PRACTICUM LESSON PLAN

DATE/SESSION: 3/10 PSU STUDENT: Hannah Whitesell

This plan should include the following items:

Share the Learning Goals with your students,
Review Guidelines,
Reading Assessment (Individual),
o Extra activity for other student
Phonological Tests (Initial Sounds, Blending, Segmenting, Rhyming) set of tests. One a set, one
introduction, all four tests, and then one closure.
All About Me project (student to complete rough draft of project),
Extra activity Your choice

Complete the following lesson plan elements for EACH required item above (except the
Learning Goals and Reviewing Guidelines).

Objective/Evaluation/Common Core Standard: Review Guidelines

The student will contribute to the discussion about guidelines by stating at least two examples
of how to follow our guidelines.
Strand: Speaking and Listening
Box Sub Heading: Comprehension and Collaboration
Standard: SL.1.1 Students participate in a collaborative conversations with diverse partners
about grade 1 topics and texts with peers and adults in small and larger groups.
SL.1.1b Build on others talk in conversations by responding to the comments of others through
multiple exchanges.

Materials:
Community Guideline Sheet

The Plan:
Anticipatory set
- Ask the student What do you think the world would be like if we did not have any
rules?
Introduction
- Tell the student we will review our rules.
Guided Practice
- Ask the student for a rule that she remembers.
- Ask her why we have that rule.
- Repeat for the rest of the rules, prompting as needed.
Closure
- Say It was really good to remember what our rules are and why we need them!
 - Tell the student that youll be looking to make sure she is following them this session.

Objective/Evaluation/Common Core Standard: Reading Assessment

The student will read a Benchmark Assessment book with appropriate accuracy (90 94%),
fluency (at least level 1), comprehension (at least satisfactory), and writing (at least level 2) on a
level G or higher.
Strand: Reading Literature
Box Sub Heading: Key Ideas and Details
Standard: RL.1.2 Retell stories, including key details, and demonstrate

Strand: Foundational Skills

Box Sub Heading: Fluency
Standard: RF.1.4 Read with sufficient accuracy and fluency to support comprehension.

Strand: Writing
Box Sub Heading: Research to Build and Present Knowledge
Standard: W.1.8 With guidance and support from adults, recall information from experiences or
gather information from provided sources to answer a question.

Materials:
Benchmark Assessment Text The Loose Tooth
Benchmark Recording Form
Pencils
Paper
Timer (if J-N)

The Plan:
Anticipatory Set
- Ask her about a book that she read recently.
- Tell the student she did a great job reading the story last week.
- Tell her that she is going to read a book today.
Introduction
- Read the book introduction.
- Say Kate had a loose tooth and she tried lots of things to make it come out. Read to
find out what happened to Kates loose tooth.
Instruction
Independent Practice
- Have the student begin reading the book. Begin recording.
- If level J-N, start the timer.
- Code the reading behaviors on the recording form.
- If level J-N, have the student stop and read silently. Stop the timer and score.
- Make notes about fluency and score.
- Give student comprehension prompts.
 - Give the student the writing prompt.
- Score the results after practicum.
Closure
- Tell the student that they did a great job and that you are excited to read more with
them throughout the semester.
Assessment
- The student read with appropriate accuracy (90 94%), fluency (at least level 1),
comprehension (at least satisfactory), and writing (at least level 2) on a level G or higher.

Objective/Evaluation/Common Core Standard:

Initial Sounds Test:
The student will identify and orally produce initial sounds in words with 75% accuracy.
Strand: Reading Foundational Skills
Box Sub Heading: Phonological Awareness
Standard: RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds
(phonemes).
RF.1.2C Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken
single-syllable words.

Blending Sounds Test:

The student will orally produce words by blending sounds together achieving at least 80%
accuracy.
Strand: Reading Foundational Skills
Box Sub Heading: Phonological Awareness
Standard: RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds
(phonemes).
RF.1.2B Orally produce single-syllable words by blending sounds (phonemes) including
consonant blends.

