EDR 317/318 Lesson Plan Template for SLO

(40 points)

LESSON PLAN TEMPLATE

Name
Taylor Rutkowski

Lesson Day October 30, 2017

Grade Level 2

Subject Sight Words

Grouping Small Group (Red Group)

How will this lesson support the learning goal?

Essential Question: Why is it important for students to recognize sight words? How do
(1c: Setting Instructional Outcomes)
readers use word analysis and decoding skills to become fluent readers?
(1 point)

I can read sight words in text and in insolation fluently.

Objective(s)
(1c: Setting Instructional Outcomes)
I can recognize five new sight words automatically.
(2 points)
Taking the learning goal into consideration, what is the objective(s) of this
lesson that will support progress toward the learning goal.

Objectives should be learner focused (not what the teacher will do or

accomplish), observable (use verbs that can be measured), and target a
specific outcome. Please refer to the SLO User Guide for the ABCD
method or I CAN statements that can be used as a guide.

PA Standards (2 points) CC.1.1.2.D. Know and apply grade-level phonics and word analysis skills in decoding
www.Pdesas.org/Standard/view or
https://www.pdesas.org/Page?pageId=11
words. Read grade-level high frequency sight words and words with inconsistent but
common spelling-sound correspondences.

CC.1.1.2.E. Read with accuracy and fluency to support comprehension.

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 ISTE Standards (if applicable)
Technology Materials/ Resources
(1d: Demonstrating Knowledge of Resources)
(2 points)
What texts, digital resources, & materials will be used in this lesson? How do
the materials align with the learning objective(s)? If appropriate, what
educational technology will be used to support the learning outcomes of this
lesson? How do the resources support the learning objectives?
Cite publications and any web resources.
Anticipatory Set
(1a: Demonstrating Knowledge of Content and Pedagogy)
(2 points)
2 minutes
How will you set the purpose and help students learn why todays lesson is
important to them as learners?
How will you pique the interest or curiosity regarding the lesson topic?
How will you build on students prior knowledge?
How will you introduce and explain the strategy/concept or skill?
Provide very detailed steps.
RJM Fall 2017 SLO Lesson Plan Template
N/A
I will use words from the Sight Words level 1 Bingo game and some words from the
second hundred Frye word list to use for a bingo game. This bingo game will help
students build their sight word knowledge.
Red Bingo chips for the game. This will allow them to mark their board and keep track
of how close they are to getting Bingo.
Sight word Bingo boards that will allow the students to practice their sight words.
I will use the book Ten Pets by Susan Hartley because it has the sight words that we
are focusing on in the bingo game. This will be extra practice with sight words for the
students and will build their sight word knowledge as well. The book was found on
www.readinga-z.com
Good morning second graders! You know how we have been playing the popcorn sight word
game during our meeting time? Students respond. Today and Wednesday, we are going to
do different activities and play different games to practice our sight words. Sight words are
words that we should automatically know just by looking at it. We should not have to use any
decoding skills with these words or have to sound them out. They should pop right out of our
mouth! Sight words are important to know because they help us become better fluent readers!
2

