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Beginning Reader Lesson Plan

GR Levels: C - G (LN through Early WWP)

1 Hour Lesson Plan
Component Purpose Activities Outcomes

· Increase SW Rereading of texts: Were the books

vocabulary, Independent Reading: My Dog too easy / too
fluency, &
Read on the instructional level A, the hard / just right?
Practice confidence
book is from reading a-z Just right
through rereading
Time: 20%
practice Partner Reading Missed words:
10 minutes  Read the Room
· Remember:
Beginning Readers Other: Reminders:
will acquire new _______________________________ Did you
sight words This book was chosen because it is on complete the
through rereading her reading instructional reading level. book log?
familiar books It includes simple cvc words, which she RR check
can decode quickly. It also has a once/week?
plethora of short vowels that have Book Acc
been taught in previous lessons. This Level: %age
includes short o, short i, and short u.
I don’t believe that this book will be of
great difficulty for Paige, because
there are a lot of spelling features and
sight words that have already been
taught! The book also uses repetitive
phrasing, which will serve to help
Paige stay on track during this
independent practice.

· Build sight word High frequency word activities (word Automatic sight
vocabulary wall, word bank, etc.) wd. Recognition?
· Point out Activity: Word bank Sight words
Study phonetically Words: climb, eggs, eight, lays, silk, needing review:
Time: 15% regular spiders
15 minutes components of These words were chosen because
words they are tangible words, which will be
· High frequency helpful in remembering them with
word activities automaticity. They are also words that
(word wall, word are found in the book that will be used
bank, etc.) for guided reading.
· Increase
complexity of
phonological Segmenting & blending work Able to blend /
awareness tasks (Push/Say): segment sounds
· Automaticity early LN: onset-rime (beginning in orally
with letter sounds sounds) Able to
· Spell short
🗹 mid-late LN: phoneme level (b-m-e blend/segment
vowels words & words (P & S It)
high frequency
Sequence of P/S (reinforcing taught Confusions?
words correctly
word features):
· Segmenting &
blending at onset-
rime or phoneme Word Study Sorting: Sorted
level This sort was chosen because blends correctly &
· Teaching word are the next item on the spelling automatically?
families, digraphs inventory that Paige needs instruction Self-corrected
& blends, & medial on. The first three weeks, we covered sorting errors?
short vowels short vowels, and last week we began Other:
working on s blends. We skipped
digraphs because she demonstrated
mastery of them on her initial spelling
assessment. Although she ultimately
was able to identify the pattern for
sorting and for writing, she still
seemed to have some lingering
confusions with pronunciation. I say
this because when reading the words
aloud during some points of word
study, and during a few moments of
guided reading, she would break the
words down to sound out each
phoneme but would miss a letter
when blending the words together
again. For example, she would say /s/-
/t/-/o/-/p/= sop. Once I corrected her,
she was able to say the word correctly.
However, I want to do one more week
of s blends to ensure her
understanding of the concept before
moving on to a harder blend. This
week I have chosen sp and sn because
I noticed that these blends are very
common in the books that Paige reads
at school. They are important for her
to learn and understand, as she has
demonstrated a need for instruction in
this area through assessments and
informal observations. In telling me
about the books that she was reading
in the classroom, Paige said she had
read a book about snow, and one
about spiders. For that reason, sn and
sp are perfect places to continue
working on s blends.

Words will include short vowels o, i,

and a for review. This is because it is a
review of short vowels that have been
taught in previous lessons. Using this
vowels with different word families
will give her the exposure that she
needs to truly demonstrate mastery.
Word sort- Word sort with sn and
sp (blends) as headers. This sort will
be taught as a teacher- directed closed
sort, using the procedure outlined on
pg. 56 of WTW.

Sp Sn

Spill Snap

Spin Snow

Spot Snot

Spoon Snooze

Spit Snack
Word Study Sorting:
1. Model First, then Guided Practice
q Picture/Word Sort
2. Extend and Apply:
Writing Sort
Fast Read
Timed Sort
Game-Memory game:
Paige loved this game the last time we
played it! It was a great way for her to
justify her answers and practice
sorting in a fun and engaging way. It
drives Paige to practice categorizing
features in a low stakes environment,
all while making learning fun! It is also
great because it is a fast game, and we
seem to always be short on time for
these lessons.
To play the game: take word cards
from each category of the word sort
and mix them up. Lay them in rows
face down. Each player takes turns
flipping over any two cards at a time. If
the two cards match, the player keeps
them. If they do not match, the player
must turn them back over. Matching
cards are those that have the same
short vowel. Players must remember
what was on each card and where it
was and must watch and remember
during the other player’s turn. The
game is over when all the cards have
been matched. Repeat the game with
different words from each category
until all the words have been used.

