Lesson Plan Template

(ECE – PreK to 2nd Grade)

AGE GROUP/GRADE LEVEL: Kindergarten

CURRICULAR AREA: Reading/Language Arts
DEVELOPMENTAL SNAP SHOT/PRIOR KNOWLEDGE: The students have been participating in
daily small group sessions based on their reading levels. Each group of children meets once a week for an
approximately 25 minute small group. Typically, the children engage in a guided reading lesson followed by
a language arts activity, whether it be a worksheet, game, etc. For the particular group of students that I
worked with for this lesson, they are all right on track with their reading levels (level C and up) and are
wonderful students.

OBJECTIVES
 Standards:
o Illinois Early Learning Standards, Kindergarten:
 State Goal 1: Read with understanding and fluency.
 Learning Standard B: Apply reading strategies to improve understanding
and fluency.
 State Goal 4: Listen and speak effectively in a variety of situations.
 Learning Standard A: Listen effectively in formal and informal situations.

 Learning Objectives:
o Child should use pictures and text to make predictions about what will happen next.
o Child should participate in reading of familiar text.
o Child should read a familiar text independently.

CLASSROOM ENVIRONMENT
 Materials/Resources:
o We will use a story and everyone will receive their own copy of the book. Additionally, we
will participate in a learning activity about word families once we are done with the guided
reading portion.
o Word Families Game
o Story: The Big Train
 From leveled reading classroom book set

 Technology: N/A

INSTRUCTION
 Introduction (Lead-In): This will be a small group activity with four of our in-person students. We
will meet at the back of the classroom at the large table while all of the other students are sitting at
their desks working on their iPads with their headphones on. The four students will bring their chairs
over to the back and I will introduce our new story. Then, they will each receive their own copy of
the book. We will begin by reminding ourselves how we can stay focused (our superpowers). I will
ask a few questions about the cover of our book to see what the students can predict will happen.
Next, I will read the book out loud to them as they follow along. Then, they will read the book as a
group, taking turns reading one page each. Finally, they will have time to read the story
independently while I check in to each student and make sure they are not stuck on any words. Once
we are all done reading, I will facilitate a bit of a student-led discussion about what happened in the
book, any observations the students may have, and more. At the very end of this guided reading, I
will put out a word family game that they will work on. This particular activity consists of each
student receeiveing a board and marker and finding the beginning words to create the word families
based on ending sounds.
  Step-By-Step Procedures and Learning Activities:
o Differentiated Instruction
 Adaptations for children
 ELL: N/A
 Gifted (advanced): N/A
 Special needs: N/A
o Academic Language or new Vocabulary (explain how it will be used during the lesson):
 Chug
 Conductor
 Parade
 Train
o Critical thinking questions:
 Where do you think this train is going?
 Do you think that a train parade would go by quickly or take a long time?
 What kind of parade have you participated in or seen?
o Managing the lesson: I will make sure that the students stay on track as we sit and read the
story the three times. If they veer away or are not paying attention, I will remind them to use
their pointer powers to keep tracking the words they are listening to or reading. I aim to keep
them focused and on track through the use of verbal and visual cues.

 Closure: I will finish off the reading by having the group discussion about what happened in the story
and asking a few more open-ended questions while letting the students lead the conversation.

ASSESSMENT
 Assessment Plan: I will be taking anecdotal notes during/after regarding the objectives each student
hits upon. I will create a simple checklist noting whether or not they were able to pay attention
during the guided reading, whether they can read the story indepedntaly, as well as whether or not
they could make predictions on the text before/during the story. I will have an additional column on
this checklist for comments regarding certain letters or words that each child might get caught on.

PLANNING FOR THE NEXT LESSON

 Feedback: Each child will receive hands on feedback as they are reading to the rest of the group, as
well as when I am listening to them read independently. I will help each of them during our learning
activity after the reading as well. Thanks to the size of the small group, I have the opportunity to give
each child some individual attention and assistance.

 Plan for future lessons’ focus: For this particular group of students, I would potentially choose
another story that is at the same reading level as the one used in this lesson. If this lesson goes really
well and they fly through the story, I will aim on choosing a book that is at a higher level.
Additioanlly, we will be able to pull out another learning activity that is similar to word families or
another language arts skill that we will be focusing on at the time.
Student:
Date:

Exceeding Meeting Developing Comments

Use pictures and Make 3-5 Make at least 1-3 Use the pictures to
text to make predictions using predictions using discuss any
predictions the pictures and the pictures and predictions or refer
text. text. back to personal
lives.
Participate in Actively Needs a few Needs constant
group reading participate the reminders to stay reminders to stay
whole time on track. on track.
Read Read book quietly Needs help with 3- Needs help
Independetantly and independently 5 words/sentences, throughout entire
without any etc. story at this
mistakes, maybe 1- reading level.
2 words they may
not know.