Instructional Activities
(1a: Demonstrating Knowledge of Content and Pedagogy;
1e: Designing Coherent Instruction)
(15 points)
24 minutes: Day 1
12 minutes: Day 2
Exploration (Model): How will students explore the new concepts? How will
you model or provide explicit instruction? You MUST include a teacher
think-aloud using student-friendly language here.
Guided Practice: How will you provide support to students as they apply the
new concept? How will you allow them to practice (with teacher support)?
Independent practice: How will students review and solidify these concepts to
be able to use this new knowledge? How will you monitor and provide
feedback?
Provide very detailed steps and include teacher talk where appropriate.
RJM Fall 2017 SLO Lesson Plan Template
Exploration (Model): Today, I have sight word bingo for us to play! I am going to explain
the rules to you for sight word bingo. Has anyone ever played bingo before? Students
respond. For those of you who have not, I am going to go over how to play. For this type of
bingo, each of you will get your own board with different sight words on them. I will pick out
sight words randomly from the box and you will look on your boards to see if you have those
sight words. If this was my board, I would look on here to see if the sight words that are being
said are on my board. I can also put a marker on my free space because that is free for
everyone to put a marker. I am going to do a practice round. The first word is which. Hmm
let me look on my board and see if I recognize the word which. Remember, when I am reading
sight words, I should be reading them automatically and not using any decoding skills or
sounding out. These words should just pop right out of my mouth! I see which on my board! I
am going to mark it with a circle marker. Does everyone understand the directions? Students
respond. Great, lets get started!
Guided Practice: The students play the game and the teacher gives support when the students
need it. Whoever gets bingo and has all the sight words correct will earn a sticker. Now that
we had some practice with our sight words, we are going to read a story that has some of these
sight words in it. We will each read this book individually by whispering. When I put my finger
on your book, I want you to read a little louder so I can hear you. Take your time while
reading. It is not a race. Start on the first page and then when I tell you to stop, you can stop
reading wherever you are. You may begin. The students will whisper read the story while the
teacher pays attention to what they are struggling with. The teacher will point to one students
book at a time for them to read a little louder. This will allow the teacher to pay close attention
to individual students strengths and weaknesses. After the teacher observes the students
reading, she will discuss similar weaknesses that each student had. For example, if every
student had trouble pronouncing the word around, the teacher will discuss this word with the
students. With practice, the students should be able to read this word automatically and not use
decoding skills.
Independent Practice: We played sight word bingo and read a story with familiar sight
words in it on Monday. Today, we are going to read the story today with a partner. When you
read the story again, make sure to pay attention to those sight words we learned on Monday!
After you are finished reading the story again, you are going to write down five sight words
that you remember from the story in your ELA notebooks. In case you have trouble
remembering sight words, I am going to give each of you a list to look at if you get stuck. I only
want you to look at this list if you really need it. Make sure to look through the book again and
see if you can recognize some sight words on your own first. Once you are finished with this, I
will collect them. When we are all finished, we will come back and read our sight words list
again together for some more practice before we finish.
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 After the students have written down their five sight words they remember from the book, they
Closure
will hand it into the teacher.
(1e: Designing Coherent Instruction)
(2 points)
Today and Monday, we learned a little more about sight words and why they are so
___ minutes important! Sight words are words that we should recognize automatically while we read. When
How will students share or show what they have learned in this lesson? we see them, they should just pop right out of our mouths without us having to decode or sound
How will you restate the teaching point or ask students to do so and clarify them out. Today and every day, I want you to pay close attention to your sight words while
key concepts? reading. I also want you to keep practicing your sight words, so we can get better at
How will you provide opportunities to extend ideas and check for recognizing these words automatically!.
understanding?
How will this lesson lead to the next lesson?
For the students who are advanced learners, the teacher will provide them with a
Differentiation
reading that is more challenging than the one given. These students will be able to
(1e: Designing Coherent Instruction)
identify more sight words than others.
(2 points)
For the students who are struggling with sight words, the teacher will check to make
What differentiated support will you provide for students whose academic sure they are identifying the right word on their bingo card. If the student does not
development is below or above the current grade level? identify it correctly, the teacher will scaffold the students and make sure they are
What specific differentiation of content, process, products, and/or learning identifying the correct sight word with some assistance.
environment do you plan to employ to meet the needs of all of your students? For the students who are English Language Learners, the teacher will provide them
How will your lesson be supportive for all students, including English with a sight words list in the beginning of the lesson rather than the end. This will
Language Learners, and build upon the linguistic, cultural, and allow them to refer to this list if needed throughout the entire lesson.
experiential resources that they bring to their learning?
How will your lesson promote creative and critical thinking and
inventiveness?
Accommodations ** (see note below) The teacher will give the students papers with larger print on them to help the
(1e: Designing Coherent Instruction) students with visual impairment read.
(1 points) The teacher will have active engagement during the lesson to make sure the
students with IEPs are on task and interested.
What classroom accommodations do you plan to employ to increase
curriculum access for students identified with special education needs or
504?
Describe how these accommodations align with the current Individualized
Education Plan (IEP) for each student as applicable (avoid using actual
names of students).

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 Modifications**(see note below) The teacher will expect three out of the four students to learn five new sight
(1e: Designing Coherent Instruction) words during the lesson. For the one student who struggles immensely, the
(1 points) teacher will expect them to learn two new sight words during the lesson.
What curricular modifications and/or changes in performance standards, if
any, do you plan to employ to facilitate the participation of students identified
with special education needs?
Formative Assessment: Through observation during instruction and guided practice, the
Assessment (Formal or Informal)
teacher will make sure the students are understanding sight words. If they begin to struggle on
(1f: Assessing Student Learning)
words, the teacher will provide support and give them skills to use such as spelling words out
(3 points)
on their arm to learn those words and eventually recognize them automatically.
How will you and the students assess where the learning objectives, listed
above, were met? Summative Assessment: The teacher will collect the students ELA notebooks after they write
down the five sight words they remember from the book. This will help the teacher determine
Each formal or informal assessment should describe how it is aligned to the
who is still struggling with recognizing sight words.
above objective(s).

