UDL Lesson Plan Template

Teacher Candidate’s Name: Kiley Elbaor

Date Created: 14th March 2023

Content Area: ELA

School: Michener

Grade Level: Level- Fifth Grade

Lesson Title: Sight Words

Time: 12 Minutes
Michigan Academic Standards: (include code and standard)
EE.RF.5.3: Use letter-sound knowledge to read words.

Performance Based Learning Objectives:

The student will be able to use letter sounds to read sight words with 90% accuracy.

Materials: (Low tech, including number needed)

Teacher: 10 index cards with sight words written on them that the student is
working on, one highlighter to highlight the words the student gets correct, pencil
that is already at the circle table.

Students: No materials are needed educator will provide all of the materials
Technology: (High tech, mark all that apply; indicate if no technology is being used).
o Teacher laptop o Digital camera

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 o SMART Board o Document camera
o LCD projector o Digital microscope
o SMART Senteos (class set) o Video camera
o Computers o Scanner
o iPad or tablet o Color printer
o iPod or mp3 player(s) o Calculators
o Early childhood learning technologies o FM system
o Webcam o Other_

Bibliography/References: (in APA format)

The list of words was provided by my cooperating teacher, there are no citations for this
lesson.

Prior Learning Connections: (Background knowledge support)

- The student writes their words they are working on daily as well as reads them to

either myself or Mrs. Anderson. He is getting a new list of words so some of these

words are unfamiliar to him.

Differentiation/accommodations:
The student will not need any accommodations for this lesson.

Special Concerns (including medical, behavioral, and/or environmental):

This is not a concern, but the student will often repeat what you say or yell things very

loudly. This does not interrupt his learning and he is still very engaged in his lessons

when he does this, it does just happen at times though.

Assessment:
Formative: Finding the correct word based off of questions and reading the word

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 correctly that is shown to Eli.

Summative: N/A

During Lesson: (General guidelines for the lesson; your plan/ “script” begins under Part 1)

Part 1: Engagement/Warm-up: (2 minutes)

“Hi Eli! How are you?”

Eli will respond he will repeat what you are saying or just say “what’s up”.

“Are you having a good day?”

Student will respond, most likely will say “good day”.

“Today we are going to be working some new words and do an activity with them!”

Transition:
“We are going to be working on some new words, but do you remember what some of
your other words were that you have been working on?”

Part 2: Instruction/Exploration: (8 minutes)

“First, I am going to show you some words on little cards. We are going to start with just

reading the words.”

- Show Eli the words and have him read them. If he does not know it or gets it wrong,

support where needed and help sound the word out. If he does not know the word he

will look at you to tell him the word, do not just tell him the word support and have

him sound it out.

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“Great job, now that we have read the words, I am going to hold up two cards and I am going

to ask you to show me which is the word I ask you to show me. Like if I hold up these two

cards (do this as an example and show him as we explain it) and I ask you to show me which

one is the word “but”. Then once you pick the word I asked you to, you are going to use a

pencil, to write the word under the word I already have written.”

- Do 5 rounds of this since there are 10 index cards. Then, have him write the word he

chose after each time he chooses.

“Great job choosing the right words Eli! You did a great job!”

Transition:
“I know you always have a favorite word when you get a new list of words, what was your

favorite word you learned today?”

Part 3: After Lesson: (2 minutes)

Closure:

“To finish up the lesson, there are 5 cards that you have not written the words on yet, let’s

write the words on those last 5 cards to wrap up your word lesson today, then it is going to be

time to go to social studies.”

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Notes/Reflections: (to be completed by the teacher candidate as reflection AFTER implementation of
the lesson)

Strengths of the Lesson: This lesson went great. Eli was very engaged and did a
great job with using his letter sounds to determine the new word. Some of the
words has already been exposed to so he knew the word enough to read it. He did
a great job using context clues, to pick the words out when doing the activity.

Areas for Growth: I think the biggest thing I would do differently is have the
student write the words more to practice like they do daily after introducing
them.
Focus for next lesson: (should align with Areas for Growth)

With the level Eli is at due to his IQ I would not add anything additional to the lesson for him. But,
if I were to do this with a different student I would use a white board for them to write the new
words on to practice more rather than writing them on the index card to work on the hand-eye
coordination of copying the word.