Fundations Lesson Plan #1

Sound Cards Quick Drill

Digraphs that we are focusing on: ck, ch,sh,wh,th

 This student is working on his digraphs. Instead of drilling him on his letters he will be
drilled on his digraphs. The digraphs that he is currently working on are “ch,ck,sh,wh,and th”.
He does well as these drills but has difficulty stating a difference in “ch” and “ck”.
Teach & Review Concepts for Reading
Magnet board word building and recognition. (pack,lack,chill,miss,hill,fell,ball,toss,bess,etc.)

 The teacher will build the word on the board and the student has to be able to read the word
out loud. The student has to try and sound the word out in his head before he says the word to
the teacher. The teacher will then have the student practice building words with digraphs
focusing particularly on “ch” and “ck” as well as words that end in “F,L,S,&Z”.
Word Cards
Sight word review (the, of, and, a, you, your, is, his, he, she, me, we, be, for, or, said, as, has, I,)

 Similar to the sound cards drill, the student will be shown a card with a sight word on it, and
he will have to state what the words is. These words are considered sight words and are to be
recognized automatically. The student will be reminded that he cannot sound these words out.
Word List Reading

 The student will be given a word list to read to the teacher. The word list contains words that
the student is able to sound out and read. The student will read through the words and mark
up any words that he has difficulty with.

Sentence Reading
Fluency Practice: the student will be given a page of sentences to read to practice his fluency.

 The teacher will have the student go through the sentences and mark them up. He will
highlight the digraphs in orange, and he will highlight all of the sight words in yellow. He
will then underline all of the words that he does not know or is not familiar with. When he
has finished marking up the sentences, he will read through them once with the teachers help.
Then he will read the sentences again to gain confidence in his reading, and then he will read
the sentences one last time with expression.
Quick Drill in Reverse
Digraphs that we are focusing on: ck, ch,sh,wh,th
  The teacher will say what says “……” and the student will respond by saying “……..” says
“………..”

Teach & Review Concepts for Spelling

“Baseword and Suffix”

 The teacher teaches this concept to the student explaining that when words end with the letter
-s is sometimes says /s/ as in the word shops and it sometimes says /z/ as in the word’s bugs.
The concepts of plurals will also be introduced to the student and the teacher will explain to
him that when he adds the suffix -s to a word it means more than one. The student will then
build some of these words on his magnet board (fills, packs, shells,socks,paths,etc.)

o The teacher will say the word, the student will sound out the word, the student will
build the word with magnets, the student will then tap the letters saying the individual
sounds, then the student will blend the sounds together stating the word. The teacher
will then instruct the student to spell the word back as he puts the letter tiles away.

Written Work Dictation

Sentence writing: “The shells are red.”

 The teacher will say the sentence to the student and the student will repeat the sentence back
to the teacher. The student will then write the sentence in his sentence journal. When he is
finished the teacher will look over the sentence and have the student fix any mistakes that
were made. The sentence is marked up with sharpie so that the teacher can monitor and
consistency in the mistakes made.

Controlled Passage Reading

Short Reading Passage

 The student is given a short reading passage to read out loud to the teacher. The digraphs and
the sight words are highlighted throughout the passage to assist the student. The student is
encouraged to read the passage with expression. When the student is finished, he will take the
passage home to practice his reading fluency.
Listening Comprehension

 The teacher will conclude the lesson with a story for the student to listen to. The student is
encouraged to interact with the text and ask questions and make comments during the
reading. The intent of this section is to encourage the student to read books for fun. The
teacher will also ask the student throughout the reading if he notices any of the concepts that
we are learning as I read the story. We will pick out some words together and I will have the
student explain the newly learned concept to me.
Reflection: The first day of performing the Fundations lesson plan was difficult because the student was
used to what his teacher does with him, and he kept getting distracted. When he started to work with me it
took a while to get through the different sections. The lesson took us a lot longer to work through and I
had to skip some activities to save time. For tomorrow, I think it will move a lot more smoothly because
the student now understands that the lessons are similar to what his teacher does but there are a few
activities that are different. I also think that I will give fewer words for the student to build as well as
read.