Rhyming Test:
The student will match pictures that rhyme achieving at least 80% accuracy.
Strand: Reading Foundational Skills
Box Sub Heading: Phonological Awareness
Standard: RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds
(phonemes).

Segmenting Words Test:

The student will segment individual sounds in words in the correct sequence achieving at least
80% accuracy.
Strand: Reading Foundational Skills
Box Sub Heading: Phonological Awareness
Standard: RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds
(phonemes).
RF1.2D Segment spoken single-syllable words into their complete sequence of individual
sounds (phonemes).

Materials:
Phonological Awareness Assessment Individual Record Form
Initial Sounds Instruction Sheet
Initial Sounds Picture Cards 1, 2, & 3
Blending Sounds Test Instruction Sheet
Rhyming Test Instruction Sheet
Rhyming Card Sheets 1, 2, & 3
Pencil
Segmenting Words Test Instruction Sheet

The Plan:
Anticipatory Set
- Tell the student to close her eyes.
- Ask the student What do you hear?
- Lead the student to people talking and sounds.
Introduction
- Today I am going to listen to how you make sounds and what sounds you can hear.
Instruction
Initial Sounds Test
Independent Practice
- Lay the pictures of ball, house, door, and mop.
- Say the name of each picture.
- Hold up the picture card for bed.
- Say This is a bed. Point to a picture that starts with the same sound as bed.
- Record the childs answer.
- Repeat the processes with heart, duck, and moon.
- Pick up the pictures.
Modeling
- Show the picture of the sun.
- Say This is a sun. This first sound in sun is /s/.
- Show the picture of the net.
- Say This is a net. What is the first sound in net?
- Praise the student if correct. If incorrect, correct the student.
Independent Practice
- Show the picture of the bed.
- Say This is a bed. What is the first sound in bed?
- Record the childs answer on the recording form.
- Repeat the process with heart, duck, and moon.
- Lay down the pictures of car, fish, leaf, and pig.
- Say the name of each picture.
- Hold up the picture of the cow.
 - Say This is a cow. Point to a picture that starts with the same sound as cow.
- Record the childs answer on the recording form.
- Repeat using foot, lips, and pan.
- Pick up all the pictures.
- Show the picture of the cow.
- Say This is a cow. What is the first sound in cow?
- Record the childs answer on the recording form.
- Repeat the process with the pictures of foot, lips, and pan.
Blending Sounds Test
Modeling
- Say I will say the sounds of a word. Then you say the whole word smoothly.
- Say So if I would say /m/ /a/ /t/ you would put those sounds together and say mat.
Lets try it.
Independent Practice
- Continue with the items below. Record the responses on the record form.
o /h/ /i/ /d/ [hid]
o /w/ /i/ /sh/ [wish]
o /p/ /o/ /t/ [pot]
o /f/ /ee/ /t/ [feet]
o /l/ /oo/ /k/ [look]
o /t/ /a/ /ke/ [take]
o /m/ /oo/ /n/ [moon]
o /n/ /u/ /t/ [nut]
o /r/ /a/ /p/ [rap]
o /ch/ /i/ /ll/ [chill]
Rhyming Test
Independent Practice
- Lay the pictures net, run, top, jet, mop, and sun down.
- Say the name of each picture.
- Say We are going to match pictures that rhyme.
- Point to the picture of the sun.
- Say Which picture rhymes with sun?
- If correct, praise the child. Say Yes, jet and net rhyme.
- If incorrect say That was a great try. But jet rhymes with net. Listen jet net.
- Pick up the pictures and continue with the assessment
- Put rhyming sheet one in front of the student.
- Say the name of each picture (sled, duck, king, flag, fox, bag, ring, box, truck, bed)
- Say Match a picture from this column to a picture in this column that rhymes.
- Student works independently.
- Record answers on the form.
- If the student matched 4 out of 5 correctly, continue with the assessment. If not, stop
the assessment.
- Put rhyming sheet 2 in front of the child.
- Say the name of each picture (three, gate, boat, suit, rain, plate, goat, train, bee, fruit).
 - Say Match a picture from this column to a picture in this column that rhymes.
- Student works independently.
- Record answers on the form.
Segmenting Words Test
- Say I am going to say a word. Then you say the sounds in the word.
- Say So if I would say fan, you would say the sounds like this /f/ /a/ /n/. Lets try it.
- Continue with the items below. Record the students responses on the record form.
o Wet [/w/ /e/ /t/]
o Vase [/v/ /a/ /s/ /e/]
o Trip [/t/ /r/ /i/ /p/]
o Miss [/m/ /i/ /ss/]
o Duck [/d/ /u/ /c/ /k/]
o Pad [/p/ /a/ /d/]
o Fast [/f/ /a/ /s/ /t/]
o Kick [/k/ /i/ /c/ /k/]
o Tool [/t/ /o/ /o/ /l/]
o Boat [/b/ /oa/ /t/]
Closure
- Praise the student for doing well on all of the activities.
- Remind the student of all the different sounds around us.
Assessment
- The student identified and orally produced initial sounds in words with 75% accuracy.
- The student orally produced words by blending sounds together achieving at least 80%
accuracy.
- The student matched pictures that rhyme achieving at least 80% accuracy.
- The student segmented individual sounds in words in the correct sequence achieving at
least 80% accuracy.