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 Reflection on Instruction
(7 points)
At the conclusion of the lesson you should reflect on the lesson. The
reflection should go beyond simply answering the question Was this a good
lesson? Below are some questions to assist you in your reflective process
(Danielson, 2008):
o What evidence did you collect to demonstrate that your students have
met or are progressing towards the learning outcomes/objectives?
o View student work samples. What do they reveal about the students
level of engagement and comprehension?
o What changes, if any, would you make to the lesson if you teach this
lesson in the future? What misconceptions, if any, do you need to
clarify before teaching the next lesson?
o Did you stray from your lesson plan? If so, how and why?
o Comment on your classroom procedures, student conduct, and your
use of physical space. To what extent did these contribute to student
learning?
o Comment on different aspects of your instructional delivery (e.g.,
activities, grouping of students, materials/resources utilized). To what
extent were they effective?
When I taught my lesson on day one, I added on a lot that I did not originally have in
my lesson plan. I started out by telling the students that we are going to be playing a
game using our sight words that we have been working on in past group meetings. This
got them excited and intrigued to take part in my lesson. I told them we were going to
be playing Sight Word Bingo and explained how to play before we started. During the
bingo game, some of the students were stuck on a few of the words, but with some
scaffolding figured the words out on their own. These words were know and new.
I also showed the students the sight words that I called out and none of the students had
on their boards. This allowed them to see what these words looked like and sounded
like even though they did not have those specific words on their bingo boards. On the
second day, I had the students reread the story with a partner and write down five sight
words from the story that we discussed on Monday. None of the students needed to use
their sight words list when doing this.
After we played the Sight Word Bingo game, I had the students read the story Ten Pets
by Susan Hartley. I was surprised with how quick two out of the four students read this
story. I told them to read the story a second time if they finish earlier than their friends.
The two other students needed some assistance and scaffolding when reading words
such as pet, pan, and den. Once all the students finished reading the story, we
discussed some sight words that we saw throughout the story. Each of the students had
a turn to answer and give me one or two samples of sight words they saw. We talked
about the difference between sight words and words we can decode. Once we were
finished with this, I went back to the Sight Word Bingo game and chorally read with
them all the sight words. This allowed them to visually see and hear what each word
should look and sound like. I did not stray away from the lesson, but instead I added on
to it because I realized I had more time than I thought I would.

Overall, the students did very well with sight words. I was surprised to see how much
the students knew when reading and playing the Sight Word Bingo game. When I was
observing them individually when they were reading, none of them stumbled over sight
words, but instead stumbled over a few decoding words. When we chorally read the list
of sight words from the game, there were some words that the students had trouble
with and we went back to them to read them together again. This reinforced what these
specific sight words look and sounded like. If I could make changes to this lesson, it
would be to allow the students to go back into the reading and use a highlighter to
highlight the sight words they saw. This would allow the students to visually see and
memorize those sight words. I also would say a sight word I saw in the reading and
have the students try to find that sight word. I would then have them point at it to make
sure
RJM Fall 2017 SLO they are
Lesson onTemplate
Plan the right track. 6
 Looking at the students work samples, three out of the four students wrote down
correct sight words. The one student wrote down a mix of sight words and decoding
words. One of the words he wrote was pets". After we discussed the sight words in
the story again, he understood.

I think the students were extremely engaged during my lesson. They started out very
excited when I told them we were playing a new game and they responded positively
the entire time. Having the students whisper read the story and then inviting them back
to respond about the sight words used was effective. I also think that having them
reread the story again on Wednesday and having them write down five sight words was
effective. Some students wrote more than five sight words since I told them if you can
find more than five they can write them down.

**Accommodations and Modifications

Students with disabilities may need accommodations or modifications to their educational program to participate in the general curriculum. Both are essential to
consider when planning an equitable educational experience for students with disabilities. Accommodations refer to changes in how a student learns the material
but they do not change knowledge content. With accommodations, a student receives the SAME education as other children, but the student can access content or
express knowledge in different ways. Modifications refer to changes of what is taught or what students with disabilities are expected to learn. This may include
adaptations made to instruction and assessment that change or reduce learning expectations. (Please refer to the SLO User Guide and SLO template for additional
explanation.)

When completing these two sections, you need to describe, if appropriate, how you will ensure that students will access the material based on the accommodations
or modifications listed within the IEP or 504 plan. There should be a direct connection within the Anticipatory Set, Instructional Activity, and Closure section of
the lesson plan template.

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