Fundations Lesson Plan #2

Sound Cards Quick Drill
Digraphs that we are focusing on: ck, ch,sh,wh,th

 The digraphs that he is currently working on are “ch,ck,sh,wh,and th”. He does well as these
drills but has difficulty stating a difference in “ch” and “ck”.
Digraph Spinner Activity

 The student is given a spinner with the specific digraphs that he is working on. The teacher
will have the student spin the spinner and build a word with the digraph that he lands on. He
will write the word on a dry erase board and state the word that he has built to the teacher.
The activity is complete when the student has used every digraph at least once.

Teach & Review Concepts for Reading

Phoneme Blending

 The student will be given individual phonemes by the teacher and will be instructed to blend
them together to make one word.
o /sh/ /e/
o /n/ /o/
o /s/ /a/ /t/
o /t/ /e/ /n/
o /b/ /a/ /ke/
o /s/ /p/ /o/ /t/
o /f/ /i/ /n/ /d/
o /l/ /e/ /tt/ /e/ /r/
o /w/ /i/ /n/ /d/ /ow/
o /b/ /a/ /s/ /k/ /e/ /t/

Word Cards
Sight word review (the, of, and, a, you, your, is, his, he, she, me, we, be, for, or, said, as, has, I,)
  Sight Word Go-Fish: The student will play a game of Go-Fish using the sight words that he is
working on. The teacher and the student will both have a set of cards. The student will ask the
teacher if she has a match. If she does, they will put the matching words together if she
doesn’t the student will draw a card. The teacher and student will take turn asking each other
if they have a match. This activity is to help the student become more fluent with his sight
words.
Word List Reading

 The student will be given a word list to read to the teacher. The word list contains words that
the student is able to sound out and read. The word list also contains words that incorporate
the new concept (baseword and suffix) that we learned the day before. The student will read
through the words and mark up any words that he has difficulty with.
Sentence Reading
Fluency Practice: the student will be given a page of sentences to read to practice his fluency.

 The teacher will have the student go through the sentences and mark them up. He will
highlight the digraphs in orange, and he will highlight all of the sight words in yellow. He
will then underline all of the words that he does not know or is not familiar with. When he
has finished marking up the sentences, he will read through them once with the teachers help.
Then he will read the sentences again to gain confidence in his reading, and then he will read
the sentences one last time with expression.
Quick Drill in Reverse
Digraphs that we are focusing on: ck, ch,sh,wh,th

 The teacher will say what says “……” and the student will respond by saying “……..” says
“………..”

Teach & Review Concepts for Spelling

“Baseword and Suffix”

 The teacher will review this concept with the student explaining that when words end with
the letter -s is sometimes says /s/ as in the word shops and it sometimes says /z/ as in the
word’s bugs. The concepts of plurals will also be introduced to the student and the teacher
will explain to him that when he adds the suffix -s to a word it means more than one. The
student will then build some of these words on his magnet board (fills, packs,
shells,socks,paths,etc.)

o The teacher will say the word, the student will sound out the word, the student will
build the word with magnets, the student will then tap the letters saying the individual
sounds, then the student will blend the sounds together stating the word. The teacher
will then instruct the student to spell the word back as he puts the letter tiles away.
Written Work Dictation
Sentence writing: “Did you get your socks?”

 The teacher will say the sentence to the student and the student will repeat the sentence back
to the teacher. The student will then write the sentence in his sentence journal. When he is
finished the teacher will look over the sentence and have the student fix any mistakes that
were made. The sentence is marked up with sharpie so that the teacher can monitor and
consistency in the mistakes made.

Controlled Passage Reading

Short Reading Passage

 The student will read the same passage as the day before to the teacher. Focusing on fluency
and expression.
Listening Comprehension

 The teacher will conclude the lesson with a story for the student to listen to. The student is
encouraged to interact with the text and ask questions and make comments during the
reading. The intent of this section is to encourage the student to read books for fun. The
teacher will ask the student questions about the story when she is finished reading.

