Fiona Moynihan

Professor Lauterbach
EDUC 330: Reading Instruction
2 December 2020
Project Four: Redesign Component
Rationale for the Initial Lesson Plan
The beginning of the school year was a challenging transition for GCVS. At the end of
last year, my host teacher, Liz Collantuonio, made a significant push to develop a format that
would allow her students on IEPs to be in an inclusion setting for their core content instruction.
The plan was developed and approved, but the plan’s implementation was challenging when
GCVS almost doubled in size a week before the school year started. New teachers were hired
quickly, and the class organization became more complicated to respond to this increase of
students. These changes made it hard for successful ELA instruction to begin for the first several
days in my placement at GCVS.
In response to these delays, my host teacher took to beginning her IOG assessments and
related instruction so that her students were still receiving effective reading instruction. Multiple
students on her caseload had made progress at the end of the last school year, but due to the
longer break and this delay in instruction, there was cause for concern about serious regression
occurring in these students.
These concerns and issues arose during the observation stage involved in project 1. There
were strong, veteran GCVS teachers who were prepared to find a way to push forward with
instruction in the most responsive way for their students. Mrs. Flynn, who I discussed in my
project 1 reflection, is an example of this model. For her, I learned different strategies for
presenting material, how to pause for student responses, and how to effectively manage students
in a virtual classroom by using precise feedback that was relevant to the virtual setting. However,
there were still new teachers who did not know how to use the technology tools themselves,
making it hard for them to provide effective instruction in those classrooms. In those situations,
it was clear that we would have to provide more intervention services than planned to help
support the students.
Project 2, the assessment stage, is around the time these interventions were being
implemented. I worked with Mrs. Collantuonio and Abbey Rosier to help administer the IOG
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measures to assess where students stood in reciting the alphabet, naming lowercase letters,
naming uppercase letters, producing the letter-sounds, reading CVC words, and reading Red
words. The data collected from these assessments were then used to develop instruction to
implement during pull-out blocks.
From these assessments, SMB was identified as a student who needed immediate
intervention in reading CVC words. Reading CVC words was a skill specifically identified in her
IEP and a focus area from last year. Having SMB be unable to decode CVC words was a concern
for my host teacher, so the lesson was developed. Based on SMB’s IEP requirements and
suggestions from my host teacher, Abbey, and Professor ​Lauterbach, the lesson was carefully
designed to have a clear, focused lesson on CVC words.
Reflection on Project
After teaching this lesson and reflecting on it, I feel confident that the lesson was
effective. Not only is there evidence that the student made progress with reading CVC words, but
there is also evidence of overall engagement throughout the lesson. After reflecting on the
observation grids developed by Abbey Rosier and myself, I found that the student demonstrated
behaviors that indicated engagement at higher rates than disengagement. Based on my chart, I
found that throughout the lesson, in a total of 25 expressly noted behaviors, 15 of the behaviors
suggested that SMB was engaged in the lesson. Then out of the remaining 10 behaviors, 5 of the
behaviors recorded as indicating a lack of engagement involved the student apologizing for their
family in the background or having to move at the request of guardians. These “behaviors”
resulted from the student and myself not having control over the learning environment, and I do
not believe that these are a reflection of my ability to keep the student engaged or even the
student’s level of engagement at the moment.
There was also evidence to prove this success because the objectives I established in my
lesson plan made it easy to measure progress towards goals. My first objective outlined that by
the end of the lesson, SMB ​would demonstrate letter-sound (phonemes) correspondence with
100% in 8 out of 8 opportunities. The second objective outlined the goal for SMB to be able to
tap out individual sounds in CVC words with 88% accuracy when given 9 opportunities. At the
end of the lesson, I reviewed the progress monitoring document. I determined that SMB could
produce the letter-sounds for the letters they were presented with at a level of 100% accuracy and
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decode CVC words tapping out the sounds with 100% accuracy. This data allows me to
determine that the student met and exceeded the objectives’ expectations.
After speaking with my host teacher, who also observed the lesson, she shared that I did
an excellent job navigating the situation. She felt that even during the moments when there were
siblings fighting or profanity occurring that seemed to make the student embarrassed, I did an
excellent job of reminding the student that they were doing a fantastic job and remaining
positive. She shared that she felt this seemed to comfort the student. I was happy to hear this
feedback because I know that it is essential to help the student progress towards their goals and
help them feel safe in the learning environment.
After this experience, I also want to add that I realized that I was not as prepared for
unexpected interruptions as I thought. Even though navigating parent interruptions and a dog
barking in the background are challenges I may only face while teaching virtual, I feel like these
challenges have reminded me of the importance of preparing things to go wrong during a lesson.
It felt like an important reminder that even the most careful lesson planning would never be able
to illustrate what will actually happen during a lesson.
In addition to that learning experience, I also realized that in the future, I should include
more in-depth plans for a situation when a student completes planned activities at a faster rate
than expected. For example, in this lesson plan, I thought having extra words to practice
decoding CVC words with the student would be enough, but I did have spare time to introduce
spelling. This opinion was also confirmed by both Abbey Rosier and my host teacher in
post-lesson conversations. I have reflected such an addition in the below rewrite of the lesson.
Besides that addition, I do not believe there is much more I would change about the lesson plan I
developed during project 3.
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Rewrite of Lesson Plan