3. Overall Accuracy with Sorting:

Sort: App. Percentage

No. of _______

q Apply phonics Writing for Sounds (2-3X/week): Represented

Writing knowledge Sentence 1: He is spot the dog. taught sounds
Sentence 2: Spot runs in the snow. correctly?
for Spacing,
Sounds These are all words that Paige should Beginning Capital
Time 5% know. She should be able to get the sp Letter, Ending
5 minutes and sn features of the words spot, and Punctuation?
snow. The short o and short u features Letter
in the words spot, dog, and runs Formation?
should all be a review, as she has
demonstrated mastery of those
features in previous lessons as well.
She is great at sounding out/ breaking
apart words to the phoneme level. She
should be able to write these words
with her new understanding on the sn
and sp blends, along the previously
acquired knowledge of short
vowels. He, is, the, and in are all high
frequency words that Paige has been
working on in the classroom. The only
feature that she may need support in
is the ow ambiguous vowel at the end
of the word snow. This is the only
word that I may need to provide
support for. However, I do not believe
it should pose a huge problem, as it is
one of the words from her word study
sort this week. Additionally, based on
our conversations about the books
that she reads, I believe that she has
seen this word in books read in her
· Apply decoding Book: Spiders Level: C Was the book
skills & word 1. Select instructional level text. too easy / too
This book was chosen because it hard / just right?
Reading strategies in new
is on Paige’s instructional level. Just right
· Teach self- Last week, I bumped her back to Missed words:
on monitoring a B because many of the C books None
that I looked at seemed too hard Used
Time: 20% strategies
10 minutes for her. However, the B book was information from
a little too easy for her. This book
week, we will try working on a C introduction: yes
level again to see how she does / no
with my guidance. The Spiders Other:
book was chosen because it
utilizes the sp blends from the
word study portion of the lesson.
It is important for Paige to see
the blends in context, so that she
can continue to apply word
knowledge in an authentic
fashion. Additionally, this book
includes repetitive phrases,
making it feasible to follow
along. It includes picture cues,
which will aid Paige in working
towards figuring out words that
may be more difficult or have
spelling features that she has not
necessarily mastered. For
example, the word eyes are
accompanied by an image of the
spider’s eyes. These words are
also included in the high
frequency word bank portion of
the lesson, which will make
reading the story much more
fluid for Paige. The book also has
some short vowel words, which
is a great review of word study
from the first three lessons!
2. Read title with students &
discuss cover.
3. Have students make a
4. Discuss pictures, words, &
patterns in the book.
5. Model and support decoding
and word identification
6. Students read the book
You may have time to introduce and
read a second instructional level text
(good to have 2 on hand).

· Develop oral Book: A Super Special Soup by Reading

language A-Z
· Increase Theme (if any):
Read vocabulary This book was chosen because it
Aloud · Model includes a plethora of s blends, which
comprehension is what we have been working on for
Time: 20%
10 minutes strategies word study for the last two weeks.
· Foster joy of These s blends include: sp, st, sl, sm,
reading and sc. I made the instructional
decision to focus a book with s blends
because I wanted Paige to truly master
the s blend this week so that we can
move forward in word study. She
seemed to struggle with applying the
blends last week. This was evident in
the way that Paige said the words as
she sorted them, and the way that she
sorted them as I said them. For this
reason, I wanted to give her an
opportunity to practice listening to the
blends to identify them. The goal of
this read aloud is to develop oral
language (through identifying word
features said aloud- s blends- this goes
hand in hand with fluency as you need
to be able to read word features to say
them aloud and understand their
meaning), foster the joy of reading,
and touch on comprehension.
Interactive read-alouds (fiction &
As the story is read, have Paige react in
some way to hearing various forms of
s blends. Have the different s blends
written out on a sheet of paper that
she can have in front of her as the
book is read. Have her point to the
blend that she hears as the story is
read and do the movement that goes
along with that blend. The movements
are as follows:
st- tap your feet
sp- wiggle your fingers
sn- jump
sl- clap
sc- knock on the table
Start the book with just a few
movements, and as the book goes on
incorporate more of the blends and

Include some discussion about the

content of the story as it is read. This
can be done by asking comprehension
questions relating to who the
characters are, where the story is
taking place, the setting, the problem,
and the ending.
QAR (in my head or in the book)
Language Play

· Writing simple Activity:

sentences, lists, Journal writing-
narratives, or
This journal writing is an extension of
Time: 20% explanations
the teacher read aloud and the
10 minutes
discussion that took place during the
Paige should respond to the following
Why were the friends scared of the
soup? What kinds of ingredients were
they scared of?
This meets the instructional goals set
forth in the case summary sheet, as it
the question naturally requires Paige
to respond by including two to three
sentences that relate to one another.
She will need to include a sentence
about why the friends were scared of
the soup, and another one or two
sentences about the types of icky
ingredients that were in the soup, and
why they were gross, which caused
the dinner guests to be scared. I will
model how prewriting to answer this
question through the use of a bubble
chart graphic organizer. In the center
of the chart, we will write a few words
that relate ideas connected to the first
question. In the extended bubbles, we
will write the different reasons for the
guests being scared, which relates to
the second question.
Additionally, while she is writing her
sentences, I will prompt her to include
appropriate punctuation and
capitalization. This is something that
was identified as needing instruction
on her case summary sheet.
Writing for sounds in teacher-
dictated sentences
Pattern writing (based on familiar
Interactive writing modeled by