Targeted Reading Lesson Plan

Student: Rebelle Date: 11/19/19

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:
1. Dinner Time ​ Level 1
She read both texts with no
errors. Add more books that are at
higher levels.
2. Come Here, Puppy
Level 3

*I gave her a choice of which

book she wanted to read first.

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
Continue to remind her of the
purpose.

Sight Words: Rebelle was able to recognize

Goal: Student can recognize all of the sight words with
high frequency words automaticity.
automatically

Reading-Writing Connection

Composed Sentence:

Goal: See below. Continue to write words with a

Using sound analysis to variety of 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.

**I give her a choice of what

sentence she wants to write

Guided Oral Reading:

This is the second time we are Pick another book with a variety
reading this: of punctuation, level 3 or
Text Read: higher.
Matthew and Emma L ​ evel 3-4

Goals:
Search for and use meaning,
language structure, and print
concepts (punctuation) to read
new words and understand
(comprehend) the story in the
story.

Introduce the text: Talk about

the characters we see on the
cover.
“The book we are reading today
is called ​Matthew and Emma..
The title tells you what the book
is about.

Picture walk through page 11.

Vocabulary: said, ​slide
Punctuation​: commas,
quotations, exclamation mark

Prediction: Emma looks like she Rebelle made the prediction that
doesn’t want to go down the she would slide down the slide
slide, what do you think is because Matthlew would push
going to happen? her.

Read the text. During reading She confused quotation marks

prompt to use information from and commas when first looking
the pictures and check with the at the text.
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

Goal: Student can hear and

manipulate sounds in words She did very well with this. A
few weeks ago, she could not
Elkonin Boxes with digraphs: identify the digraph ​sh.​ They
Sh vs ch must be working on it in class.
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 intervention. She was able to build most of the words of
the words from the ​sh​ digraph word list 1. She needed to give her corrective feedback on
two words: ash and gush
- 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 second ​sh​ word list.

Writing:
1. We like to eat hot dogs.
- Modeled how to write the letter ​g.​ She wrote the word hot dogs twice.
2. “Yes!” said Bella and Rosie.
3. I am not going down the slide.
​ hen reviewing this sentence.
- I decided to focus on the formation of the letter ​g w