READ 660 Lesson Plan Template

(Adapted from the UFLI Toolkit)

Slides link: https://docs.google.com/presentation/d/1MzRaUw4x8KWPWj17R1kFzbSlab-
EezZs/edit?usp=sharing&ouid=103717065753042360150&rtpof=true&sd=true

Day 5

Lesson Number: UFLI 55

Date: 10/12/23

Student’s First Name: J

Lead Teacher: Melissa Hatchett

Step Teacher Materials Student Materials Preparation and

Instructional notes

Step 1: UFLI manual P. 188 Blending: Teacher segments

Phonemic words into individual
Awareness Blending: side, phonemes to form a word &
(approx. 2 min) mile, size, shine the student helps blend
them.
Segment: dive,
time, pile, dine Segmenting: Teacher orally
presents a word and the
student segments into
individual phonemes.

Step 2: Visual Teacher models by stating

Drill that a says short a sound.

(approx. 3 min) Teacher presents a slide

with a grapheme. The
student says the letter name
and then the sound that the
 letter makes.

Step 3: Auditory Auditory drill with White board, expo Teacher models by having
Drill (approx. 5 phonemes: nk, ng, marker, and an the student give the teacher
min) ch, th (2), sh, c, k, eraser a sound and the teacher will
ck, short vowels & write on her white board.
long a
Then the teacher will give
the sound and the student
will write the phoneme on
the white board.

Step 4: UFLI Blending Teacher will present words

Blending Drill Board in a word chain of previously
(approx. 5 min) https://research.dwi. taught concepts.
ufl.edu/op.n/file/bca9
ju45kvvrvoan/? Mad-made-fade-shade-
embed&fbclid=IwAR shake-shape-shame-sham-
0xziIDWq8RDOkOG Pam-pal-pale-tale-stale-
- sale-whale
P8G4EQ0d3dpamY
RD2XzKqSjZ0aBQT
AbDriYTZtpBs

Step 5: New Lesson slides #31- Teacher will use lesson

Concept 42 slides to introduce a new
(approx. 15 min) concept that is a review: I
has a short sound as in itch
and a long sound as in ice
cream.

Then the teacher will re-

introduce the “silent E”
concept

Slides to read words: I do,

(44) then We do (45)

White board, expo Slides to watch me write

marker, and an (47), Now you write (48).
eraser
Step 6: Teacher The teacher will Teacher will discuss some
Read Aloud – read the Reading A vocabulary words:
Vocabulary to Z book “To the Listening ears and
Development Pumpkin Patch.” oral responses Disobey, patch, crooked
using visuals
(approx. 15 min)
Teacher will begin by
building background
knowledge before reading
(jack o lanterns). Then the
teacher will ask questions
during the reading to check
for comprehension.

Day 6

Lesson Number: UFLI 55

Slides link: https://docs.google.com/presentation/d/1MzRaUw4x8KWPWj17R1kFzbSlab-

EezZs/edit?usp=sharing&ouid=117977635779071948020&rtpof=true&sd=true
Date: 10/19

Student’s First Name: J

Lead Teacher: L H

Step Teacher Materials Student Materials Preparation and

Instructional notes

Step 7: Review Lesson slides #53- N/A Teacher will use the slides
63 to review the new concept
(3 min) that was introduced.

I spells long /i/ when there is

a silent E at the end of a
word, like in the words bike
and side. The silent E
makes vowels say their
names, or long vowel
sounds. It is important to
notice when there is an E at
the end of a word because it
will tell us to say the long
vowel sound like in words
five, ride, and kite.
Remember, the E doesn’t
make a sound, it is silent.

Step 8: Word White board, expo White board, expo Manipulate letters:
Work marker, and eraser marker, and eraser Providing decoding and
for modeling encoding process.
(approx. 6 min)
Teacher will write the word
rip, sound it out, and say the
word. Then the student will
write the word on the white
board.

Teacher: Now if we add an

E at the end of the word, it
 changes our short vowel to a
long vowel sound. Sound it
out, what is the word?

Take out the “p” and add an

“d”, what word do we have?

Take off the silent e, what

word do I have?

Continue word chain…hid,

hide, hike, bike, bite, bit, kit,
kite, site, white, while,
whine, and shine

Step 9: Irregular Lesson Slides #67 - Whiteboard & Use Lesson Slides to
Words 78 marker review and introduce
irregular words. Students
(approx. 6 min) practice reading and spelling
irregular words, or words
that do not follow common
grapheme-phoneme
correspondences. Discuss
irregular parts of the word as
the part(s) that must be
learned “by heart.”

Review: or, for, there,

where, who

Teach: by, my

Step 10: Lesson Slides #80- Notebook paper Sentences: (1) Teacher
Connected Text 88 and a pencil. presents sentences for
students to read together.
(approx. 15 min) Student will submit Correct any words not read
to the after school correctly.
teachers in the lab.
(2) Teacher dictates
sentence(s) for students to
spell on notebook paper.
Student will repeat sentence
as the student is writing the
sentence.
 We drive for six miles.

The five kids are not on

time!

This is where my mom likes

to dine.

Paper will be collected to put

in the student’s folder.

Reinforces students’
generalization of decoding
and encoding skills to a
meaningful context

Step 6: Teacher Slides with Reading N/A The teacher will discuss the
Read Aloud A-Z Book difference of conflict and
Comp. Focus resolution with real life
examples for discussion.
(approx. 15 min)
Teacher will read the story

At the end of the story, the

teacher will review the
definitions of conflict and
resolution. Teacher will ask
what was a conflict that
happened in the story? How
was the conflict resolved?