Generic Lesson Plan Form

Subject: Reading         Activity: Reading Strategy Group  Setting: Pull out (resource room)  # of Students: 3 (AA, BA, CA)

Statement of Objective: I can identify the short /a/ sound at the beginning and middle of words and come up with Accommodations
*Observable/Measurable  (A,B,C,D) words on my own that have the short /a/ sound.
*GLCE/IEP
Materials:  Formative Assessment Worksheets
*Prepared and organized  Picture-word flash cards for /p/ sound (review)
 Dry erase marker
*Available for all
 Pencils
 Scissors
 Letter sound correspondence sheet (a, apple)
 Short /a/ sentences
 Picture-word flash cards for short /a/ sound
Opening: Review Seating students
The last time we met, we talked a lot about one sound, what sound was that? near the teacher
*Gain attention/motivate
I hope that students will remember we talked about the /p/ sound, and if not, I will use other
*Activate prior knowledge prompting strategies to get them to remember what we talked about. Uses appropriate
 ~link/relate; assess; prepare for new I will go through the words with /p/ sounds at the beginning and end of words (on flash wait time
   learning (e.g. vocabulary) cards with pictures on one side and words on the back).
*State goals/set purpose Then I will introduce what we will be doing today.
 ~explain task:  why, what, how, and when
  for strategies
*Clear directions
Presentation:  /aaa/ /nt/ - Listen for the /a/ sound in the word /ant/. Providing visual
 Now you say the word! aids when
Teacher:
 Good. Now, I am going to say some words. Some of them begin with the /a/ presenting
*Variety of learning (T/S, S/S, S/T) information
sound, and some do not. When you hear the /a/ sound at the beginning of a
*Organizational framework word, clap your hands.
 ~construct, clarify, and link concepts in a o Act Recognize and
  meaningful context o Lid give credit for
student’s oral
*Present visually, verbally, kinesthetically, o Am
Sob participation in
  real world (e.g. LESH) o
class
*Model and think aloud to make visible o Apple
o Add
 ~language practices/processes Give appropriate
o Win wait time
 ~learning strategies and adaptations (how,
o As
  when and why) o Web Check for
 ~organization, relationships, and clues o Cup understanding
*Transfer of control o At
 ~students explain, justify, clarify, etc. Repeat directions
*Clear directions  Some words also have the /a/ sound in the MIDDLE of words. Listen to the to the students in
word, /cat/. Do you hear the /a/ sound in the middle of /c/ /aaa/ /t/? different ways
*Check for understanding
 Okay, so I am going to say two words, and I want you to tell me which one has
 ~appropriate feedback:  praise, prompt
an /a/ sound in the middle. When you have your answer, put your thumb up, but
 probe/question (in ZPD) don’t say it out loud until I call on you!
 ~assess/error drill o Man
 ~monitor and adjust instruction o Run
Students:
*Participation  Now I am going to say a bunch of words. Some of them have /a/ in the middle,
and some do not. When you hear a word with the /a/ sound in the middle, clap
 ~overt and active
your hands.
 ~instructional dialogue, think aloud, o Ax
  explain, justify, evaluate, etc. o Apple
o Ant
o Cap
o Fan
o Hand
o Lamb
o Map

 You guys are doing great. Now we are going to look at some picture cards.
 *Go through all of the picture cards and say the name of the picture card*
Sack, zinc, chat, map, note, fun, tan, pat, bake, fast, weed
 Together, we are going to sort these pictures into two groups. One with words
that start with the /a/ sound, and one with words with /a/ in the middle.
→ Formative Assessment Tool: Phonemic Awareness

Part 2: The Sound/Symbol Relationship for Aa /a/

 *Show the sound/symbol card for /Aa/. – Apple

Guided Practice:
*Activity related to presentation/objectives
*Active student participation
 ~provide rationale for assignment
 ~multi­sensory and real world
 ~instructional dialogue
 *Transfer of control
 ~students explain, justify, clarify, think
  aloud
*Check for understanding
 ~ensure high success rate
 ~appropriate feedback:  praise, prompt,
  probe/question (in ZPD)
Individual Practice:
~assess/error drill
 ~monitor and adjust instruction
*Management/monitoring
 ~scan, circulate, assess, support, praise
Closing:
*Adequate time
*Students summarize content and  Recognize and
  accomplishments
*Assess/identify new goals
*Link to future learning
Reflection:
 The letter /a/ here stands for the /a/ sound in “apple.” Listen for the /a/ sound.
 Can someone come circle the /a/ sound for me in this word?
 Now I want you to think and look around the room and think of things that start
with the /a/ sound or have the /a/ sound in the middle.
 Make a list together.
 Examples: Apple, Cap, Map (if need examples to start the list)
Part 3: Blend the Sounds Repeating
 *Write the letter /n/ on the board* directions to the
 What sound does this letter stand for? students in
different ways
 *Write /a/ in front of the /n/ to make /an/*
 *Run finger along the word and speak it aloud, /an/.*
 You try it! Recognize and
give credit for
student’s oral
 I am going to read some sentences. *Show the written sentences*
I would like an apple. participation in
class
How many times do you hear the /a/ sound?
Circle each time in the sentence.
An ant would move fast.
How many times do you hear the /a/ sound? Wait time
Circle each time in the sentence.
We saw an elephant at the zoo.
 How many times do you hear the /a/ sound?
 Circle each time in the sentence.
→ Formative Assessment Tool: Phonics Worksheet
To close out the lesson I will ask the students to remind me what letter we worked on today. Give students
I hope they will say the letter a. Then I will ask them what sound we worked on today. I extra wait time
hope they will say the short /a/ sound.
give credit for
student’s oral
participation in
class