LS Planning Framework

Lesson Planning

Objectives What evidence-based practices will be used?

“I do-We do-You do” direct teaching strategy
The tapping-out, or segmenting, strategy, to sounding out a word.

For students with disabilities in your class, what IEP goals does this
instruction relate to OR what skill does this relate to from an
assessment (E.g. CORE)?
In SBM’s IEP, there is the following goal that is being used to influence
this lesson: SMB will tap out individual sounds in CVC words with 80%
accuracy across three consecutive sessions.
Instruction on how to read CVC words using tapping out also related to
the IOG Assessment’s section for identifying CVC words.

Explicitly state lesson objectives with measurable criteria:

● SMB will demonstrate letter/sound (phonemes)
correspondence with 100% for the letter/sound relationship used in
the lesson, which would require the student to make the
letter-sound accurately in 8 out of 8 opportunities.
● SMB will tap out individual sounds in CVC words with 88%
accuracy when given 9 opportunities.
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Materials What instructional resources will you use (e.g., connected text,
manipulatives, curriculum)?
● IOG Assessment
● ​The Reading Teacher’s Book of List
● ​ ​PowerPoint​ ​with letters for phoneme practice and the words
● ​ ​Tracking Sheet​ to monitor SMB’s accuracy during
independent work
● Words:
o pat
o bag
o bat
o dot
o dog
o dig
o pig
● Back-up words:
o Sat
o Yip

Developing the Body of the Lesson

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Explicit Review/Explicit Instruction/Model Specific Accommodations

Instruction
The teacher should make sure that the The teacher should make sure
Powerpoint is uploaded into the the PowerPoint is uploaded
Blackboard system before the start of the because sharing a file allows
lesson. the teacher to continue to see
the student and the slides at the
“Today we are going to work on reading same time. I want to make sure
CVC words. As a reminder, CVC stands I can see SMB because it will
for Consonant-Vowel-Consonant, which allow me to see whether or not
is the pattern of letters in these types of she has her microphone on.
words. What we practice today might be SMB will often play with her
a bit of a review, like how what CVC buttons and then forget to
stands for is a review, but it is important unmute herself when she has
that we practice how to sound out words to speak.
to help us when we are reading and come
across a word we do not know. To help
us get started, we are going to practice
saying letter sounds that we will use
today. Are you ready to get started? Let
me see a thumbs up if you’re ready!”
The teacher will model giving a thumbs
up and wait for the student to do the
same. The teacher will now share the
PowerPoint.
“I am about to show a letter on a slide. I
want you to then tell me the sound that
the letter makes. Just remember to try
your hardest!”
Throughout the activity, it is
The teacher will now go to the first slide important to continue to
with the ‘b’.​ “What sound does this letter remind SMB that the goal is to
make?” ​The expected answer is /b/. The say the letter sounds as she has
teacher should correct the student if they performed better with such
say the letter name rather than the tasks in the past when given
sound. with the prompts.
The teacher will now go to the slide with
the ‘g’.​ “What sound does this letter
make?” ​The expected answer is /g/.
The teacher will now go to the slide with
the ‘o’.​ “What sound does this letter
make?” ​The expected answer is /ŏ/.
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The teacher will now go to the slide with

