(Maddie Ware/Reading Group/September 27-30)

Weekly Lesson Plan Format

Topic: Matt and Molly Reading Group

Objectives and Standards:

Following repeated readings of the story, TSWBAT identify the main idea and recall details of
the story to 100% accuracy (Standard - CC.1.2.1.A).

Following reading the story and being asked questions by the teacher, TSWBAT answer yes/no
and wh- questions to 100% accuracy about the story (Standard CC.1.2.1.B)

Using the picture cards of the story, TSWBAT retell the story in their own words to 100%
accuracy, including things like characters, setting, events, and feelings (Standard CC.1.2.1.G,
Standard CC.1.3.1.C).

Following reading the story and interacting with the pictures, TSWBAT match the vocabulary
word to the picture to 100% accuracy (Standard CC.1.3.1.I).

Procedures:

Day 1 (Monday September 27th)

Anticipatory Set: Today we are starting a new Matt and Molly story! Who can remember what
story we did last week? It was about Matt riding the school bus. This week’s story has Molly
now instead of Matt! We never seem to get both of our characters anymore! Let’s sing our song
about Matt and Molly. Make sure to use your best sign language.

Development: Let’s see what our new story is going to be. Flip over each page individually
and read the words that go with it. Have the students share what they notice on the page. Talk
about each behavior that is on the page and if it is right or wrong. Make sure to detail what
behaviors are appropriate and how we can calm ourselves down in order to be calm and get on
the bus.

After reading through the story, I want you guys to answer some questions about Matt and
Molly. Ask each student yes or no questions about the story. Have them elaborate where
applicable.

Guided Practice: I will read through the story and guide the students through what is
happening. I will lead the conversation and questions about the story before allowing the
students to share their own thoughts.
Independent Practice: Each student will answer two yes or no questions about the text. They
will also share their observations about each picture with me while we are reading through the
story the first time.

Adaptations: Vary the difficulty of the questions asked based on the ability of the student. Use
yes and no buttons as an option for students who prefer to use them over speaking.

Day 2 (Tuesday September 28th)

Anticipatory Set: Who can remember what our Matt and Molly story is about from yesterday?
Yes, it is about Molly going to art class and playing with playdough. Let’s sing our Matt and
Molly song. I want to see your best sign language so that we are being good examples for our
friends who don’t know the song quite yet.

Development: Before flipping over each card, ask students to share as much as they remember
about the story. After flipping over the card, have that student retell the card to the best of their
ability. Once each card is gone through, read straight through the entire story to the students.

Now that we read the story, I need you guys to match the words to each picture. Read the word
card along with the student, and then have the student match the word card to the picture. Once
all the words are placed, read through the story one more time.

Going around the circle, ask the students the wh- and how questions about the story.

We are going to introduce the vocabulary today so that tomorrow we are prepared to do lots with
it. As a group, we are going to read the vocabulary words on the board. Be thinking about these
words because we are going to use them tomorrow!

Guided Practice: Go through the story all together while reading out loud to the students. Ask
them questions with prompting to get them thinking about the story.

Independent Practice: The students will share what they do and don’t remember about the
story. Each student will also share their answers to the questions that are asked of them.

Adaptations: Pick and choose what questions to ask each student so that it matches their ability.
Provide extra prompting for the students who will need help describing or matching each picture.
If time remains, have the students close their eyes and take away one picture. Have the students
share which picture is missing.

Day 3 (Wednesday September 29th)

Anticipatory Set: I want each of you to share one thing with me that you remember from our
Matt and Molly story. Try to make it different from what the person before you said. Allow
students to share what they remember from the story, guiding their responses when necessary.
Let’s do our Matt and Molly song before we get rolling!

Development: Flip through the story with the students. Read through the story one time,
emphasizing the appropriate and incorrect behavior. Have the students match the word cards
with the appropriate pictures as a review of the story.

We are going to work on the vocabulary that is in our story today. Let’s review the words that
we practiced yesterday all together. We have Matt, Molly, playdough, art, right, and wrong. I
am going to pass out a word to everyone. It is your job to match the vocabulary word to the
picture. Go through this multiple times, giving a different word to each student. Have the
students show us where this vocabulary word shows up in the story.

Give a printed sheet of each vocabulary word with pictures next to it. With paint dobbers, ask
the students questions that start with dot the … Have the students answer each question by
putting a dot on the appropriate answer.

Guided Practice: Review the story all together before giving the students the opportunity to
place their word cards on their own. Go over the vocabulary words as a group with the picture
and words together so that the students are able to see what words go with what picture.

Independent Practice: Now that this is the third day with the story, have the students match the
word cards on their own. They will also practice the vocabulary by themselves after we go over
it as a whole group.

Adaptations: If a student is struggling with their word, we can say it or spell it on their talker so
that they know what the word is. This should help them match the word to the picture.

Day 4 (Thursday September 30th)

Anticipatory Set: Today is our last day working on this story of Matt and Molly! Without
peeking, who can tell me what the story has been about? It is about Molly going to art class and
using playdough. Today we are going to act out the story. But first, we are going to sing our
Matt and Molly song to get prepared!

Development: What props do we need in order to act out this story? We need Molly, her
friend, an art teacher, and playdough. Let’s make sure we have everything before beginning.
Now we are going to act out this story which means pretend. When Molly eats the playdough in
the story, are we going to eat the playdough? No! We will pretend to eat it, but not actually eat it.

Assign roles to each of the students. Read through the story slowly, having the students act out
each role. Have everyone else participate by saying what is right and wrong in the story. Hold
up each picture so that everyone can see what is happening. Repeat this process over until every
student has had a main role in the performance.

Guided Practice: I am going to read the story out loud as the students are acting out the parts of
the story. I can prompt them and point to the pictures to show them what faces and actions they
are supposed to be doing.

Independent Practice: The students will all act out a part on their own. Each student will take
turns until everyone has played a role. They will be able to add their own spin to the character if
they would like. The audience will participate as riders on the bus.

Adaptations: I will make sure that every student has a role that is applicable to them. Some
students will need more prompting than others, so I could act alongside the students who need
the most assistance.

Materials List:

1. Matt and Molly

a. Teacher Booklet
b. Story Cards
c. Word Cards
d. Song Sheet
2. Right and Wrong Papers
3. Yes and No Buttons
4. Question Cards
5. Talkers
6. Vocabulary Words
7. Vocabulary Pictures
8. Vocabulary Sheet
9. Paint Dobbers
10. Playdough
Evaluation: Were the students engaged throughout the lesson? Did they meet the objective?
Did I engage the students and explain the story and tasks thoroughly? If I were to teach this
lesson again, what would I do differently?

Day 1

Day 2

Day 3

Day 4