Lesson Plan Format

Mentor Teacher’s Initials _____

Name: Autumn Smith Grade Level: K Group Size: 4-5

Subject/Lesson Topic: ELA – Small Group Guided Reading

Objectives:
The learner will be able to read common high-frequency words by sight.
The learner will be able to isolate and pronounce the initial, medial vowel, and final sounds in three-
phoneme (consonant-vowel-consonant) words.

Standards/GLEs: RF.K.3. Know and apply grade-level phonics and word analysis skills in decoding
words.

Contextual Factors:
-This is a Team C (medium-high level) class.
-Each small group has 4-5 students.
-One student attends speech therapy.
-Two students see an RTI specialist for additional reading instruction.
-DRA levels range from A-4.

Teacher Materials/Resources:
-Word Wall

Student Materials/Resources:
- Leveled readers (one per student)

Family/Community Connection or Extension: Leveled readers can be sent home for additional reading
practice outside the classroom.

Pre-Assessment: Data collected from the Developmental Reading Assessment (DRA) was used to group
individual students and plan for instruction.

Lesson Procedure and Activities:

Introduction: Distribute the leveled readers to each student and allow them to glance through it. Read
the title aloud.

Activities:
-Have each student take turns reading 1-2 pages aloud as the rest of the group follows along. Students
should point to each word as they read it.
-Guide students in decoding the text by pointing out sight words (found on the word wall), helping them
identify and blend individual sounds in words that follow the consonant-vowel-consonant pattern, and
helping them segment two-syllable words. Encourage students to use illustrations as context clues as
well.
-Continue with this procedure as the students read through as many leveled readers as they can in the
allotted time. If necessary, reread a book before moving on to the next one.

Closure: Conclude the lesson by debriefing with the students. Ask them what they thought of the book
and its difficulty level and decide if a rereading is needed.

Differentiation:
-For each small group, select readers that are on level with that group’s reading abilities.
-When working with the lowest group, use leveled readers that feature a patterned sentence structure,
high-frequency sight words, and one sentence per page. If needed, read the first 1-2 pages before asking
students to read individually and reread the book aloud as a group.
-When working with the medium groups, use leveled readers that feature one sentence per page, words
that follow the consonant-vowel-consonant pattern, and words that end with a “magic e”.
-When working with the highest group, use leveled readers that feature 1-2 sentences per page and two-
syllable compound words or words ending with -ing or -er. Ask comprehension questions that focus on
key concepts (fiction/nonfiction, characters, setting, plot, predicting events).

Formative Assessment/Evaluation: Have each student read a portion of the leveled reader aloud to
assess for student learning and progress.