the ‘i’.​ “What sound does this letter
make?” ​The expected answer is /ĭ/.
The teacher will now go to the slide with
the ‘d’.​ “What sound does this letter
make?” ​The expected answer is /d/.
The teacher will now go to the slide with
the ‘t’.​ “What sound does this letter
make?” ​The expected answer is /t/.
The teacher will now go to the slide with
the ‘a’.​ “What sound does this letter
make?” ​The expected answer is /ă/.
The teacher will now go to the slide with
the ‘p’.​ “What sound does this letter
make?” ​The expected answer is /p/.
The teacher will no go to the slide that
says “Let’s tap it out!”. ​“Now, I know
that Mrs. C and you worked together last
year on practicing to tap out words on
your arm to help sound out words, so I
want to practice that today.” ​The teacher
will stop sharing slides so that the
student can clearly see the modeling of
tapping out on the arm. “​ When tapping
out CVC words, there are three places on
your arm that you will tap. For the first
letter sound, you will tap up by your
shoulder, then when you say the second
letter sound you will tap by your elbow,
and the last letter sound will be by your
hand. Then, after tapping out each letter
sound, you can say all the letter sounds
together fast to blend the sounds together
and go down your arm like this.” ​The
teacher will model this motion.

I do​:
Word:​ “Pat”
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“For example, let’s say I am reading and

come across this word.” ​The teacher will
show the word ‘pat’. ​“I am not sure of
the word, but I know I can try to tap it
out on my arm. The first letter sound is
/p/,” ​the teacher will tap their shoulder,
“the second letter sound is /ǎ/,” ​the
teacher will tap by their elbow, “​ and the
final letter sound is /t/,” ​the teacher will
tap by their hand. Make sure the arm is
visible to the student as it is modeled.
“/p/ /ǎ/ /t/” ​the teacher should tap the
word out once more. Finally, the teacher
will blend the word. ​“Pat.” ​The teacher
will move down their arm in one motion
now.
Word: ​“Bag”
The teacher will share the slides on the
word ‘bag’. “​ We are now going to
practice using the slides. So what I want
you to do is when I show you a word on
the screen, is to tap it out for me. I want
to see and hear you practicing tapping
out the words. For example, when you
see a slide like this one, I want to see and
hear you tap out /b//ǎ/ /g/. And then
blend it all together: ‘bag’. Any
questions? If you are all set, give me a
thumbs up!”
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Guided Practice/ Independent Specific Accommodations

