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UNT Lesson Plan Template (Madeline Hunter)

Pre-service Teacher: Grade(s): School/Mentor Teacher (if applicable):


Laura Cardenas Kindergarten Vickery Elementary/Kaleigh Malone

Subject area(s): Unit Topic/Theme: Lesson Title:


English Language Arts Guided Reading Reading and Stations
Relevant TEKS: Relevant ELPS: Relevant TX CCRS:
Group A: §74.4.(c)(4)(A) learn II. Reading
relationships between A. Locate explicit textual information, draw
§110.2.(2)(B)(i) identifying sounds and letters of the complex inferences, and analyze and evaluate the
and matching the common English language and information within and across texts of varying
sounds that letters represent; decode (sound out) lengths.
words using a 1. Use effective reading strategies to determine a
Group B: combination of skills written work’s purpose and intended audience.
such as recognizing
§110.2.(2)(D)(iii) recognizing sound-letter IV. Listening
that sentences are comprised relationships and B. Listen effectively in informal and formal
of words separated by spaces identifying cognates, situations.
and recognizing word affixes, roots, and base 3. Listen actively and effectively in group
boundaries; words; discussions.

Group D: §74.4.(c)(5)(C) spell III. Speaking


familiar English words B. Develop effective speaking styles for both
§110.2.(2)(B)(iv) (iii) spelling with increasing group and one-on-one situations.
high-frequency words from a accuracy, and employ 2. Participate actively and effectively in group
research-based list; English spelling patterns discussions.
and rules with increasing
accuracy as more
English is acquired;

§74.4.(c)(3)(A) practice
producing sounds of
newly acquired
vocabulary such as long
and short vowels, silent
letters, and consonant
clusters to pronounce
English words in a
manner that is
increasingly
comprehensible;

Lesson Objective(s)/Performance Outcomes


Content:
 Group A: I will be able to identify and match sounds to the corresponding letter.
 Groups B: I will be able to recognize that sentences are comprised of words separated by spaces.
 Group D: I will be able to spell high-frequency words found in text.
Language:
 The students will be able to read text using effective reading strategies.
 The students will be able to write high-frequency words.
Assessment (Description/Criteria)
 Discussions and Notes -Formative
During each guided reading group, I will use questions from “Guided Practice” by Fountas &Pinnell to
check for understanding. I will be taking notes on the students based on my observations.
 For group D, I will ask them to write a sentence using a high frequency word.
Materials and Resources
 “At the Pond” by Oscar Hagen (Group A)
 “In the Rain Forest” by Rachel Fogelberg (Group B)
 “People in the Town” by Roberta Beekman (Group D)
 white boards
 dry erase markers
 erasers
 letter cards
 plastic lined sand paper
 sentence strip paper
 scissors
 high-frequency word cards
 Clear colored tape
Management of the Instructional Environment
 While guided reading is being done, there will be six reading stations that will be rotating that week. In
each station there are about four students. The stations include listening, writing, poetry, library,
istation, and word work station. Each station, including the guided reading will take 15 minutes.
 When it is time to rotate, I will call the students by saying “One, two, three, eyes on me!” and they
respond with “One, two, eyes on you!”, I will remind them of the expectations and then I will push a
buzzer which will let them know to clean up. After they are done cleaning they will stand at their station
until I call on one station at a time to move to their next station.
 I will be working with guided reading, so I will consistently monitor the classroom to make sure
students are doing what is expected at their stations.
 If students are finished with their work early, an alternative assignment will be given ahead of time to
keep them on task during the entire station time.
Technology Integration
 IPads – One of the stations will include istation which is done on the iPads. Here the students are taken
through various activities that will help them with reaching skills.
 Chrome book – For the listening station the students will watch and listen to an audio book using a
chrome book. They will then write about what they heard in the story (ex. Beginning, middle, end)
Diversity and Equity (Accommodations, Modifications, Adaptations)
 Differentiated Instruction: I will be working with three groups of students who read at three different
levels. Each group will be working on a different skill depending on what their needs are. The groups I
will be meeting with are on Level A, B, and D.
 Visuals are provided with activities such as the syllable sort in Word Work station for students who
struggle to read.
Activities/Procedures (Madeline Hunter) Each of these items should be specific for the lesson.
Consider it a script for what you will say and do during the lesson. *Remember that checking for
understanding happens throughout the lesson.

Anticipatory Set
1. At the start of each guiding reading group, I will state the content objective that pertains to that group.
a. I will be able to identify and match sounds to the corresponding letter.
b. I will be able to recognize that sentences are comprised of words separated by spaces.
c. I will be able to spell high-frequency words found in text.
2. Group A:
a. I will read the title of the book “At the Pond” and I will activate prior knowledge by asking what
they hear at the beginning of the word pond. I will then ask the students to look at the cover and
using the illustration ask them what a pond is. “What animals might we see at a pond?”
3. Group B:
a. I will introduce the book by reading the title and activating prior knowledge by asking the
students what a sentence is made up of.
4. Group D: I will introduce the book by first activating prior knowledge and asking the students what kind
of people do they see in their town? Do you see people working? What kind of workers?

Input/Modeling
5. Group A:
a. We will go page by page using the pictures to figure out what the repeated text reads. “What
animal is that? Can you find that word in the book?
b. We will read each page together using the pictures.

6. Group B:
a. We will go page by page and I will ask the students “How many sentences do you see?” I will
then talk about what a sentence is made up of.
b. I will remind them to use the pictures to help them read and we will read the page together,
“Look at the frog. A frog can hop.”
c. I will choose two sentences from the book to write on a sentence strip. I will cut them to show
them that a sentence is made up of words.

7. Group D:
a. They are able to read more independently, so we will go through the pictures and look at the
people in the town.
b. As we go through the book I will give them a piece of tape to put over high frequency words that
we find. “What letters do you see?” What sounds do those letters make?” I will point out that
sometimes the word isn’t spelled how it sounds.
c. I will allow for them to read silently on their own while I listen and take notes.

Guided Practice
 For each group, I will state the content objective again before beginning the guided practice.
8. Group A:
a. I will use the beginning letter of each animal included in the book (b, f, t, p) and I will make that
sound and ask the students to write the letter that makes that sound. They will then erase it by
tracing their finger over the letter.

9. Group B:
a. I will choose two sentences from the book to write on a sentence strip. I will cut them to show
them that a sentence is made up of words.
b. I will have the students arrange them to make a sentence.
10. Group D:
a. I will give each student a white board and a marker. I will say a word and I will ask them to
write the word. (see, they, she, the, have, her)

Independent Practice
 For independence practice, the students will be rotating to six different stations that allows for
six different Language Arts Skills.
1. Writing - Things I Love
2. Technology - Istation
3. Poetry - My Head
4. Word Work - Syllable Sort
5. Library - Students read/look at books
6. Listening - Beginning, Middle, End
Closure
1. With each group, depending on what was covered, I will wrap up by restating what we learned and
asking questions to check for understanding.
2. For group D I will ask them to write a sentence using at least one of the high frequency words that we
covered. I will take a picture of them.

Reflections and Documentation/Evidence of Lesson Effectiveness


Be sure that this is specific.
What happened during the lesson? (Brief summary --- help the reader know how you were able to follow
your lesson plan.)

What parts of the lesson led to engagement and student learning?

In thinking about your first two responses --- So What does it mean about your planning? So What does
it mean about student learning? So What does it mean about your learning to teach?

Now What did you learn from teaching this lesson that can apply to other lessons? How will you apply
what you learned from teaching this lesson to your teaching of future lessons?