Reading: Writing Lesson Plans

Front 1

Writing Objectives

Back 1

What do you want students to be able to do?
MUST be a specific & observable behavior

Front 2

Good Example of Objective

Back 2

(Measurable verbs)
“Students will be able to orally read all vocabulary words correctly.”
“Students will be able to summarize what happened in the story.”

Front 3

Bad Example of Objective

Back 3

(Unmeasurable verbs)
“Students will enjoy reading the story.
“Students will internalize the difference between reality and fantasy.

Front 4

Measureable verbs

Back 4

design, count, solve, explain, compare/contrast, sequence, solve, classify, match, spell

Front 5

Nonmeasurable verbs

Back 5

know, learn, like, appreciate, understand

Front 6

Lesson Components

Back 6

Focus/Review
Teacher Input
Guided Practice
Independent Practice
Closure
RETEST

Front 7

Focus/Review

Back 7

Use focus questions to activate background knowledge and anticipate lesson content
Use review to make sure students are firm on preskills needed to be successful with the lesson

Front 8

Teacher Input

Back 8

Model (I do)
– What the teacher does to teach the lesson

Tell students the purpose for today’s lesson (which is the objective told in simple language)

MODEL the SOUND, RULE, OR STRATEGY as you introduce the new skill

Front 9

Guided Practice:

Back 9

LEAD (We do)
What will students say or do with you to show you they understand?
Lead students through the steps in an activity which gives opportunity to practice with assistance
Consideration: How can all students participate? (choral responding, etc.)
Scaffolding? (prompting, adaptations, graphic organizers)
Address learning modalities (vakt) & plan for individual differences (the advanced, slow, ELL, & inattentive learner)

Front 10

Independent Practice:

Back 10

TEST (You do)
After students show you they can do the skill, what activity will you give them as follow-up independent practice to “do on their own” to verify understanding?

Front 11

Closure:

Back 11

How will you end your lesson so students walk away with key points from your lesson?
Having them summarize or answer review questions ensures retention better than you summarizing. Ask, “What did you learn today?” to prompt them to summarize

Front 12

Evaluation

Back 12

RETEST
- This MUST directly test the lesson objective(s) in a way that matches how students will use the skill
Examples: If objective says students need to be able to read a type of word, ask them to do this orally (ex. give each child a word to read with the sound being studied, or call them up individually to read story vocabulary to you).
You may be able to combine independent practice and evaluation (e.g., Note that the first items are for IP and the remaining items are for evaluation, all in 1 activity).
Note who was unsuccessful & needs more help

Front 13

Plans for individual differences

Back 13

Modifications based on the needs of the students in the group.
Advanced, Delayed, ELL, & Inattentive learner – all must be addressed in your LP

Front 14

Match
1.Focus/Review:

Back 14

Practice saying the last 5-8 sounds learned

Front 15

Match
2.Teach Input:

Back 15

Tell students “today we will learn the sound a-r makes” (hold up card). “A-r says /ar/ as in ‘car’”

Front 16

Match
3.Guided Practice:

Back 16

Students all say /ar/ sound together on signal

Front 17

Match
4.Indep Practice:

Back 17

Each student blends and reads three 1-syllable words with ar from the board. Write down who has trouble on which words.

Front 18

Match
5.Evaluation:

Back 18

Students read 5 one-syllable ‘ar’ words correctly by reading them in the context of a paragraph to the teacher one at a time. Note errors. Review error words tomorrow

Front 19

Match
6.Closure:

Back 19

Students summarize in their own words what they learned today.