Lesson Preparation

Teacher Candidate: Kaci Philpot

Title of Lesson: Bossy-e
Grade Level: Multiple
Subject Area: Reading/decoding

1. Lesson Topic (What is the big idea?):
The letter e on the end of cvc words makes the vowel sound long.
2. What standard(s) will it address?

Grade Content Area Standard Concepts and Skills EEO or Evidence
outcome
3
rd
Reading, Writing,
and
Communicating
Reading for all
purposes
Increasing word
understanding,
word use, and word
relationships
increases
vocabulary
Identify simple
word families and
patterns
4
th
Reading, writing,
and
communicating
Reading for all
purposes
Knowledge of
complex
orthography
(spelling patterns),
morphology (word
meanings), and
word relationships
to decode (read)
multisyllabic words
contributes to
better reading skills
Distinguish
between real
words and
nonsense words

5
th
Reading, writing,
and
communicating
Reading for all
purposes
Knowledge of
morphology and
word relationships
matters when
reading
EEOs not parallel
to concepts for
students to
master for this
standard.



3. What IEP goal(s) will it address?
1. Decoding silent E words.
4. Main Objective of Instruction (What do you want the student(s) to learn?):
Students will be able to identify long vowel sounds in silent e- CVC words with 70% accuracy.

5. Supporting Objectives:
Students will be able to decode CVC words.

6. Specific Strategies (conspicuous) to be taught/modeled:
-Modeling how to tap out sounds with fingers then changing the vowel sound when decoding
the silent e.

7. Planning for individual differences (mediated scaffolding): What are the
accommodations/modifications you need to prepare?
- Some students will not be able to sound out words so they will need to be included by being
asked yes and no questions or being in charge of the Mimio pen and following other students
instructions.
-Provide frequent breaks.

8. What background knowledge do the students have? How will you assess students learning
pre, during and post? (please paste your pre and post assessment here)
Background Knowledge: Students are familiar with tapping out sounds from their foundation
program. Some student may be familiar with silent-e but have difficulties generalizing the
information.
-Pre assessment: Who has heard of bossy-e?
-During learning: Students will independently decode silent-e cvc words on the mimio.
-Post: Students will read a short passage with CVC-silent e words.

9. What management/grouping issues do you need to consider?
-Students may become anxious or shy with a mentor observing.
-Students may shut down if the concept is too hard for them.
-One student may fall asleep.
-One student may have much more knowledge than the rest of the group.

10. Materials and Resources:
-Word list
-Mimio and pen
-White board and dry erase marker
-Projector
-Pointer

11. How/where will students be able to integrate (generalize) this learning?
Students can apply this new knowledge in reading grade level-adapted text and instructional
level text across all academic areas.

12. How will you evaluate student learning from this lesson and build review into ongoing
instruction (judicious review)?
I will take note of their progress in decoding silent e words.


Lesson Title: Bossy-e

Main Objective of this lesson: Students will be able to identify long vowel
sounds in silent e- CVC words with 70% accuracy.


(CONTENT-PROCESS)

I. Opening: (SET How will you get the student(s) attention?) Relate lesson to prior
learning. Communicate the objective of the lesson.
The teacher will begin by asking the students what they know about silent e and
reviewing the process of tapping out sounds. To review the teacher will ask students to
volunteer to model.

II. Procedure: (Is this an informal presentation, direct instruction, or structured
discovery?)
Direct instruction

Strategies (I Do/ how will you guide students to construct meaning for themselves):
I will use drawing and tapping for sounding out the word and then blending it.

Guided Practice (We Do/students present):

We will use various Mimio activities for silent or bossy-e as a small group.

(PRODUCT)

III. Closure: Student(s) summarize, demonstrate learning of lesson. Independent Practice
(You Do).
Formally END the lesson.
I will ask students to share how they will remember how to decode silent-e. If students are not
very verbal, I will ask them yes and no questions.