Lesson Plan Format



READ 5423 Lesson Plan Template Your Name Traci DunlapStudent Name TylerStudent Grade Pre-K/Kinder Lesson Plan #2 – Phonemic Awareness - Rhyming/Sight WordsDate March 25, 2014Activity/ Books Used/ Procedures Procedure: What will you do? Include specific steps.Rationale: Why are you teaching this? How are you addressing the child’s needs? What text reading backs this up?***You only need one text rationale for your key focus for lesson Anecdotal NotesRecord here what happens during the lesson. Be as specific as you can. These notes will help you plan for next time and in the construction of your case study. You may use your video tape to come back and share specific behaviors. Introductory Activity:Materials:Cock a Moo Moo BookDescription of Activity:I will read the book Cock a Moo Moo and will use play animals from our Fisher Price farm to use along with the story.I am starting with a fun book and activity to engage Tyler in the lesson and capture his attention.Tyler enjoyed listening to the book and seemed to pay attention more to the story than the animals. I brought the animals out because I thought that would help him pay attention but he seemed to do fine just listening on his own. I do think he enjoyed when I initially introduced the animals as they appeared in the story.Interactive Read-aloud/Modeling/Mini Lesson (10-15 minutes)Teacher reads/modelsMaterials:My Truck is Stuck BookDescription of Activity:We will read the book My Truck is Stuck and use some additional toys to use in conjunction with the story.This book continues the use of rhyme to develop phonemic awareness.*According to Patricia Cunningham, “Rhyme awareness – the ability to make and recognize rhymes – is one of the earliest developed phonemic awareness abilities” (Morrow & Gambrell, 2011)Tyler really enjoyed this book. I think it is because in incorporated all of his favorite vehicles. I think he enjoyed having the toys more in this story than the previous one but he did continue to pay attention for the entire book. A couple of days later when he went to the library at school he checked the book out to bring home because he loved the story so much. He didn’t realize we owned the book that I read to him but I was happy nonetheless that it made such an impression on him.Supported/ Reading (10-15 minutes)Student reads or student and teacher read togetherMaterials:Rhyming Dust Bunnies BookDescription of Activity:We will read the book Rhyming Dust Bunnies and use our magnetic letters to help Tyler sound out some of the words.This book is another rhyming book but this time I incorporated the use of our magnetic letters when he seemed stumped on sounding out a word. This activity didn’t go over as well as I hoped. Even with the use of magnetic letters I still think Tyler is struggling a bit with comprehending rhyme. However, when he works with his speech therapist he scores 80% or higher when identifying rhymes from pictures so I guess he does comprehend what it means but he just isn’t applying it to sound out the words.*Word Work (10 minutes)Materials:Magnetic LettersDescription of Activity:I will use our magnetic letters to spell out several words to see if Tyler can sound them out. I will use a combination of decoding and sight word recognition.I incorporated some sight words after reading a study detailing the issues of young readers who rely too much on decoding when developing early literacy skills. Freebody & Byrne (1988).I think I went into this lesson believing Tyler had a greater sight word vocabulary than he actually had. Many of the words I put up on the board were unfamiliar to him. This is definitely an area I want to continue working on with him to improve his vocabulary and reading fluency.Closure Activity: (2-3 minutes) Materials:Chugga Chugga Choo Choo BookDescription of Activity:I will read this book to Tyler to end the lesson. I will also give Tyler one of his favorite toy trains to play with during the activity.We used this book to read together due to the abundance of sight word vocabulary. I wanted to see if he recognized any words in print versus on the board.While Tyler enjoyed the story and loved playing with his train, he wasn’t able to help me read many of the words. He did make the train sound when requested. While not totally the success I had planned, I do appreciate his ability to focus during the reading and can tell he is enjoying the material I have selected to read.ReflectionHow did things go? What did you learn about your student? As I said in many of the observations, I was a little surprised to see that Tyler isn’t recognizing as many words as I thought he would. I know he uses many of these same words during conversation but he struggled to make sense of them in print. I do think this lesson was successful in making Tyler more comfortable with the overall literacy activity. He seemed tense and nervous during our first lesson and I don’t think the materials I chose for that lesson resonated with him as much as these did. I found out that Tyler really just likes to be read to and once he feels comfortable he will try to join in as he can. I also learned that Tyler seems at ease with using the magnetic letters and almost sees it like a game. Since we started doing these lessons he will often take the letters out on his own and try to spell words for me. I was also happy to see that he liked the My Truck is Stuck book so much that he checked it out of the library. I can really see that he is listening and paying attention and that makes me happy.What did you learn about yourself? What might you do differently next time?The main thing I am learning through this process is how to be flexible. A lot of times during our word work, Tyler just doesn’t say anything so I am having to quickly come up with new words for him to try that I feel might be easier on him. Though I have a plan in place when we are doing the lesson I also have a couple of activities in reserve to pull out if something is not working. With a special needs student like Tyler I think its important to have many options to choose from to keep the child engaged and learning as much as possible during the lesson. By bringing the toys into this lesson I thought it would help to keep Tyler’s attention more but I learned that it was the actual story he was more interested in. I think next time I just want to keep reading as much as possible and hope that he starts to participate more and become more interested in reading on his own. ................
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