Geneva College

Beaver Falls, PA

Lesson Plan
Name: Bekah Bell Date: 11/21/22

Course: EDU 321 Grade Level: 1st

I. Topic and General Goal

- Below Level Students will explore the Concepts of phonics: Students will be able
to recognize basic sounds and their syllables.
- On level students will work on Print: Students will understand how sentences are
made up.
- Above Reading level will focus on fluency: They will be able to read with minimal
to no stuttering or pauses.

II. Reference to PA or Common Core Standards

- Standard 1.1 1.B – Demonstrate understanding of organization and basic
features of print.
- Standard 1.1 1.E – Read with accuracy and fluency to support comprehension.

III. Lesson Objectives

- Students will be able to recognize and distinguish features of a sentence (e.g.,
capitalization, spaces, punctuation, complete thought)
- Students will be able to read on-level texts orally with accuracy, appropriate
rate, and expression in successive readings.
- Use context to confirm or self-correct word recognition and understanding,
rereading as necessary.
- Students will be able to understand their understanding or organization of basic
features of print.
- Students will be able to read pages in order from left to right and top to bottom.
- Students will be able to correctly pronounce 90% of the words.

IV. Materials
- On grade level Book: Little Blue Truck
- Below Grade Level Book: Duck on a Bike
- Above Level Book: Right this Very Minute

V. Lesson Development
1. Small Group #1 – On Grade Level: Little Blue Truck

a. Introduce the text –

i. Build necessary background:
 Introduce the students to the topic of farmyard animals. This is where
the teacher may ask the students what farm animals that they have had
personal interactions with.
The teacher will then introduce the text. This book is title Little Blue
Truck and is written by Aice Schertle and animated by Jill McElmurry.

ii. Introduce critical vocabulary:

1. Engine
2. Purred
3. Croak
4. Winked
5. Swerve
6. Muck
7. Mire
8. Rump
9. Budge

iii. Remind them of the reading strategy they are using

Students are to use echo reading. This reading form is when the
teacher models the reading, and the students are to echo back
through reading the text back to the teacher. This allows the students
to both listen to how it is to be read and respond accordingly.

iv. Remind them to keep track of important events in the story

The teacher will ask: “What are the different events that occur
throughout the course of this book?”
“In what order does the sequence occur?”
Similar to as displayed below in Small Group #2, students will
create a list of the sequence of events that occur throughout their
guided reading book.

v. Set a purpose for reading

Students can learn the concept of sentence structure as well as
sequence of events.
Further, this can be beneficial as it allows students to get more
familiar with the many animals you may come across on a farm.

vi. Create an interest in the text

The teacher can ask the students what their favorite farmyard animal
is. Students can use this opportunity to speak on their own personal
experiences with different animals. Further, this can peak interest if a
student has never heard of a specific farmyard animal before.
2. Small Group #2 – Below Grade Level: Duck on a Bike by David Shannon

a. Introduce the text –

i. Build necessary background:
Introduce the students to the topic of farmyard animals. This is where the
teacher may ask the students what farm animals that they have had
personal interactions with.
The teacher will then introduce the text. This book that you are about to
read is titled “Duck on a Bike.” This was written by David Shannon. It
addresses many different farmyard animals.

ii. Introduce critical vocabulary:

1. Waddled
2. Wobbled
3. Mighty
4. Suddenly

iii. Remind them of the reading strategy they are using:

Students are to use echo reading. This reading form is when the teacher
models the reading, and the students are to echo back through reading
the text back to the teacher. This allows the students to both listen to
how it is to be read and respond accordingly.

iv. Remind them to keep track of important events in the story:

Ask: “What different events occur throughout the course of this book?”
In what order does this sequence occur?”
1. The duck decided one day to get on a bike and see if he could ride
it. He hopped on and began to start riding the bike.
2. The duck rode the bike right past cow.
3. The duck rode past the sheep.
4. The duck rode past the dog.
5. The duck rode past the cat.
6. The duck pedaled past the horse.
7. The duck rang his bell as he rode past the chicken.
8. The duck road past the goat.
9. The duck stood on the seat and rode past the pigs.
10. The duck rode no hands past the mouse.
11. A bunch of kids came flying down the road on their bikes,
however they did not see the duck. They parked their bikes.
12. Then all the animals had bikes to ride.
13. They all put their bikes back, and no one ever knew that the
farmyard animals rode the bikes.

v. Set a Purpose for Reading:

 Students can learn the concept of sequences of events in addition to
phonics practice.
Further, this can be beneficial as it allows students to get more familiar
with the many animals you may come across on a farm.

vi. Create Interests in the text:

The teacher can ask the students what their favorite farmyard animal is.
Students can use this opportunity to speak on their own personal
experiences with different animals. Further, this can peak interest if a
student has never heard of a specific farmyard animal before.

3. Small Group #3 – Above Grade Level: Right this Very Minute

a. Introduce the text –

i. Build necessary background:
Introduce the students to the topic of farmyard animals. This is where
the teacher may ask the students what farm animals that they have had
personal interactions with.
The teacher will then introduce the text. This book is titled “Right this
very Minute” and is written by Lisl Detlefsen and is illustrated by Renée
Kurilla.

ii. Introduce critical vocabulary:

1. Citrus
2. Ripeness
3. Harvest
4. Crew
5. Squeezed
6. Furrows
7. Depth
8. Ground
9. Sensors
10. Pollinate

iii. Remind them of the reading strategy they are using

Students will be using a whisper to yourself reading strategy that
allows the students some independence in reading at their own pace.
(The teacher can assess fluency through circulating the students
taking time to observe each student. However, as they are the above
reading level, there is less necessity in this as in the other small
groups.)

iv. Remind them to keep track of important events in the story

 The teacher will ask: “What are the different events that occur
throughout the course of this book?”
“In what order does the sequence occur?”
Similar to as displayed above in Small Group #2, students will create a
list of the sequence of events that occur throughout their guided
reading book.

v. Set a purpose for reading

Students can learn the concept of sequences of events in addition to
phonics practice.
Further, this can be beneficial as it allows students to get more
familiar with some of the processes one might find on a farm.

vi. Create an interest in the text

The teacher can ask the students whether they have previously
visited a farm before. Students can use this opportunity to speak on
their own personal experiences with different farms and what that
farm produces. Further, this can peak interest if a student has never
heard of a specific classifications of farms.

VI. Assessment/ Evaluation

- Students will first be assessed during the reading portion of their guided reading.
Students will be assessed on the five pillars of reading, phonemic awareness,
phonics, fluency, vocabulary, and comprehension. More specifically, the teacher
will examine the student’s fluency and comprehension, through first observing
the student while they are reading and then asking follow-up questions to
determine their ability to comprehend the readings. The teacher can assess
fluency through circulating the students taking time to observe each student
momentarily.

VII. Mortifications and/or Accommodations

- A teacher can modify or accommodate this lesson in a multitude of ways. This
could include the teacher accommodating a student with a visual impairment by
providing the book in a zoomed in version to allow them to better see the print.

VIII. Interdisciplinary Connections

- Math: Reading Group #2 could find the sum of all the animals that the duck
passed on the bike.
- Science – Reading Group #3 could explore in depth the idea of agriculture as it
applies to science and the various PA standards that are found under it.