Reflection: Today the lesson seemed to go a bit smoother since the student was familiar with the
lesson plan format from the day before. It still took longer than expected so I had to limit the
number of words we reviewed as well as the second portions of the word card reviews. The
student also seemed to be very distracted today and would often try to get of topic about things
that he was going to do when he got home. The student also seemed to not be as interest in the
digraph spinner activity and would become distracted with the paper clip that was used as a
spinner. Overall, I feel that the lesson went well, but tomorrow I would try to limit the number of
words that we use for review and focus more on the sections where the student showed signs of
struggling on the days before. These sections are mainly the fluency reading.
Fundations Lesson Plan #3
Sound Cards Quick Drill
Digraphs that we are focusing on: ck, ch,sh,wh,th

 The digraphs that he is currently working on are “ch,ck,sh,wh,and th”. He does well as these
drills but has difficulty stating a difference in “ch” and “ck”.
Teach & Review Concepts for Reading
Phoneme Deletion Activity

 The teacher will say to the student “I am going to tell you a word. I want you to say the word
without the first sound.”
o Win – in
o Hand – and
o Pup – up
o Tape – ape
o Rake – ake

Word Cards
Sight word review (the, of, and, a, you, your, is, his, he, she, me, we, be, for, or, said, as, has, I,)

 The teacher will have the student practice writing his sight words by using sand writing. The
teacher will say the word and the student will write the word in the sand.

Word List Reading

 The student will be given a word list to read to the teacher. The word list contains words that
the student is able to sound out and read. The word list also contains words that incorporate
the new concept (baseword and suffix) that we learned the day before. The student will read
through the words and mark up any words that he has difficulty with.
Sentence Reading
Fluency Practice: the student will be given a page of sentences to read to practice his fluency.

 The teacher will have the student go through the sentences and mark them up. He will
highlight the digraphs in orange, and he will highlight all of the sight words in yellow. He
will then underline all of the words that he does not know or is not familiar with. When he
has finished marking up the sentences, he will read through them once with the teachers help.
Then he will read the sentences again to gain confidence in his reading, and then he will read
the sentences one last time with expression.

Quick Drill in Reverse

Digraphs that we are focusing on: ck, ch,sh,wh,th

 The teacher will say what says “……” and the student will respond by saying “……..” says
“………..”

Teach & Review Concepts for Spelling

“Baseword and Suffix”

 The teacher will review this concept with the student explaining that when words end with
the letter -s is sometimes says /s/ as in the word shops and it sometimes says /z/ as in the
word’s bugs. The concepts of plurals will also be introduced to the student and the teacher
will explain to him that when he adds the suffix -s to a word it means more than one. The
student will then build some of these words on his magnet board (fills, packs,
shells,socks,paths,etc.)

o The teacher will say the word, the student will sound out the word, the student will
build the word with magnets, the student will then tap the letters saying the individual
sounds, then the student will blend the sounds together stating the word. The teacher
will then instruct the student to spell the word back as he puts the letter tiles away.

Written Work Dictation

Sentence writing: “The girl had to push open the door.”

 The teacher will say the sentence to the student and the student will repeat the sentence back
to the teacher. The student will then write the sentence in his sentence journal. When he is
finished the teacher will look over the sentence and have the student fix any mistakes that
 were made. The sentence is marked up with sharpie so that the teacher can monitor and
consistency in the mistakes made.

Controlled Passage Reading

Short Reading Passage

 The student will read the same passage as the day before to the teacher. Focusing on fluency
and expression.
Listening Comprehension

 The teacher will conclude the lesson with a story for the student to listen to. The student is
encouraged to interact with the text and ask questions and make comments during the
reading. The intent of this section is to encourage the student to read books for fun. The
teacher will ask the student questions about the story when she is finished reading.

Reflection: This day, similar to the day previous went well and the student seemed more focused
during the lesson. I would say that the student understood the concepts of the lesson and was
more prepared than the two days previous. The student showed more confident on his sentence
readings, and he seemed to show progress on his digraph recognition. The student really liked
the concept of playing go fish with the sight words and I feel that this would be a fun activity for
my cooperating teacher to incorporate in the classroom to help all of the students with their sight
word recognition. The lesson overall went well but still took much longer than expected and we
had to remove some of the review concepts to make room for more time to focus on the areas
where the student struggled.