Objective/Evaluation/Common Core Standard: All About Me Project

The student will create an All About Me project that includes their picture and their name, 5
favorite things with pictures and labels, 3 favorite books with pictures and labels, and sentences
with matching pictures for 3 prompts.
Strand: Writing
Box Sub Heading: Production and Distribution of Writing
Standard: W.1.5 With guidance and support from adults, students focus on a topic, respond to
questions and suggestions from peers, and add details to strengthen writing gas needed.

Materials:
Ms. Whitesells All About Me Project
All About Me Templates
Crayons
Pencils

The Plan:
Anticipatory Set
- Ask the student what books she has read recently.
- Remind her that we are making the All About Me Book.
- Say Today is our last day to work on it!

Introduction
- Get out the book, and show the student what she has left to finish.

Instruction
Modeling
- When I made my booklet, I had to think and answer the questions. What are three
books that I really like? I wrote them down. I added pictures of the books too.
Guided Practice
- Its your turn to think about what books are your favorites. Write down three books on
the page.
Independent Practice
- You can go through the rest of your booklet. Make sure to answer the questions, and
draw a picture to go with them.
Closure
- Tell the student that youre really excited to see the booklet all put together.
Assessment
- The student answers all prompts with corresponding pictures.

Objective/Evaluation/Common Core Standard: Extra Activity Word Hunt

The student will identify and orally produce initial sounds /m/ /ch/ /d/ and /p/ by finding three
words each.
Strand: Reading Foundational Skills
Box Sub Heading: Phonological Awareness
Standard: RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds
(phonemes).
RF.1.2C Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken
single-syllable words.

Materials:
Word Hunt Worksheet
Pencil

The Plan:
Anticipatory Set
- Ask the student if she has played hide and seek.
- Ask how to play the game.
Introduction
- Tell the student that we are going to seek for sounds today.
- Say We are going to look around the room and try to find things that start with certain
sounds.
Instruction
Modeling
- Say Here is our list of sounds.
- Say the sounds.
- Ask the student to make the sounds.
- Ask - If I look around the room, can I find anything that starts with /d/?
- Say - I see a desk and that starts with /d/. Lets write that down.
Guided Practice
- Do you see anything that starts with the sound /d/?
- If correct, move on. If incorrect guide to another object.
Independent Practice
- Have the student identify words that start with the sounds listed.
Closure
- Say - That was really good hunting!
- Say As we leave, you can listen for more words that start with these sounds.
Assessment
- Student identified three words that started with each appropriate sound.