EDUC 400 - Modified CEP (Center for Educator Preparation) Lesson Plan Template

CSU Teacher Candidate Name: Fiona Krieger Date: Wednesday, April 20, 2022

School: Eyestone Elementary School Grade Level: Third Grade

Content Area: Reading, Writing, & Communicating (Correctly Identifying and Reading/Spelling
Digraphs/Diphthongs)

Title: Guided Writing and Reading to Detect Specific Sounds

Lesson Idea/Topic and In this intervention session, we will be beginning by doing a short, guided
Rational/Relevance: writing activity to begin. In the guided writing portion of the session, we will
What are you going to begin by reviewing the five parts of a good sentence, and then randomly
teach and why is this selecting a prompt. This will allow us to review bringing thoughts into a
lesson of importance to coherent sentence, spelling, and grammatical and spelling rules. We will
your students? How is it then move into a short, timed reading activity of digraphs and diphthongs,
relevant to students of where she will read through, and I will record correct and incorrect answers.
this age and background? Using these diphthongs and digraphs, we will move into reading the book
“Corduroy”. While reading this book, we will work together to sound out
words, and discuss specific sounds and rules. This book is slightly below her
reading level; however, it has many of the words that she has struggled
with, including different digraphs, multisyllable words with varying sounds,
and r-controlled words. This is intended to be an opportunity to work
together to read, and to specifically identify areas of struggle and take a
moment to discuss them. While reading we will also have notecards with
the digraphs that she struggled with in the digraph/diphthong reading
activity, and as we read, we will be identifying words that include those
digraphs. This student is in the third grade and struggling with some of the
foundational skills to achieve reading fluency. This intervention session is
aimed to look at and work though these struggles is a more applicable way
that applies the information immediately, rather than just reviewing digraph
sounds. To bring this activity to a close, we will then review our compiled
word list quickly, and have a brief final discussion about looking out and
listening for these sounds in reading and writing.

Student Profile: Write a This learner is a third grader, who has shown deficits in some areas of
narrative about your reading. She is on the cusp of falling below her grade level in reading. She
learner/s. What are their does not have any current diagnosed disabilities or identified special needs;
special needs? however, I have observed potential dyslexia characteristics in working with
Exceptionalities? this student over the semester. She has shown that with additional support
Giftedness? Alternative and discussion of some foundational skills, that she wants to understand the
ways of learning? information. She has also shown that in writing, she is has less issues than in
Maturity? Engagement? reading, which has made an interesting dynamic for intervention. This has
Motivation? created an opportunity to connect this weakness and strength to hopefully
create a connection between the two. She is a very mature, and motivated
young girl, however, when she isn’t doing well it becomes obvious that she
gets pretty upset about it.
Content Standard(s) addressed by this lesson:

Standard 2: Reading for All Purposes

3. Increasing word understanding, word use, and word relationships increases vocabulary

a. Know and apply grade-level phonics and word analysis skills in decoding words. (CCSS: RF.3.3)

i. Identify and know the meaning of the most common prefixes and derivational suffixes.
(CCSS: RF.3.3a)

ii. Decode words with common Latin suffixes. (CCSS: RF.3.3b)

Standard 3: Writing and Comprehension

2. A writing process is used to plan, draft, and write a variety of informational texts

a. Write informative/explanatory texts to examine a topic and convey ideas and information
clearly. (CCSS: W.3.2)

ii. State main ideas and include sufficient details or facts for appropriate depth of
information (naming, describing, explaining, comparing, use of visual images)

iii. Develop the topic with facts, definitions, and details. (CCSS: W.3.2b)

3. Correct grammar, capitalization, punctuation, and spelling are used when writing

d. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
(CCSS: L.3.3)

i. Choose words and phrases for effect. (CCSS: L.3.3a)

ii. Recognize and observe differences between the conventions of spoken and written
standard English. (CCSS: L.3.3b)

e. Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking. (CCSS: L.3.1)

i. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and
their functions in particular sentences. (CCSS: L.3.1a)

f. Demonstrate command of the conventions of standard English capitalization, punctuation,

and spelling when writing. (CCSS: L.3.2)

i. Capitalize appropriate words in titles. (CCSS: L.3.2a)

iv. Form and use possessives. (CCSS: L.3.2d)

vi. Use spelling patterns and generalizations (e.g., word families, position-based
spellings, syllable patterns, ending rules, meaningful word parts) in writing words. (CCSS:
L.3.2f)
Evidence Outcomes:

Every student will be able to: Read with fluent and coherent decoding and identification skills.

I can: Identify words with specific digraphs and diphthongs while reading and decode them.

This means: That I can review and expand my knowledge about diphthongs and digraphs and use that to
read fluently.

Assessments: (data analysis): How will you know if students met the learning targets? Write a
description of what you were looking for in each assessment. How do you anticipate assessment data
will inform your instruction?

In this lesson, I will be doing a structured observation on how she is doing during each part of
the session. I will be using the initial observation of the writing and reading diphthongs and digraphs to
guide the guided reading instruction. This observation will also assess my teaching, and how I should
guide the next intervention session. In the next session, she will be given the CORE test for a final time
this semester, which will also assess how these intervention sessions, especially this one has supported
her growth.

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify
your level of achievement)

Since my student was participating in the CMAS testing, I was not able to present this lesson.
However, I have reflected on what I feel would have been achieved. I think that this lesson
would have helped her to make a connection between these digraphs and diphthongs when
written and read. It would also hopefully clarify how they are different for specific words. Based
on past observations of short guided readings, she has shown that in writing she is pretty good
about identifying and using specific digraphs, but that ones that make similar sounds trip her
up, which is where this activity would help her.

2. What changes, omissions, or additions to the lesson would you make if you were to
teach again?

After reflecting on how I planned to present this lesson, there are a couple changes/shifts that I
would make in the instruction. One would be to do the digraph/diphthong timed reading first.
This way we could ensure that we are incorporating weak spots into the guided writings, not
just readings. Also, I would make sure that in the lesson, that I am presenting this information in
the most correct and clear way. In rules with digraphs and diphthongs, it can be easy for me, as
a dyslexic person to mix things up, but as I see potential dyslexic tendencies in this student, I
would not want to incorrectly teach her something. Especially since I know how hard it can be
to shift a mental concept of something like this.
 3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)

For the next lesson, we will be wrapping up our intervention sessions. So, I envision giving her
the CORE test once more, and then doing a small, light-hearted activity to reward her hard
work this semester. This will help wrap up the hard work that she has done and provide her
with some time to also personally reflect. In the final session beyond that, we will be doing a
small review of some of the concepts as well as a final writing activity that is longer, and more
reflective.