Targeted Reading Lesson Plan

Student: Rebelle Date: 11/25/19

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: Said hamburgers instead of hot Should I take Dinner Time out
1. Dinner Time ​ Level 1 dogs. I started to say “Does of our routine. She is now
that…” and she corrected herself. reading at a level 5. But I don’t
I think she was trying to read it want to throw off the
too fast. instructional routine because we
2. Matthew and Emma always start with this book.
Level 3-4 Used Matthew and Emma to
review quotation marks,
exclamation points, and question Make sure to state goal/purpose
marks. multiple times throughout the
3. Come Here, Puppy lesson!!!
Level 3
Add ​The Missing Puppy​ text for
next time.
*I gave her a choice of which
book she wanted to read first,
what sentence she wanted to
write, and what marker she
used.

Goals:
Student can identify and
self-correct errors while
reading
Make reading sound like
talking.

Prompt: “You said ___. Does

that look right?”

Skill/Word Work (Phonemic Awareness/Decoding)

Sounds/Letters/Words:
Goal:
Phonics Continuum: recognize She has met this goal , we have
short vowel CVC words moved on to digraphs
Milestones: identify rhyming
words

Goal: Student can recognize and

sort rhyming words.
Prompt: Does that look right
and sound right?
Word Sort:
- Mat, fat, rat, bat, sat
- Man, can, ran, tan, can

Sight Words: Add more words next time.

Goal: Student can recognize
high frequency words
automatically
I added ​is​ and ​can​. She
recognized both automatically.
(mom, dad, like, dog…) These
were words that she couldn’t
recognize a few weeks ago. I
will see if she can recognize
them automatically this week.

Reading-Writing Connection

Composed Sentence:

Goal: See below. Keep adding a variety of

Using sound analysis to punctuation marks when
construct words. writing.

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:
The Missing Puppy L ​ evel ​5
Goal: Make reading sound like
talking.
Introduce the text: Talk about
the character we see on the
cover.
“The book we are reading today
is called ​The Missing Puppy..
The title tells you what the book
is about.
Picture walk through page 5.
Vocabulary: ​said,​ ​where, little,
looked
Punctuation​: commas,
quotations, exclamation points,
and question marks
Prediction: I think they will find
Bella or Rosie in the flower pot
because it shows a dog in a
flower pot on the cover.
Read the text. During reading
prompt to use information from
the pictures and check with the
print.
Prompt: “You said ____. Does
it look right?”
Revisit the text: Talk about the
different characters and what
happened in the story.
Teaching points: Find ​commas,
quotations, exclamation mark
on the pages. What do they
mean?
App Work
App: Magnetic ABC
Stick to another level 5 book,
possibly a level 6. She
controlled the level 5 book very
nicely.
Picture walk:I pointed out the
words: ​said,​ ​where, little, and
looked. ​What do you think the Make sure you restate the goal
dog is doing? (referring to the multiple times throughout the
picture) Rebelle: “looking” lesson.
Rebelle: (based on the cover
photo) I think they will find
Bella or Rosie in the flower pot.
When reading ““Where is the
little puppy?” said Bella.”
Rebelle says: “Oh! They are
looking for the little puppy in
our other story!”
This shows that she was
comprehending the text and
making a connection to another
Bella and Rosie story we read at
the beginning of the lesson.
Had to be told the words ​where
and ​she​. After being prompted.
We read the book twice. The
second time, she read the book
very fluently and “made the
reading sound like talking!” She
even remembered the words
where​ and ​she.​
Goal: Student can hear and
manipulate sounds in words
Elkonin Boxes with digraphs:
Sh vs ch
Shop, ship, shot,
Bash, bush, cash
I picked words from our P3
assessment. I told her the word
and had her find the letters and
build the word. She did very
well.

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:
P3 intervention
- Ch word list 1.
- Rebelle did very well. She built every word correctly based on the sounds she heard.
- Move on to the th digraph for next session.
- After she built each word, she segmented each sound by taping her arm (what she did
last time)
Writing:
1. We like to eat hot dogs.
- Talked about the “gs” versus the “ox” sound.
- Mentioned that she was missing the word to and eat. She wrote the word eat underneath
and I decided to move along with the lesson.
2. “Here I come!”
3. “Come here!” said Rosie and Bella.
- Modeled capital C versus lower case c.
4. “Oh, no!” said Rosie.

- She also wanted to practice writing ch words at the end of the lesson.
- She really wanted to use my pen to write, so I let her.