Lisa Holm

Lesson Plans
EvidenceIRA Standard 2

Standard 2. Curriculum and Instruction
Candidates use instructional approaches, materials, and an integrated, comprehensive, balanced curriculum
to support student learning in reading and writing.
Evidence that demonstrates competence may include, but it not limited to, the followingReading
Specialist/Literacy Coach Candidates
2.1 Use foundational knowledge to design or implement an integrated, comprehensive, and balanced
curriculum.
2.2 Use appropriate and varied instructional approaches, including those that develop word recognition,
language comprehension, strategic knowledge, and reading-writing connections.
2.3 Use a wide range of texts (e.g., narrative, expository, and poetry) from traditional print, digital, and
online resources.

The following pages contain two Lesson Plan Examples. Both of these lessons were used with my
Case Study student.































Lesson Plan Example 1

Dates of Practicum

3/7/14: 2:45-3:15 PM
3/10/14: 8:45-9:15 AM
Assessment
Instrument
Badar Phonics & Structural Analysis Assessment
Needs Lydia needs to know, understand, and be able to use double vowel patterns to
decode unfamiliar words.
Instructional
Implications
Teach the following double vowel pattern:
-ai: chair, faint, faith, foxtail, maiden, mermaid, overpaid, railway,
rainbow, raisin, stain, traitor
Remediation



Lydia will be introduced to a list of words containing the double vowel
ai.
Lydia will find the part of the word that all of the words have in common.
Lydia will use letter tiles to substitute beginning and/or ending sounds to
make new words containing the double vowel pattern.
Lydia will use magnetic letters to practice building up and taking down
words using the double vowel pattern -ai.
Lydia will read words containing the double vowel pattern ai in sentences
or in a short story. (These may be sentences or stories written by the
teacher, pulled from sight word stories, or pulled from other
classroom/library books.)
Post Assessment

When assessed, Lydia was able to read 12/12 words we used, in and out of
context.

Reflection


Results of the Badar Phonics & Structural Analysis Assessment indicated
that Lydia needed to be instructed on three different double vowel patterns.
I choose one of those double vowel patterns and implemented this lesson.
Lydia eagerly participated in the lesson and was able to successfully read
12/12 of the words we used, in and out of context.
Explicit instruction in this double vowel pattern helped Lydia in decoding
unfamiliar words.





Lesson Plan Example 2
Dates of Practicum 3/10/14: 11:30 AM-12:00 PM
3/13/14: 8:45-9:15 AM
Assessment
Instrument
Badar Phonics & Structural Analysis Assessment
Needs

Lydia needs to know, understand, and be able to use vowel digraphs to
decode unfamiliar words.
Instructional
Implications
Teach the following vowel digraph:
-oo (as in look): crook, foot, look, took, good, hood, hoof, hook,
shook, stood, wood, wool.
Remediation



Lydia will be introduced to a list of words containing the vowel
digraph oo (as in look).
Lydia will find the part of the word that all of the words have in
common.
Lydia will use letter tiles to substitute beginning and/or ending sounds
to make new words containing the vowel digraph.
Lydia will use magnetic letters to practice building up and taking
down words using the vowel digraph oo (as in look).
Lydia will read words containing the vowel digraph oo (as in look)
in sentences or in a short story. (These may be sentences or stories
written by the teacher, pulled from sight word stories, or pulled from
other classroom/library books.)
Post Assessment


When assessed, Lydia was able to read 12/12 words we used, in and out
of context.

Reflection






Results of the Badar Phonics & Structural Analysis Assessment
indicated that Lydia needed to be instructed on seven different vowel
digraphs.
I choose one of those vowel digraphs and implemented this lesson.
Lydia eagerly participated in the lesson and was able to successfully
read 12/12 of the words we used, in and out of context.
Explicit instruction in this vowel digraph helped Lydia in decoding
unfamiliar words. I will repeat this lesson format with other vowel
digraphs that Lydia needs to learn.