Indiana Wesleyan University

Elementary Education Lesson Plan Template

CAEP 2018 K-6 Elementary Teacher Preparation Standards
Reading Lesson
Maddie Day
Teacher: Mr. Hite
School: Converse Elementary
Grade: Kindergarten

UNIT BIG IDEA:

Title: On my Own
Subtitle: Learning new skills and building on my past skills.

LESSON RATIONALE
This lesson is important because it teaches students three skills to use when starting to learn to
read independently. (see last page for strategy cards)

READINESS
I. Goals/Objectives/Standard(s)
A. Goal(s)- Students will be able to read the book given to them in guided reading.
B. Objective(s)- Students will use the strategies of Eagle Eye and Lips the Fish to read
the books given to them in Guided Reading.
C. Standard(s): Professional Society/State/District- K.RF.1: Reading Foundations:
develop, build, and apply knowledge of foundational reading skills. Understand and
apply knowledge of print concepts, phonics, phonemic awareness, vocabulary, and
fluency and comprehension as foundation for developing reading skills.
II. Management Plan-
o Time:
o Anticipatory Set: (7-10 Minutes)
o Guided Reading groups: (10- 15 minutes)
o 90 minutes Literacy Block.

o Space:
o Anticipatory Set: Seated on the carpet and then dismissed back to their
seats.
o Guided Reading/ Centers: spread throughout the room at centers
o Materials:
o Leveled readers (10)
o Strategy cards
o 1 set of Beginning letter sounds activity cards
o Pieces of blank paper (8)
o Pencils
o Glue sticks
o Sentence Strips
o Scissors
o The Book I Just Want to Do it My Way

1
 o Definition card for the word “Independent”
o Video for closure: https://www.youtube.com/watch?v=Bsds-saVxf0

III. Anticipatory Set:

o “Alright can all my friends to walk quiet to carpet and sit in their assigned
carpet seat?. (wait for students to come to the carpet).
o “Now I need everyone put their eyes on me because we are going to read a
story. While I am reading we are going to focus on the sequence of the story.
Does everyone remember what that means? It means the order in which things
happen. Beginning. Middle. And End. (do the motions)
o This book we are going to read is called, “I Want to Do It My Way” by Julie
Cook. (Read the book)
o Now that we have read the story Does anyone know what is means to be
independent? (call on volunteers). Well our definition is going to be to do
something we want to do all by ourselves.”
o
• Purpose:
“We have been talking about doing things on our own or by ourselves and building new
skills while using our old ones. So today we will be looking at someone books at my
station and we will be practicing with our friends Stretchy Snake, Lips the Fish, and
Eagle Eye.”

PLAN FOR INSTRUCTION

IV. Adaptation to Individual Differences and Diverse Learners-- Adaptation to Individual
Differences and Diverse Learners--
• For my group of special education students- they are allowed to have the aide help
them with the center they are working on.
• For my high achievers- I have more challenging activities that require deeper word
knowledge and phonemic awareness.
• For all my students- I will be walking around to help my students and check for their
understanding. class as you describe the specific instructional opportunities provided
in this lesson. (CAEP K-6 1.b)

V. Lesson Presentation (Input/Output):

Group 1 (Reading Level A)-
Book: It is Here
Strategy: Sequencing
Mini Lesson Focus: Working on beginning sounds of letters and words.
1. Prereading: “Look at the cover. What do you think the book will be about? Let’s look
at the pictures to get ourselves ready to read.” (allow students to picture walk through
the text and discuss some connections they have with the topic.) Okay before we read

2
remember to check the picture with Eagle Eye and Get your mouth ready with Lips the
fish, so we can read through our story.”
2. Reading: During this story we are going to focus on sequencing which is the order in
which things happen. Beginning. Middle. And End. (do the motions with them) Read the
book with the students and then allow them to chorally read the book as group.
3. Responding: “Lets retell the story using sequencing. What happened first (allow for
answers) Then what happened next in the story? (allow for answers) What happened
last in the story?(allow for answers)” “What are some things that were mentioned in this
book? Are these things that you do?” (allow students to answer these questions)
4. Exploring: “Did you see any of our sight words in the book? Open the book and
search for some sight words.”
5. Applying: “We have been working on beginning sounds of words and letters so now
we are going to play a game.” Do beginning sounds word sort with the students with
pictures that are form the story. (see attachment of word sort on last page)

Group 2 (Reading Level B)-

Book: With My friends
Strategy: Sequencing
Mini Lesson Focus: Finishing the sentence from the book with their own thoughts.
1. Prereading: “This book is about things children lie to do at school with their friends
Let’s look at the pictures to get ourselves ready to read. (allow students to picture walk
through the text and discuss some connections they have with the topic.) “Okay before we
read remember to check the picture with Eagle Eye and Get your mouth ready with Lips
the fish, so we can read through our story. Be on the lookout for any of our sight words.”
2. Reading: During this story we are going to focus on sequencing which is the order in
which things happen. Beginning. Middle. And End. (do the motions with them) Read the
book with the students and then allow them to chorally read the book as group.
3. Responding: “Lets retell the story using sequencing. What happened first (allow for
answers) Then what happened next in the story? (allow for answers) What happened
last in the story?(allow for answers)” What are some things that were mentioned in this

3
 book? If you were going to add another page to this book, what could you add? What do
you think this book was mostly about?” (allow students to answer these questions)
4. Exploring: “Show a friend next to you, your favorite page in the book and tell them
why it was your favorite.” (allow two students to share)
5. Applying: “Now we are going to use our book as a guide to complete our sentence
strip. You need to glue your sentence in order and then finish the sentence with what you
like to play with your friends. Then when you are finished draw a picture of what you and
your friends like to play.”

Students at other centers: The students who are not at my station will be doing their
normal centers that Mr. Hite has created. They will be completing a writing center by
themselves. They will be completing an iPad center where they will be reading on EPIC
or one Teach Your Monster to Read. They will be completing a center at their desk that
involves handwriting and letter work. Lastly they will be completing a center with Mr.
Hite playing a game with beginning sounds.

VI. Check for understanding:

Throughout the lesson I will be walking around to see how students are doing with the math
baskets. I will give assistance if needed by a student. I will allow students to ask questions
and reteach the concept individually if needed.

VII. Review learning outcomes / Closure:

 “Alright my friends it is time to clean up our stations and come to the carpet. We are
going to watch a video that goes with our big idea that we have been talking about. It is
called All by myself. I like you are really going to like. Okay eyes on the board!” (wait
for students to say it back and start video) https://www.youtube.com/watch?v=Bsds-
saVxf0
 I will ask the students after the video is over if now that they are done with the lesson
what we some things that they did on their own and have a few students share.

PLAN FOR ASSESSMENT

Formative: I will be informally evaluating the students at my station. I will keep track on a piece
of paper of how well they are understanding the concept. I will have a list of the student’s names
and I will rate this with a thumbs up if they understand the task, an okay sign if they are almost
there and a thumbs down sign that means they don’t understand at all.

REFLECTION AND POST-LESSON ANALYSIS:

1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?

4
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
7. Did I make sure to ask questions throughout the lesson?
8. Where did I use multiple intelligences?
9. Did I connect with every student?

5
6
7