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Running head: LESSON PLAN #3- MAIN IDEA & SUPPORTING DETAILS

Saint Josephs University


Pennsylvania Standards Aligned System
Lesson Plan Format
Candidates Name: Molly Aiello
Course: SPE 739 Student Teaching
Date: 3/13/16
Subject: English Language Arts & Phonics
Duration: 60 minutes- Individual TOD Session
Grade Level: 2nd Grade
Lesson Topic: Initial Sounds and Rhyming
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1. Big Idea(s) and Related Essential Question(s)
a. Big Idea: The significance of phonemic awareness and spelling patterns in words
that rhyme.
b. Question: What words in this story rhyme with dog?
c. Question: How can I identify words with similar spelling patterns?
d. Question: Do words with similar spelling pattern all sound the same?
e. Question: How can identifying spelling patterns help me become a fluent reader?
2. Instructional Objectives:
a. The student will read the story and identify a specific spelling pattern that is
repeated throughout the book.
b. The student will identify words that rhyme with the word dog.
c. The student will correctly read and match -og words with their picture and
meaning.
d. Correctly identify initial sounds when reading the -og words
3. Related Academic Standards: Common Core and/or PA Standards:
a. NYS CC: Reading Standards for Literature: Craft and Structure: 2nd Grade: 4.
Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated
lines) supply rhythm and meaning in a story, poem, or song.
b. NYS CC: Reading Standards for Informational Text: Craft and Structure: 2nd
Grade: 4. Determine the meaning of words and phrases in a text relevant to a
grade 2 topic or subject area.
4. Vocabulary:
a. Dog
b. Fog
c. Pog
d. Mog
e. Jog
f. Log
g. Hog
h. Bog
i. Frog
j. Clog

LESSON PLAN #3- MAIN IDEA & SUPPORTING DETAILS

k. Smog
5. Materials/Resources:
a. Dog in the Fog Childrens storybook, by Sue Graves, 2003
b. og Word Family Workbook (Appendix A)
c. Pencil
d. Crayons
e. colored pencils
6. Instructional Procedures:
a. Introduction: The lesson will be introduced by discussion the title of the book,
Dog in the Fog. The teacher can ask discussion prompting questions like, Have
you read this story before? Which two words in the title rhyme? If I were to tell
you there will be a specific spelling pattern in this story, what do you think it will
be? What do you think this story will be about?
b. Developmental Activities: Have the student read aloud the story Dog in the
Fog. At the end of the first reading discuss the student initial responses to the
discussion prompts. Be sure to point out if the student correctly identified the
spelling pattern that was prevalent within the story. Then say, Now, we going to
read the story again. This time, I want to listen to me read and raise your hand
when I read words of the -og spelling pattern. If needed help the student
identify -og words in the story that she missed.
c. Closure Activity: As a closure and assessment activity, pass out the -og Word
Family Workbook. Read the title with the student and then allow five minutes for
the student to color the cover page, then begin working on the workbook. Help
the student read the direction and clarify instructions before the student begins
working on each page. (If more time is needed, this workbook can be stretched
into a two day lesson.).
7. Addressing Learners Diverse Needs:
a. Picture matching will help deaf learners identify word meaning and provide visual
support to visual learners.
b. For individuals with a delayed vocabulary development, the teacher and student
will discuss each vocabulary word and word meaning to help with activity
understanding.
c. Student O will use her hearing aids to better access the lesson.
d. Student O will use an FM system transmitter and reviver to have a more clear
access to the teachers voice. The teacher will wear/use the FM transmitter
microphone and speak clearly. The student will wear FM receiver attachments on
her hearing aids to receive the FM sound of the teachers voice.
e. If needed, student O will be reminded to attach her FM receivers.
f. Student O will wear glasses to see clearly.

