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Preliminary Information
Created By: Kaitlyn Coirazza Date of Lesson: March 29th, 2017

Lesson Title: Road to Reading Session 6 Grade Level: K

Time/Estimated Duration:60 Minutes Other Information:

Resources and materials required for the lesson: Road to Reading book, Sound Board, Sound Board Letters, Index
Cards, Bob Book, Picture Sorts, Laminated Letter Boards, Playdough, Racecar Blending Cards, Hot Wheels Car, iPad

1. What are your goals for student learning and why are they appropriate for these students at this time?
Long Term Literacy Goals
(Identify two or three long term goals that are tied to the Common Core State Standards.)
1. Student will be able to name all 26 letters of the alphabet and identify all of their sounds with 100%
accuracy by April 26th
2. Student will be able to identify the beginning sound in CVC words with 80% accuracy by April 26

3. Student will be able to read an emergent level text (Fountas and Pinnell level A) with 95-100% accuracy and
satisfactory comprehension by April 26th
Content Standards
(Include the CCSS or other discipline-specific standards addressed in this lesson. For CCSS, list strand, grade, and standard number, e.g., RI.4.3
Reading informational text, grade 4, anchor standard 3, and write out the standard.)
RF.K.1: Demonstrate understanding of the organization and basic features of print

D. Recognize and name all upper- and lowercase letters of the alphabet

RF.K.2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes)

C. Blend and segment onsets and rimes of single-syllable spoken words

D. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme
(consonant-vowel-consonant, or CVC) words
E. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

RF.K.3: Know and apply grade-level phonics and word analysis skills in decoding words

A. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary

sound or many of the most frequent sounds for each consonant.
B. Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.
D. Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

RF.K.4: Read emergent-reader texts with purpose and understanding.

Daily Learning Objective(s)

(These must be measurable.)
[Teacher version] Student will be able to name the letters i, a, o, w, g, b, j and identify their sounds with 80% accuracy
through Road to Reading, Picture Sorts, and Race Car Blends.

Student will be able to identify the beginning sound of CVC words in 12/15 trials using Picture Sorts.

[Learning target=Student version] I can learn letter names and sounds. I can hear the beginning sound in words. I can
form words and read books!
2. How will you know and document students progress towards meeting your learning objectives?
Evidence and Assessment of Student Learning
(How will you know whether the student is meeting your learning objectives? What tools will you use to measure his/her progress? How will you provide
feedback to promote student learning?)

Diagnostic/Pre-Assessment(s): N/A

Formative Assessment(s)/Feedback to Learners:

o Teacher will assess student informally on his letter i.d. and sound knowledge by taking anecdotal notes during
Road to Reading, Picture Sorts, and Race Car Blends. Student will be given consistent feedback on his letter and
sound knowledge through direct teacher praise and/or correction.

o Teacher will give student an informal running record to assess knowledge of the letters i, a, o, w, g, b, and j as
well as taught high frequency words.

Summative Assessment(s):N/A

1. Review sound-symbol correspondences Notes:

i a o w g

b j

2. Teach or review new decoding skill (sound board) Notes:

b t s
Letters needed: i, a, o, w, g, b, j
i wig wag gag gig

big bog hog jog

4. Review phonetically regular words (PRW) Notes:

and high frequency words (HFW) *Should know the and
wig bog the
mat wag hog and
gag fog was
gig win are
big of

4. Read orally in context (decodable text or trade book) Notes:

Bob Book A1-1 Mat

Bob Book A1-2 Samxxdx64
5. Dictation (PRW and sentence with PRW and HFW) Notes:
*Too early in the level to
Headings needed: a, i, o dictate a sentence

wig win bog hog wag jog *Will be using sound


3. How will you support students to meet your goals? Describe EXPLICITLY what you will do.
Instructional Strategies to Facilitate Student Learning (Continued)
(Include reading and writing for authentic purposes using texts and instructional material that align with the students reading level,
interests, needs, and cultural and linguistic background.)
1. Teacher will review the students Reading Rules and the incentive he will get at the end of the reading session for
following the rules
2. Teacher will go over the nights agenda with the student
3. Teacher will have student watch the Short Vowel Video
4. Teacher will have student complete two Beginning Sound Picture Sorts (First: i, g, o) (Second: e, w, q)
5. Teacher will have the student complete the Race Car Blending Activity
6. Teacher will teach Road to Reading Lesson One- Red Level
7. Teacher will let him choose to create letters with Playdough, read a funny story, or play ABC games on the iPad

(Cite all sources used in the development of this lesson including URLs or other references)

https://drive.google.com/drive/folders/0B7PncAD49vkjejlod0JkdmpZWms (Heather Martens Google Drive)

Running Record Results

*See copied Bob Book

o Get student up and moving more- try using an alphabet jump game next week?
o Significantly struggled with all Road to Reading letters, except b. Use the same letters next week.
o Create a behavior incentive chart for him to visualize his progress
o Enjoys race car blending- keep using this
o Enjoyed the short vowel video at first, but lost his attention at the end. Maybe find another video to continue to
stamp vowel sounds?