Special Education Teacher Preparation Daily Lesson Plan Format

ST/MT/SUP/Date/Time: Rebekah Hershey/Ms. Crist/Ms. Kearney/February 26, 2014/2:00 P.M. School/District/Grade/Subject(s): Fulton/Pittsburgh Public/1st grade/Reading Lesson Purpose: To practice phonics and sight words with EG. Grouping/Arrangement: Student will work one on one with the teacher outside the classroom at a table, or in the resource room depending on time and availability. Materials: Packet of initial sounds worksheet, and readers : I am in It and I like It Instructional Activities and Student Responses: Opening or Warm-Up- Teacher will remind student what they have been working on, and what they did yesterday with the student, which was working on initial sounds of words. The teacher will start my reading through sight words they learned yesterday such as at, am, and a. Instructional Activities- Teacher will walk student through the worksheet packet by pointing to the pictures and saying their name. Then asking EG what sound the word begins with. The student will say the letter, and then write it down. On the second page, the teacher will tell EG what the picture is of, and the student will write down the initial sound even though they give it to her. She should write the letter 3-5 times depending on how well she does it. After teacher and student complete the worksheets, they will read the short stories together. Allow EG to read through them by herself, but support when she is having difficulty. EG is working on worksheets that were done at the beginning of first grade. Since she has not moved at the pace of her peers, we are working backwards to see what level she is at currently. Lastly, depending on the time, the teacher and EG will write sight words such as here, at, the, she, he, and am on notecards. They each will write one of each word. Then the teacher will ask EG what card game she would like to play either Go Fish or Memory. Once she chooses, the teacher and student will play the game to practice sight words. EG must say the word before she can match the two cards together. Closing- EG will read through the notecards of sight words that they have completed this period, and the teacher will note which ones she missed. Teacher will tell EG what to expect tomorrow when they see each other. Evidence-Based Practice Incorporated in Lesson (Highlight EBP in Instructional Activities and Specially Designed Instruction): State Standard(s): 1.1.1.B:
Use word recognition techniques: Demonstrate phonological awareness through phoneme manipulation. Demonstrate knowledge of letter sound correspondence (alphabetic principle) to decode and encode words.

1.1.1.E: Demonstrate accuracy and automaticity in decoding and oral reading of grade level text.

Specially Designed Instruction for Individual Students

Student(s) Lesson Objective(s) When given 6 sight words, student will read 3 of them with 100% accuracy. When given a picture, EG will identify the beginning sound on 7 out of 13 trials with 90% accuracy.
EG will read on-level text orally with 90% accuracy rate of 25 wcpm.

(Add additional rows as needed) Individual Instructional Anticipated Prompts and Methods and Materials Corrections Student will be working one on one or in a small group. Modified worksheets (lower level). Materials: notecards, pencil, worksheet, and short stories. *Teacher will need to help EG sound out words. Encourage her to sound them out. *Be aware of how she writes her letters. She will need to work on them more than others.

Other

EG

Monitoring/Data Collected: Teacher will note how many sight words EG got correct during the last reading of them out of 10 sight words. Plan for Follow Up/Extension: Continue to work on sight words with EG, as each week continues, EG will add more sight words to her list.

Reflection on Lesson Planning and Delivery I thought the lesson plan really well! It was so nice to work with EB one on one and get a better idea of where she is in regards to sight words and reading on her own. I enjoyed building rapport with her because it was a such a nice break from the older students. She seemed to really enjoy the lesson and getting the adult attention. I thought the student was engaged the entire time.

Reflection on Student Outcomes I was so happy with the students learning outcomes! Out of all of the sight words, she was able to read them all! She was struggling with the originally, but the end, she had all of them down. She was able to read she, he, the, for, in, and see by herself and in 10 seconds!