LESSON PLAN #3- MAIN IDEA & SUPPORTING DETAILS

g. Student O will receive her TOD sessions in a quiet place to assure access to
instruction
h. When possible, student O will receive instruction in a small group or individual
setting.
i. Student O will use repetition and practice to master a new skill due to her learning
disabilities.
j. Staff will allow extra processing time for student O to understand material being
taught.
k. Student O will be allowed a scribe when needed or allowed to give verbal
responses. This activity uses words that are cut out and glued, to provide the
student with an alternative to writing her answers.
8. Formative/Summative Assessment:
a. Formative Assessment: This form of assessment is used to gather feedback on
the students understanding and areas in need of improvement. To formatively
assess the student, I will use planned observation and documented observation of
the students participation in the discussion and activity. I will specifically
document the students understanding of the lessons vocabulary and the students
application of past ELA knowledge.
b. Summative Assessment: Summative assessments provide educators with a way
to measure success and the students understanding. To summatively assess the
student I will give the student a grade based on their performance on her -og
workbook. The student will receive a grade based out of 100%.
9. Reflection on Planning/Instruction:
a. Data analysis will be conducted based on students past performance
b. If needed, re-teaching will be used to make sure the student is mastering the
content material (as applicable).
10. Self- Evaluation:
a. Overall Lesson Plan Experience: This lesson went really well. The student
really enjoyed the storybook and was able to master the -og spelling pattern. At
first the student struggled with saying -og without a letter in front of it, but then
quickly was able to identify the sound on its own.
b. Positive Elements of the Lesson: One of the positive elements of this lesson, was
my ability to identify a spelling pattern that my student was struggling with and
create a lesson that directly and explicitly targeted that spelling pattern. Last
week, I was reading with student O and I noticed that she was repeatedly misspronouncing the -og spelling pattern. I was able to take that mistake and turn it
into an opportunity for growth. This is an important part about being a teacher,
and looking back, I can see that this definitely shows my growth. (I thank my
literacy course for becoming more observant of my students reading struggles).

LESSON PLAN #3- MAIN IDEA & SUPPORTING DETAILS

Another positive element of this activity was the second and third pages of the og Word Family Packet. My student really benefited from this two page
vocabulary dictionary to reference throughout the packet. The student and I read
through the words and discussed the pictures. Student O benefits from visual
aids, especially for new vocabulary words. Lastly, I created this lesson with the
knowledge that my student would be leaving for vacation and missing a few days
of school. As you may have noticed, the -og Word Family packet was rather
long. I purposefully created the packet this way, because I knew my student
would be missing three days of school because of a family vacation. I preplanned this activity to occur the day before the student left. The packet was
extra-long, so the student could take the packet in the car and practice her -og
spelling pattern skills outside of school.
c. Areas in Need of Improvement: I was very excited to go to a used book store
and randomly find a book based on rhyming and the -og spelling pattern. It was
like, I was meant to find the book. Although this is true, the book was below the
students reading level. When I presented the student with the book, she mentioned
that it looked like a kindergarten book. I responded with, Perfect, then you will
be a reading master when you read it. This was the perfect response and the
student was excited to go ahead and read it. Although this was a positive
experience for a young child, I could easily see choosing a book that was an
inappropriate reading level for an older child, becoming an issue of trust or
respect. I will definitely keep this in mind for future reading material.
d. Data Collected/Plans for Re-Teaching: Student O was able to complete the
worksheets with ease. She particularly did well on the word and picture matching
activities. She received a 100% on each of these three pages. There were two
specific areas in which student O struggled. First, student O struggled with
identifying the difference and reading the difference between the words frog
and fog. Throughout the story and worksheet activities she used the words
interchangeably, but when asked to slow down and read the words again, she
approximately identified them. The student miss-read these words about 50% of
the time. The second mistake that I noticed student O making was mixing up the
letters b and d. She struggled to identify each letter. This time is was not a
speed issue (reading too fast), but instead the student was struggling with basic
letter recognition. As a re-teaching activity I would like to do a mini-lesson on the
lower case letters b and d. I would like to teach my student the bed trick
and the capital letter Bb and Dd trick. To check for student understanding, I
would create a short story with different b and d initial sound words. My
student would read through the story and high light the b words in yellow and
the d words in green. Then read the story again. I would track the students
accuracy, and then re-teach or add additional activities accordingly.

LESSON PLAN #3- MAIN IDEA & SUPPORTING DETAILS

Appendix A

LESSON PLAN #3- MAIN IDEA & SUPPORTING DETAILS

Directions: Read the words and explain their meaning. Use the pictures if you need help.

LESSON PLAN #3- MAIN IDEA & SUPPORTING DETAILS

Directions: Read the words and explain their meaning. Use the pictures if you need help.

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