Practice/ Closure
Opportunities
to Practice Guided Practice​:
Throughout the development
We do​: of the lesson, I remained
mindful of my word choices. I
Word: ​“Bat” wanted to select words with
letter-sounds I knew SMB had
The teacher will show the slide that says
“bat”. “​ So let’s practice using tapping mastered.
on our arm together to sound out this
word. Ready? Let’s start: /b/ /ǎ/ /t/. Bat.”
The teacher will continue to model I also wanted to make sure that
tapping out and then blending on the visually there was only one
arm with the student. If the teacher word on the screen and no
cannot hear the student, remind the other additional visuals; such
student to speak louder. visual clutter can be a
distraction for SMB.
Word:​“Dot”
The teacher will show the slide that says
“dot”. “​ Let’s work to now tap out this I also made the last letter of
word together. Ready? Let’s start: /d/ /ŏ/ each word a different color
/t/. Dot.” ​The teacher will continue to than the rest because, during
model tapping out and then blending on SMB’s assessment, it appeared
the arm with the student. that she was trying to
determine the word based on
the initial two sounds and not
Independent Practice: sounding out to through the
end of the word.
​You do​:
Word: ​“Dog”
The teacher will show the slide that says
“dog”. “​ I want you to now try tapping
out this word on your own. After tapping
out the word, remember to blend it
together. Start when you are ready!” ​The
teacher will give the student time to tap
out on their own. The expected answer is
/d/ /ŏ/ /g/. If the student is struggling, the
teacher should provide the student with
affirmations and encouragement to just
try their hardest.
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Word: ​“Dig”
The teacher will show the slide that says
“dig”. “​ I want you to now try tapping
out this word on your own. After tapping
out the word, remember to blend it
together. Start when you are ready!” ​The
teacher will give the student time to tap
out on their own. The expected answer is
/d/ /ĭ/ /g/. If the student is struggling, the
teacher should provide the student with
affirmations and encouragement to just
try their hardest.
Word: ​“Pig”
The teacher will show the slide that says
“pig”. “​ I want you to now try tapping
out this word on your own. After tapping
out the word, remember to blend it
together. Start when you are ready!” ​The
teacher will give the student time to tap
out on their own. The expected answer is
/p/ /ĭ/ /g/. If the student is struggling, the
teacher should provide the student with
affirmations and encouragement to try
their hardest.

If time is permitting-
This portion of the lesson is
Connection to Future Lesson: an extension and may only
be completed if time is
The teacher should s​ hare the permitted. I added this
PowerPoint with the visuals and boxes component because SMB
for introducing spelling​ with the was able to move through
student. The teacher should also reading CVC words at a
confirm that the student can access the much faster rate than I
marker tools to write on the slide. expected. This additional
activity will serve as a means
“After seeing what a great job you
of continuing the student’s
have done with reading CVC words,
learning and making sure
we are going to start practicing
spelling CVC words. I am going to that there is enough
stimulating and relevant
show a picture. For example, this
material to discuss during
picture,” ​the teacher will show the
the lesson’s block. I would
picture of the net. “​ Then I would want
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you to name the picture. This picture not expect to complete all of
here is a net. We can then stretch out this practice, but I want to
the letter sounds to help us hear each have enough material
sound in the word, which will help us prepared after the lesson
identify the letter that matches the from project 3 paced.
sound. For “net”, I would want to go
stretch out the word to say /n//ĕ//t/.”
The teacher will want to stretch out the
letter sounds for at least 3 seconds each.
“The first sound /n/, sounds like the
letter ‘n’, so I am going to record ‘n’
in this first box.” ​The teacher will write
the letter ‘n’ in the most left box on the
PowerPoint.
“The next sound /ĕ/ is the sound ‘e’
makes, so I will want to write ‘e’ in the
next box on the screen.” ​The teacher
will write the letter ‘e’ in the middlebox
on the PowerPoint.
“The next sound /t/ is the sound ‘t’
makes, so I will want to write ‘t’ in the
next box on the screen.” ​The teacher
will write the letter ‘t’ in the last box on
the PowerPoint.
“So I can see that ‘net’ is spelled ‘n’,
‘e’, ‘t’.”
“Let’s try one together!” ​The teacher
will go to the next slide. ​“What is this a
picture of?” ​The answer is ‘sun’.
“Let us stretch out that word together
to hear the sounds. Ready? /s//ŭ//n/.”
Stretch out the letters for at least 3
seconds each with the student.
“So the first sound is /s/. What letter
do you think makes that sound?” ​The
expected answer is ‘s’. “​ Great! Please
write that in the first box!”
“The next sound is /ŭ/. What letter do
you think makes that sound?” ​The
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expected answer is ‘u’. ​“Great! Please

