Targeted Reading Lesson Plan

Student: Braxton and Gabriella Date: 11/29/22

Student’s Most Pressing Need: Decoding words, especially vowel sounds, writing independently

Iowa Core/Milestones:

Iowa Reading: RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding
words.
- Distinguish long and short vowels when reading regularly spelled one-syllable words.

Iowa Language: L.2.1 Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
- Use collective nouns (e.g., group).
- Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice,
fish).

I Can: I can read words with short vowel sounds and segment and blend words I do not know.
Today’s Plan Assessment of Work Notes for Next Time

Oral Reading Fluency

Text Read: Blast Fluency Passage
- Digraph sh
- On the ship
https://www.google.com/search?
q=sh+digraph+video&rlz=1C1YT
UH_enUS1031US1031&oq=sh+di
graph+video&aqs=chrome..69i57j
0i22i30l2j0i390l3.3716j0j7&sourc
eid=chrome&ie=UTF-
8#fpstate=ive&vld=cid:999cee2b,v
id:vJWKudfRipc
Goal: Become more fluent while
reading familiar texts and
recognize when self corrections are
needed. Make it sound like we are
talking when reading.
Instead of reading a blast Continuing echo reading with a
passage we reread a blast fluency passage. The goal is
Thanksgiving passage for to echo read fluently and
familiarity, but we will begin accurately.
reading the sh passage on
Thursday. They did well on the
echo reading of the
Thanksgiving passage, and I
also had them do some
comprehension, so I asked them
what they read and they did a
good job at telling me.

Skills/Word Study (Phonemic Awareness/Phonics Decoding/Word Building/Heart Words)

Sounds/Letters/Words: Phonics Today we changed this a little Continue with this activity.
Acquisition Beginning bit and watched a video on the Begin adding words with
- Tell students a word and sh digraph and wrote words digraphs and longer words for
have them complete the with the digraph sh at the them to stretch and blend.
boxes, putting each sound
beginning and ends of the word.
in the box that they hear.
Correct them after.
We also talked about the silent
- Each student will take a e at the end of words, and how
turn but will be doing the e makes the vowel say its
each one together and name.
checking after completed
- Using the mini white
boards and putting
phonemes on each board
and separating them and
then blending the words
together.
- Start with basic CVC
words and then move onto
adding digraphs.

Reading-Writing Connection

Today’s Goal: Produce, expand, They did a great job writing their Continue modeling and writing
and rearrange complete sentences. sentences today. Very independent simple, better, best sentences
and working on their own. I plan to because they are really starting to
The students will write simple, begin longer sentences for the last get the hang of it. My hope is that
better, best sentences. They will few sessions. they will become independent
underline the capital letter that soon.
starts the sentence, and circle the
punctuation that ends the sentence.
I will put an example on the board
before I have them do it. While I
am writing my simple, better, best
sentences, I will use a think aloud
procedure so they have a model of
how I am thinking about the steps
as I expand each sentence.

Do together/Demonstrate: She
went shopping today.
Do alone: The ship left today.
Student Reading

Fidelity Checklist: Systematic and Explicit Instruction/IRRC

1. Specify objectives
a. Set goal and purpose
b. Review what has been taught

2. Devise instructional strategies and teaching procedures

a. Select examples
b. Sequence skills
c. Introduce new skill/strategy
d. Demonstrate and think aloud

3. Provide practice and review

a. Guided practice
b. Independent practice

Fidelity Checklist: PRESS

1. Articulate objective
2. Explain activity
3. Check for understanding
4. Model
5. Guide practice
6. Specific feedback
7. Independent practice

Instructional Routine/IRRC
1. Specific (positive) feedback
2. Corrective feedback