Lesson Plans

Teacher: Mrs. Fleckenstein Kindergarten (Joaquin) Reading

O: Joaquin: orally read 50 common high frequency words; pronounce the final sound in a single-syllable word; ask and answer why and how questions to demonstrate an understanding of details in comprehension in informational text P: SET (Special Education Teacher) or paraprofessional will assist students with grade level and IEP goal academic tasks using assignments provided by the General Education Teacher (GET). SWB learning how to decode consonant and vowel sounds achieving a criterion of 4 out of 5 trials. SWB how to identify the final sound in a singlesyllable words, maintaining a criteria of 4/5 trials. Joaquin will be writing his frequency words on a clear plastic sheet. We will then practice pronouncing the final sounds. M: clear plastic sheet with short vowel words/patterns, markers, wipe off cloths A: Teacher Observation O: Joaquin: orally read 50 common high frequency words; pronounce the final sound in a single-syllable word; ask and answer why and how questions to demonstrate an understanding of details in comprehension in informational text P: SET (Special Education Teacher) or paraprofessional will assist students with grade level and IEP goal academic tasks using assignments provided by the General Education Teacher (GET). SWB learning how to decode consonant and vowel sounds achieving a criterion of 4 out of 5 trials. SWB how to identify the final sound in a singlesyllable words, maintaining a criteria of 4/5 trials. Joaquin will be writing his frequency words on a clear plastic sheet. We will then practice pronouncing the final sounds. M: clear plastic sheet with short vowel words/patterns, markers, wipe off cloths A: Teacher Observation O: Joaquin: Identify individual phonemes in words; segment individual phonemes in words to accurately spell words Prompting/teacher assistance P: SET (Special Education Teacher) or paraprofessional will assist students with grade level and IEP goal academic tasks using assignments provided by the General Education Teacher (GET). Increase the use of consonant sequences in specifically targeted words in structured situations achieving a

Writing
O: Joaquin: Identify individual phonemes in words; segment individual phonemes in words to accurately spell words Prompting/teacher assistance P: SET (Special Education Teacher) or Paraprofessional will assist students with grade level and IEP goal academic tasks using assignments provided by the General Education Teacher (GET). Increase the use of consonant sequences in specifically targeted words in structured situations achieving a criterion of 90%. Joaquin will be using stamps to keep motivated to spell words. We will be decoding words by breaking down the sounds. Joaquin will first help the teacher write out the word for a visual cue. He will then write the word using the stamps. Lines will be placed on Joaquins paper, in order for him to write in a straight line, rather than in circles. M: Stamps, paper, ink, markers, wipe off clear sheets A: Teacher Observation

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criterion of 90%. Joaquin will be using stamps to keep motivated to spell words. We will be decoding words by breaking down the sounds. Joaquin will first help the teacher write out the word for a visual cue. He will then write the word using the stamps. Lines will be placed on Joaquins paper, in order for him to write in a straight line, rather than in circles. M: Stamps, paper, ink, markers, wipe off clear sheets A: Teacher Observation O: Joaquin: orally read 50 common high frequency words; pronounce the final sound in a single-syllable word; ask and answer why and how questions to demonstrate an understanding of details in comprehension in informational text P: SET (Special Education Teacher) or paraprofessional will assist students with grade level and IEP goal academic tasks using assignments provided by the General Education Teacher (GET). SWB learning how to decode consonant and vowel sounds achieving a criterion of 4 out of 5 trials. SWB how to identify the final sound in a singlesyllable words, maintaining a criteria of 4/5 trials. Joaquin will be writing his frequency words on a clear plastic sheet. We will then practice pronouncing the final sounds. M: clear plastic sheet with short vowel words/patterns, markers, wipe off cloths A: Teacher Observation O: Joaquin: Identify individual phonemes in words; segment individual phonemes in words to accurately spell words Prompting/teacher assistance P: SET (Special Education Teacher) or paraprofessional will assist students with grade level and IEP goal academic tasks using assignments provided by the General Education Teacher (GET). Increase the use of consonant sequences in specifically targeted words in structured situations achieving a criterion of 90%. Joaquin will be using stamps to keep motivated to spell words. We will be decoding words by breaking down the sounds. Joaquin will first help the teacher write out the word for a visual cue. He will then write the word using the stamps. Lines will be placed on Joaquins paper, in order for him to write in a straight line, rather than in circles. M: Stamps, paper, ink, markers, wipe off clear sheets A: Teacher Observation

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