Field Instructor Observation 4 Lesson Plan
Subject: Phonics/Reading Activity: Three-Part Drill and read Let’s Sleep
Setting: Resource room
Statement of Objective:
*Observable/Measurable
(A,B,C,D)
*GLCE/IEP
Materials:
*Prepared and organized
*Available for all
Opening:
*Gain attention/motivate
*Activate prior knowledge
~link/relate; assess; prepare for
new
learning (e.g. vocabulary)
*State goals/set purpose
~explain task: why, what, how,
and when
for strategies
*Clear directions
Presentation:
Teacher:
*Variety of learning (T/S, S/S,
S/T)
*Organizational framework
~construct, clarify, and link
concepts in a
meaningful context
*Present visually, verbally,
kinesthetically,
real world (e.g. LESH)
*Model and think aloud to make
visible
*Transfer of control
~students explain, justify, clarify,
# of Students: 1
By the end of the lesson, the student will be able to Accommodati
read and comprehend a text at her instructional ons
level.
CCSS.ELA-LITERACY.RF.2.3
Know and apply grade-level phonics and word
analysis skills in decoding words.
CCSS.ELA-LITERACY.RF.2.4
Read with sufficient accuracy and fluency to
support comprehension.
By the end of the lesson, the student will be able to
recognize and read high frequency words.
CCSS.ELA-LITERACY.RF.2.3.F
Recognize and read grade-appropriate irregularly
spelled words.
Fry words, book words, sound cards, sand trays,
blending board, vowel tents, Let’s Sleep, reading
strategies poster
-Instruct the student to get their blue folder before -Shiloh often
having a seat. requires wait
-Engage the student by asking them to repeat the time before
date after you. Then, review their schedule for their completing
session as written on the board. tasks. Make
-Inform the student that you will start with FRY sure you allow
words and help get them out of their folder. Go for the wait
through the stack, giving prompts and/or cues time before
when needed. Mark the amount they read correctly helping her to
out of the amount they attempt. the answer,
-Then, inform the student that you are going to go especially with
through her book words stack. Explain that you will the FRY and
add the new words from yesterday’s book. Give book words.
prompts and/or cues when needed and mark the
number they read correctly out of the number they
attempt.
-Explain that we are going to do the three-part drill. -Shiloh may
-Begin the three-part drill. First, flash the sound require wait
cards that the student has been taught. The time during
student will state each sound. Then, give the the three-part
student a sand tray. Use the sound cards to call drill. Give this
out sounds, ensuring to call out sounds the student wait time to
missed in the first round. The student will use their her before just
finger to form the letter in the sand and say “(letter giving her an
name) says (sound)”. Place the cards face-down in answer.
3 piles after using them. Next, place each group of
cards on the blending board in the correct order.
Instruct the student to say each sound and blend
them together to read the word. Focus on
instructing the student to say the blends as one
sound. Remind the student to show a thumbs up if
etc.
*Clear directions
*Check for understanding
Students:
*Participation
Guided Practice:
*Activity related to
presentation/objectives
*Active student participation
~provide rationale for assignment
~multi-sensory and real world
~instructional dialogue
*Transfer of control
~students explain, justify, clarify,
think
aloud
*Check for understanding
~ensure high success rate
~appropriate feedback: praise,
prompt,
probe/question (in ZPD)
Individual Practice:
~assess/error drill
~monitor and adjust instruction
*Management/monitoring
~scan, circulate, assess, support,
praise
Closing:
*Adequate time
*Students summarize content and
accomplishments
*Assess/identify new goals
*Link to future learning
it is a real word and a thumbs down if it is a
nonsense word. Finally, instruct the student to take
out their vowel tents. The student will point to the
correct vowel upon hearing the short vowel sound.
-Throughout each part of the drill, praise the
student for staying engaged and giving their effort.
-Inform the student that the last thing on their -Shiloh may
schedule is reading a new book called Let’s Sleep. require wait
Present them with the book and read through the time during
book intro. Then, do a picture walk with the the three-part
student, engaging them in questions and pointing drill. Give this
things out that will help them while reading. Also, wait time to
instruct the student to find each key word, finger her before just
frame them, and read them so they feel confident giving her an
when they come across it in the book. The last answer.
thing to do before reading is explain how this is a
non-fiction book, or a book with real facts. Show
her the non-fiction text features posters that relate
to the book and talk about how this book looks
differently from the other books she has read.
-Explain that the last thing to talk about before
reading is the reading strategies they are working
on. Present the reading strategies poster and read
through them, emphasizing going back and re-
reading because that is her reading learning target
this week.
-While reading, if Shiloh gets stuck on a word
encourage her to use a strategy to figure it out as
much as possible. If she really cannot get the
word, tell it to her so she can continue on with the
reading.
-Praise the student for their excellent reading! Give
them at least one star and one step for her reading
of Let’s Sleep.
-End the session by giving the student stars on her
nametag and giving specific feedback for why she
is receiving those stars.