LESSON PLAN 1
Title
Grade Level
Standards Addressed
Central Focus
Content Objective/ Learning Target
Academic Language
Materials
Instructional Plan
Part 1:
Initiating Instruction
● Preview Instruction
● Review of pre-requisite
knowledge/skills
Check for Understanding
Part 2:
Teacher Input/Inquiry
● Intro of learning target
● Explanation/procedures
● Teacher Demonstration
● Teacher think aloud
Required Elements of a Lesson Plan
First Grade
Guided Reading
Inflectional endings (e.g. -ed, -est, -ing)
Informational, Literature, Prediction, Encounter, Strategies, Review
Four copies of Riding My Bike by Anna Schlooz, word strips
Activity Description/Teacher Students Do Reflection/Research
Does/Teacher Talk
Book Walk: teacher introduces the text, Students look at the book's
showing the cover and reading the title cover.
"Does this look like its going to be a Students use observational
literature or an informational text? What evidence and past knowledge
led you to that conclusion?" to determine the type of text.
Teacher lets students flip through the Students take a quick look
pages. through the pages of the text.
"Can you make a prediction about what Based on the quick look,
will happen in this story?" students make predictions
about the text.
Teacher covers a few words that may be
difficult for the students, but will be
important for comprehension of the text.
"I'd like to quickly review a few words you
will encounter while reading this book that
might be a little tough."
Teacher directs students to specific pages Students open book to
to practice the words. directed page and try to
decode words the teacher
"I'd like you to open to page 2 of the book points out.
and look at this word here. Can someone

Check for Understanding
Part 3:
Guided Support/Practice
● Paired/collaborative work
● Indiv. work & partner check
● Teacher roam & assist
Check for Understanding
Part 4:
Closure
● Restate Learning Target
Assessment
LESSON PLAN 2
Title
Grade Level First Grade
Standards Addressed
Central Focus Guided Reading
tell me what that word says?"
Teacher directs students to begin whisper
reading.
Teacher taps on a particular student's book
to have them read aloud. Teacher listens to
reading and makes note of any struggles
without interrupting student.
After teacher listens to each student read
aloud, teacher transitions to word work.
If any words were a struggle during read-
aloud, teacher reviews them.
"I noticed that this word was tough for
some. Let's review our strategies for
reading a tough word."
Teacher passes out word strips for
students to read.
Teacher transitions students to next
reading workshop center
Required Elements of a Lesson Plan
Students begin whisper
reading the text.
Students read aloud when
tapped.
Students transition to word
work.
Students review tough words
from read-aloud
Students read word strips, and
pass strips to the right when
completed.
Students switch to next
reading workshop center
 Content Objective/ Learning Inflectional Endings "-ing, -er, -ed"
Target
Academic Language Informational, Literature, Conclusion, Context, Prediction, Strategies
Materials 4 copies of My Bean Plant by Joseph Ciciano, white board, marker
Instructional Plan Activity Description/Teacher Does/Teacher Talk Students Do Reflection/Research
Part 1: Teacher introduces the text, showing the cover
Initiating Instruction and reading the title.
● Preview Instruction
● Review of pre-requisite "Does this look like its going to be a literature or Students raise hands and
an informational text? What led you to that decide what type of text is
knowledge/skills
conclusion?" being shown and why they
believe so.
"Can you make a prediction about what will Students make a prediction
happen in this story?" about the story's contents.

Check for Understanding

Part 2: "Yesterday I had you keep a look out for words
Teacher Input/Inquiry with the '-ing' ending. Today, I still want you to
● Intro of learning target look for those words, but I also want you to look
● Explanation/procedures for words that end in '-er' or '-ed.'"
● Teacher Demonstration
Teacher writes "-ing," "-er," and "-ed" on standing
● Teacher think aloud
white board.

Next teacher uses small white board, "Remind Students give examples of "-
me, what was a word we encountered yesterday ing" words from yesterday.
that ended in '-ing?'" Teacher writes responses on
small white board.

"What happens if I have a word that ends in 'e,' Students remind me that the
and I want to make it end in '-ing?'" "e" is dropped when adding "-
ing."
"Right. It still has that long vowel sound, even
though I dropped the 'e.'"

Teacher asks for examples of "-er" words. Teacher Students give examples
writes student answers on white board.
 Teacher asks for examples of "-ed" words.
Teacher writes student answers on white board.
Check for Understanding
Part 3: "Today, when you are whisper reading, I'd like you
Guided Support/Practice to stop on page 7, which I have marked for you. If
● Paired/collaborative you finish early, remember that good readers go
work back and look for more."
● Indiv. work & partner
"I'd like you to begin whisper reading the book. Students whisper read.
check
Remember books flat on the table so I can see the
● Teacher roam & assist words."

Teacher listens to each student as they whisper

read. If student struggles with any words or ideas,
teacher will make note of it for later.

Once each student has read to page 7 at least

once, teacher will transition back to self.

"Good job, readers, back to me please. So, did you Students talk about "-ing," "-
notice any of the words we talked about before er," and "-ed" words and show
reading? Can you show me where you read that where they saw the word in
word in the book?" the book.

Teacher engages students in "what's missing?" Students spell a word out loud
activity. as a group then raise their
hand to guess which letter the
teacher erased from the word.
Check for Understanding
Part 4: Teacher thanks students for their time and Students go back to their
Closure transitions them back to their main teacher. seats and put away their
● Restate Learning Target materials from Reading
Workshop time.
Assessment