Targeted Reading Lesson Plan

Student: Rebelle Date: 11/21/19

Student’s Most Pressing Need:​ Decode words using visual information.

Today’s Plan Assessment of Work Notes for Next Time

Rereading for Fluency (Familiar Texts)

Text Read: Self corrected ​hot dogs​ to

1. Dinner Time ​ Level 1 hamburgers

Add “Make reading sound like

talking.” as a goal for next time.
2. Matthew and Emma “How do you say this again?”
Level 3-4 When looking at the word
Matthew​. I put my finger over the
end of the word to show her the
three different parts of the word
3. Come Here, Puppy (mat, th, ew).
Level 3
Reviewed different punctuation
marks when reading ​Come, Here
*I gave her a choice of which Puppy​. It was a good review
book she wanted to read first, before reading our Guided Oral
what sentence she wanted to Reading.
write, and what marker she
used.

Goal:
Student can identify and
self-correct errors while
reading

Prompt: “You said ___. Does

that look right?”

Skill/Word Work (Phonemic Awareness/Decoding)

Sounds/Letters/Words:
Goal:
Phonics Continuum: recognize
short vowel CVC words
Milestones: identify rhyming
words

Prompt: Does that look right
and sound right?
Word Sort:
- Mat, fat, rat, bat, sat
- Man, can, ran, tan, can
She identified these words and Keep with the same list for
was able to categorize them by another session, then think
rhyming words. about moving to another
rhyming list.

Sight Words: She recognized all the words

Goal: Student can recognize with automaticity,
high frequency words
automatically

Reading-Writing Connection

Composed Sentence:

Goal: See below. Keep adding a variety of

Using sound analysis to punctuation marks.
construct words.

Prompts:
Prompting Guide Part 1
Construction Words (27).
What would make it look right?
Look at the parts. Think about
the parts you know. Write a part
you know.

Guided Oral Reading:

This is the second time we are

reading this:
Text Read:
Bella’s Birthday ​Level 4
Pick another level 4 book.
Goals:
Search for and use meaning,
language structure, and print
concepts (punctuation) to read
new words and understand
(comprehend) the story.

Introduce the text: Talk about

the characters we see on the
cover.
“The book we are reading today
is called ​Bella’s Birthday..​ The
title tells you what the book is
about.
Picture walk through page 5.
Vocabulary: said, ​present, cake,
dear
Punctuation​: commas,
quotations, exclamation mark
Prediction: What do you think
Rosie gave Bella for her
birthday?
Read the text. During reading
prompt to use information from
the pictures and check with the
print.
Prompt: “You said ____. Does
it look right?”
The picture walk definitely
helped her read more fluently
because we had already decoded
those words.
Said ​here​ instead of h​ appy.​ I
prompted “You said here. Does
that look right?” (Rebelle: no)
“Say the first sound… the
next… the next one… the last”
(Rebelle: happy)
Said ​brownie​ instead of
cupcake.​ I prompted “You said
brownie. Does that look right?”
(Rebelle: no) “Say the first
sound… the next… the next
one… the last” (Rebelle:
cupcake)
We read the book twice. She
wanted to read it again.

Revisit the text: Talk about the We ended the book and talked
different characters and what about birthdays and birthday
happened in the story. presents.

Teaching points: Find ​commas,

quotations, exclamation mark
on the pages. What do they
mean?

App Work

App: Magnetic ABC

Goal: Student can hear and
manipulate sounds in words We did not do this because it
was basically what we just did
Elkonin Boxes with digraphs: in our intervention.
Sh vs ch
Shop, ship, shot,
Bash, bush, cash

Prompt: Does that sound right

and look right?

Fidelity Checklist: Systematic and Explicit Instruction/IRRC

1. Specify objectives
a. Set goal and purpose (I stated a goal or purpose for each part of my
instruction with Rebelle. I found that she has understood the task better
and has made bigger improvements on a specified skill when I state the
purpose)
b. Review what has been taught (I need to review what has been taught in
addition to provide a closure to the session that reviews and summarizing
the goals and purposes of the lesson)

2. Devise instructional strategies and teaching procedures

a. Select examples
b. Sequence skills (CVC and CVCe words)
c. Introduce new skill/strategy (I introduced rhyming today)
d. Demonstrate and think aloud (I did this during the “I do” part of our
rhyming word work and while I demonstrated writing a sentence.)

3. Provide practice and review

a. Guided practiceI did this during the “I do” part of our rhyming word
work and while I demonstrated writing a sentence.
b. Independent practice

Fidelity Checklist: PRESS

1. Articulate objective
2. Explain activity
 3. Check for understanding
4. Model
5. Guide practice
6. Specific feedback
7. Independent practice

Instructional Routine/IRRC
1. Specific (positive) feedback (Next time: reinforce prompts)
2. Corrective feedback

Intervention:
- Rebelle did very well in the P3 assessment. She was able to build all of the words from
the ​sh​ digraph word list 2.
- When building the words, she modeled what we have worked on before. With every
sound, she tapped a different spot on her arm. Then, she said the whole word and slid
her hand down her arm.
Next time:
- Do the ch digraph word list.

Writing:
1. We like to eat corn.
2. “Here I come!” said Emma.
- I made the decision to only have her correct the word​ come ​and capitalize the E
in ​Emma​. ​Come​ is a frequent word in many of the texts we read. I have also
been focusing on capitalizing the correct letters
when she writes. In an effort to capitalize on
the short time I have with her, I made the
decision to move on with the rest of the lesson
and focus on a word like ​said​ another time.
3. “No! No! No!” said the little puppy.
4. (She wrote “love you loras,” I think she thinks my name
is Loras)
5. “Look!” said Bella. “My present is a bone!”