or takes more than 5
seconds to read word (20 seconds per correction)
1. Teacher: The word is soon. What word?
2. Student: Soon
3. Teacher: Again, what word?
4. Student: Soon
5. Teacher: Yes, soon!
We are going to recess soon!
What word?

6. Student: Soon.
Introduce 3-5 new sight words (10-15 minutes)
New sight words: white, with, went, & want.
5 Step Strategy:
1. Say and See: Student sees the word on flash card and says the word.
2. Spell Reading: Student says the word and spells out the letters, then reads the
word again.
3. Arm Tapping: Student says the word and then spells out the letters while tapping
them on his arm, then reads the word again.
4. Air Writing: Student writes the letters in the air in front of the flash card.
5. Table Writing: Student writes the letters on a table, first looking at and then not
looking at the flash cards.
Read Aloud:
Student will read aloud the high-frequency wordbook, Do You Play, from Reading AZ on the TAPit.
Assessment Tools/Data Collection Procedures:
DOLCH Cloze Worksheet 2.
Flashcard review of DOLCH Primer list
Communication skill:
The student will read fluently (recognize with automaticity) to participate in instruction
or demonstrate learning across my three lessons.
Read aloud, flashcard drills, charting, worksheets, and home practice will be used to
develop the students communication skill.

Lesson Plan 3
IEP Goal: The student will demonstrate mastery of the DOLCH Primer word list by accurately
reading the words on the list with less than 5 errors, by his next ACR.
Learning Goal: The student will gain 2 words per week so that he can obtain his IEP goal of
demonstrating mastery of the DOLCH Primer list with fewer than 5 errors by his next ACR.
Lesson Objective(s): At the completion of this lesson, the student will read the given DOLCH
words and increase accuracy from 69% (37/54) in baseline to 72% (39/54).
Content Common Core State Standard(s) Addressed:
RF.K.3C: Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are,
do, does).
Accommodations:
High-frequency word books from Reading A-Z is used by the school when teaching
DOLCH words.
One on one individualized instruction
Instructional Strategies:
Visual cues for letter reversals (name tag with alphabet)
Orton-Gillingham Multi-Sensory Instructional Method
Resources/Materials/Technology:
DOLCH flash cards
Marker
Wide-Ruled loose-leaf paper
Pencil
Pencil grip
Name tag
TAPit
Reading A-Z What Is Out There
DOLCH Cloze Worksheet 3
Learning Tasks
Review Critical Prerequisite Skills
Review mastered DOLCH Primer words: (soon, eat, out, say, are, brown, no, must,
there, all, be, but, he, in, +6-10)
Say and See: Student sees the word on flash card and says the word.
Corrections Procedure: If student incorrectly reads a word or takes more than 5
seconds to read word (20 seconds per correction)
1. Teacher: The word is soon. What word?
2. Student: Soon
3. Teacher: Again, what word?
4. Student: Soon
5. Teacher: Yes, soon!

We are going to recess soon!


What word?
6. Student: Soon.
Introduce 3-5 new sight words (10-15 minutes)
New sight words: what, out, pretty, & now.
5 Step Strategy:
1. Say and See: Student sees the word on flash card and says the word.
2. Spell Reading: Student says the word and spells out the letters, then reads the
word again.
3. Arm Tapping: Student says the word and then spells out the letters while tapping
them on his arm, then reads the word again.
4. Air Writing: Student writes the letters in the air in front of the flash card.
5. Table Writing: Student writes the letters on a table, first looking at and then not
looking at the flash cards.
Read Aloud:
Student will read aloud the high-frequency wordbook, What Is Out There, from
Reading A-Z on the TAPit.
Assessment Tools/Data Collection Procedures:
DOLCH Cloze Worksheet 3.
Flashcard review of DOLCH Primer list
Communication skill:
The student will read fluently (recognize with automaticity) to participate in instruction
or demonstrate learning across my three lessons.
Read aloud, flashcard drills, charting, worksheets, and home practice will be used to
develop the students communication skill.