Beginning Reader Lesson Plan

GR Levels: C - G (LN through Early WWP)

1 Hour Lesson Plan

Component Purpose Activities Outcomes

Reading Increase SW Rereading of texts: Were the books too
Practice vocabulary, easy / too hard / just
fluency, & Independent Reading
Time: 20% right?
10 minutes
confidence Partner Reading
through rereading
practice
Read the Room Missed words:
Remember: Other: _
Beginning
Readers will The student will choose from a variety of Reminders:
acquire new sight nursery rhymes, picking 3-4 to read on their
words through Did you complete the
own. These should be familiar text options
rereading familiar book log?
books for the student.
Nursery rhymes to choose from: RR check once/week?
3 blind mice, baa baa black sheep, hey Book Level: Acc %age
diddle diddle, hickory dickory dock, humpty
dumpty, itsy bitsy spider, Jack and Jill, Jack
be nimble jack be quick, Mary had a little
lamb, old mother hubbard, Peter Peter
pumpkin eater

Books from the guided reading portion of this

lesson will be moved to this category in the
following week so that I know the book is
familiar and on level for this student.

Running record can be completed at this

time if needed.

Adapted by W. Snow from Book Buddies lesson plan.

Word Study Build sight word High frequency word activities (word wall, word Automatic sight wd.
Time: 15% vocabulary bank, etc.) Recognition?
15 minutes Point out
phonetically Activity: Introduce new words (Developing
regular Sight words needing
components of
Word Recognition p. 148) Parking Lot: The review:
words student will use a toy car to park/ identify
High frequency words that I call out. The lot will have a mixture
word activities of new and old words so that he feels
(word wall, word comfortable. I will ask him to park in certain
bank, etc.) places, which will require him to read the words
Increase
complexity of
and identify the correct one. Other times I will
phonological allow him to choose a parking spot and ask him
awareness tasks to share with me the spot/word he chose.
Automaticity with
letter sounds I will also ask York to separate the words
Spell short vowels between words he knows well and words he is
words & high
still working on. This will give me an idea of
frequency words
correctly what words he feels least comfortable with and
Segmenting & still need more practice!
blending at onset-
rime or phoneme Words: _The student knew all words from
level DOLCH pre-primer, and primer. New words to
Teaching word work on from first and 2nd grade list are: where,
families, digraphs grave, green, made, many, of

Adapted by W. Snow from Book Buddies lesson plan.

 & blends, & Segmenting & blending work (Push/Say): Able to blend /
medial short
early LN: onset-rime (beginning sounds) segment sounds in
vowels
mid-late LN: phoneme level (b-m-e sounds) orally
Able to blend/segment
Sequence of P/S (reinforcing taught word words (P & S It)
features):
sad- sat-mat-met-pet-pit-lit-lip-lap-cap-cup-pup-
pop Confusions?

Word Study Sorting: Sorted correctly &

This section is copied from the last lesson automatically?
because it was not done due to collecting
a writing sample and conducting an
interview. Self-corrected sorting
Features for sorting: sh, ch,th,wh__________ errors?
1. Model First, then Guided Practice
Picture/Word Sort
Picture sort - headers that are both Other:
picture and digraph letters will be shown
and set up for student, all of the following
words in the table will be in picture form.
Picture/Word Sort
Sh Ch Th
shovel cheese thumb
shirt chick thirteen
shave chain thermometer
ship chair

Picture/word sort- headers will be given in

the same form, picture & digraph letters,
but not set up for the student. The words

Adapted by W. Snow from Book Buddies lesson plan.

 that appear in italics in the chart will be in
picture form, the rest will be words.
Sh Ch Th
shovel Cheese Thumb
shell chin that
ship chat thorn
shed chair

2. Extend and Apply:

Writing Sort
I will have the student write down the sort to
use to later for word hunts! (the student will
later skim and scan pages of books they
have already read to find words that match
the key words according to the feature under
study. (WTW p.66)

Fast Read
Timed Sort
Game
Overall Accuracy with Sorting:

Sort: sh, ch, th. wh App. Percentage

Correct:
No. of words/cards?
___10____ ________
Writing for Apply Writing for Sounds (2-3X/week): Represented taught
Sounds phonics
knowledge sounds correctly?
Time 5% Sentence 1: __I see a thin shell in the shack.___
_____
Spacing, Beginning
5 minutes
Capital Letter, Ending
Sentence 2:_When I see three sharks I Punctuation?

Adapted by W. Snow from Book Buddies lesson plan.

 run._______ Letter Formation?
Guided Apply decoding Book: ___Rush, Rush, Rush_by: Diane Was the book too easy
Reading skills & word Engles_____Level: ____F (40)______
identification
/ too hard / just right?
Instruction I chose this text because I think York will relate Missed words:
strategies in new
Time: 20% text to the busy family well since he mentioned that
10 minutes Teach self- his house is kind of crazy with all the people
monitoring coming and going so often. This book focuses
strategies on digraphs and blends that we are working on Used information from
with the exception of /wh/. This book is at his book introduction:
instructional level F or Ready Reader level 40. yes / no
Other:
1. Select instructional level text.
2. Read title with students & discuss
cover.
3. Have students make a prediction.
4. Discuss pictures, words, & patterns
in the book.
5. Model and support decoding and
word identification strategies.
6. Students read the book
independently.

You may have time to introduce and read a

second instructional level text (good to have 2
on hand).

Teacher Develop oral Book: The Rainbow Fish by Marcus Pfister

Read Aloud language
Increase Theme (if any):
Time: 20%
vocabulary
10 minutes

Adapted by W. Snow from Book Buddies lesson plan.

 Model Interactive read-alouds (fiction & non-fiction)
comprehension
strategies Think-alouds
Foster joy of KWLs
reading
QAR (in my head or in the book)
Language Play
Other: I will mark pages in the book that are
great places for stopping, closing our eyes
and visualizing. We will talk about what type
of picture we could draw to go along with our
visualization. This will help support the
comprehension goal I created for York, to be
able to visualize while reading and listening
to text. This will also help foster a better
understanding of the text that in the end will
be a great support in being able to
summarize the text- which is Yorks second
comprehension goal.

For vocabulary I will tell York what the word

means and a friendly definition. Then I will
read the sentence again and insert the
friendly definition where the new vocabulary
word was to be sure that he understands. We
will start to generate a fancy word wall that
we will add to overtime as we come across
new vocabulary words!
( I will mention how this author has a clear
beginning, middle, and end to the story, as
this is something York struggles with in his
own writing)
}

Adapted by W. Snow from Book Buddies lesson plan.

 - we will visualize with eyes closed
- share visions
- talk about pictures we could create
- overview of new vocabulary words

Writing Writing simple Activity:

Time: 20% sentences, lists,
narratives, or Journal writing
10 minutes
explanations
Writing for sounds in teacher-dictated
sentences
Pattern writing (based on familiar books)
Interactive writing modeled by teacher
- Together we will complete a list of ways
the author from the read aloud begins
his/her sentences. I will ask York to choose
three of his favorite ways they began their
sentences and then write three of his own
sentences using the read aloud as a mentor
text. This will be a great way for York to
practice beginning his sentences in ways
diferent from I like or It was, which I
found to be a weakness from his writing
sample. This will help encourage more
sentence variety.

Adapted by W. Snow from Book Buddies lesson plan.