write that in the next box!”
“The next sound is /n/. What letter do
you think makes that sound?” ​The
expected answer is ‘n’. ​“Great! Please
write that in the last box!”
“Let’s put that all together. How do
we spell ‘sun’?” ​The expected answer is
‘s’, ‘u’, ‘n’.
“Amazing job! I want you to try a few
words on your own before we wrap-up
today.” ​The teacher will show the next
slide.
“What is this girl doing in the
picture?” ​The answer is ‘run’.
“Why don’t you stretch out that word
together to hear the sounds. Ready?
/r//ŭ//n/.” ​Stretch out the letters for at
least 3 seconds each with the student.
“What is that first sound?” ​The
expected answer is /r/​. “What letter do
you think makes that sound?” ​The
expected answer is ‘r’. “​ Great! Please
write that in the first box!”
““What is that next sound?” ​The
expected answer is /ŭ/.​ “What letter do
you think makes that sound?” ​The
expected answer is ‘u’. ​“Great! Please
write that in the next box!”
““What is the last sound?” ​The
expected answer is /n/. “​ What letter do
you think makes that sound?” ​The
expected answer is ‘n’. ​“Great! Please
write that in the last box!”
“Let’s put that all together. How do
we spell ‘run’?” ​The expected answer
is ‘r’, ‘u’, ‘n’.
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“What animal is in this picture?” ​The

expected answer is ‘bat’.
“Why don’t you stretch out that word
together to hear the sounds. Ready?
/b//ă//t/.” ​Stretch out the letters for at
least 3 seconds each with the student.
“What is that first sound?” ​The
expected answer is /b/.​ “What letter do
you think makes that sound?” ​The
expected answer is ‘b’. “​ Great! Please
write that in the first box!”
““What is that next sound?” ​The
expected answer is /ă​ ​/.​ “What letter do
you think makes that sound?” ​The
expected answer is ‘a’. “​ Great! Please
write that in the next box!”
““What is the last sound?” ​The
expected answer is /t/. “​ What letter do
you think makes that sound?” ​The
expected answer is ‘t’. ​“Great! Please
write that in the last box!”
“Let’s put that all together. How do
we spell ‘bat’?” ​The expected answer is
‘b’, ‘a’, ‘t’.
“What animal is in this picture?” ​The
expected answer is ‘cat’.
“Why don’t you stretch out that word
together to hear the sounds. Ready?
/c//ă//t/.” ​Stretch out the letters for at
least 3 seconds each with the student.
“What is that first sound?” ​The
expected answer is /c/​. “What letter do
you think makes that sound?” ​The
expected answer is ‘c’. “​ Great! Please
write that in the first box!”
““What is that next sound?” ​The
expected answer is /ă​ ​/.​ “What letter do
you think makes that sound?” ​The
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expected answer is ‘a’. “​ Great! Please

write that in the next box!”
““What is the last sound?” ​The
expected answer is /t/. “​ What letter do
you think makes that sound?” ​The
expected answer is ‘t’. ​“Great! Please
write that in the last box!”
“Let’s put that all together. How do
we spell ‘cat’?” ​The expected answer is
‘c’, ‘a’, ‘t’.
Closure:
“I can tell you tried so hard today! I love
how you were able to practice using this
strategy for tapping out to sound out all
those words. You did a great job
remembering to make the sounds for the
first, middle, and last letter sound as you
tapped those words out on your arm.
You will be able to crush it when you
come across CVC word! We will keep
working on spelling CVC words next
time we meet!”
“We are all set now, so I want you to go
take a wiggle break, after all, that
amazing work!”

Assessment Assessment Specific Accommodations

and Data
Collection There is a progress monitoring chart in
the materials that can be used to track
how the student did in the independent
work. The teacher should track if the
students are able to produce each
individual sound when tapping out the
words as well as if the student is able to
then blend the word.