Lesson Plan 1

Grade/skill level: 4th/Skills 1

Lesson Goals: To understand what a syllable is and how they form words.
NJ Learning Standard:

CCSS.ELA-LITERACY.RF.4.3

Know and apply grade-level phonics and word analysis skills in decoding words.

CCSS.ELA-LITERACY.RF.4.4

Read with sufficient accuracy and fluency to support comprehension.

Prerequisite skills: student should know all consonant, short vowel and consonant
digraph sounds.
Lesson materials: Wipe board, markers, The Desert Monster Passage, Oral Reading
Fluency CBM Form 4-2

Assessment
Lesson Topic: /str/ Three Letter Blend
Progress monitoring: Oral Reading Fluency CBM-Form 4-2

Procedure:

Intro: We will start by going through the sound deck drill cards that the student is
comfortable with.
• I will then tell the student that today we are going to practice the /str/ three letter
blend. I will ask him what he thinks the reason for learning this skill is. If he isn’t
sure I will say that mastering this skill will help him read new words and become
an even better reader.
• Before we begin I will ask him to explain to me what a blend is. If he can’t
identify the definition of a blend I will explain that a blend sound is two or more
letters in the beginning or at the end of a word that create certain sounds. Within
these sounds you can hear the individual sound of each letter.
Body:
• Model (I do it): I will explain to the student that the /str/ blend is made up of
three sounds. I will then demonstrate the individual sounds for /s/ /t/ /r/. Then I
will demonstrate the sound blended together /str/. I will then take out a wipe
board and write the word Stretch (the blend in the beginning will be written in one
color while the rest of the word will be written in a different color. I will then
model reading the word while scooping the sounds such as Str etch. I will then
model this with three more words (Strict, Straight, Streak)
• Prompt (We do it): I will say to the student we are going to say each sound in the
/str/ blend together, /s/ /t/ /r/. Then I will say lets say the blend all together /str/.
 And now lets say the word Strong and scoop the sounds. Str ong. Then we will
do this with 10 more words (strip, strap, strum, straw, stray, strep, strewn, stroke,
strung, stride).
• Check (You do it): Lastly I will ask the student to go through the procedure we
did above. I will say say the sounds seperately, then say the blend all together.
Now read and scoop the sounds on the word Street. I will then give the student 4
more words written on the wipeboard for him to scoop and say (stroll, strive,
stream, string). Lastly, I will have him practice reading these words in the
following sentences:
1. I had to cross the stream to get to the other side.
2. The cat plays with the string.
3. I strive to do my best.

Close: For the closing we will practice reading fluency using repeated readings. I will
say to the student can you tell me the blend sound we just learned and how to say it. Then
I will say we are going to practice our reading. While we’re reading keep in mind the
new sound you learned. I will then present the passage The Desert Monster and say first I
am going to read this passage to you. After that you will read it and we will stop and
discuss any errors, next you will read it two more times on your own. Lets see if you can
beat your time on each read.

*Progress monitoring will be done at the very end using CBM Oral Fluency Passages.
The student will also record their score on each CBM on a chart where he will get to
color in up to the number of CWPM he gets.
 Lesson Plan 2

Grade/skill level: 4th/Skills 1

Lesson Goals: Be able to read vowel team /oi/.
NJ Learning Standard:

CCSS.ELA-LITERACY.RF.4.3

Know and apply grade-level phonics and word analysis skills in decoding words.

CCSS.ELA-LITERACY.RF.4.4

Read with sufficient accuracy and fluency to support comprehension.

Prerequisite skills: Student should know more common vowel teams such as ai, ea, oa
and ee.
Lesson materials: Wipe board, markers, I Want to Jump Passage, Oral Reading Fluency
CBM Form 4-3

Assessment
Lesson Topic: Vowel Team /oi/
Progress monitoring: Oral Reading Fluency CBM-Form 4-3

Procedure:

Intro: We will start by going through the sound deck drill cards that the student is
comfortable with. We will specifically focus on the vowel team sound deck cards that the
student knows.
• I will explain that today we are going to learn about more vowel team pairs and
the sounds they make when they are next to each other in a word. I will say can
you tell me what a vowel team is?
• If the student can’t identify the definition I will explain that vowel teams are two
vowels that when they are put together make a different sound.
• Next I will say that today we are going to learn about the vowel teams /oi/.
• I will then tell the student the sound that this team makes when they are together.
Before moving on I will also explain that when you see these two letters next to
each other in a word it automatically makes the sound I said.
Body:
• Model (I do it): I will write the words Void on a wipe board. I will scoop each
sound as I read such as

V oi d
 after reading the segmented sounds I will scoop the entire word while putting all
the sounds together. I will model this for him using three more words (boil, foil, soil)
• Prompt (We do it): I will write a new word on the board and ask the student to
point to the vowel team to be sure he can recognize it. The new word will be

C oi n

We will then scoop the sounds together and then day the full word. I will instruct
the student to say it with me as we go. We will do this with 10 more words (spoil, toil,
point, join, joint, moist, voice, noise, loin, hoist)
• Check (You do it): Lastly, I will write one more word on the board and ask the
student to scoop the sounds and then read the full word on his own. He will then
do this with 5 more words (droid, oil, coil, toilet)

F oi l
1. I have to count my coins before I bring them to the bank.
2. My dog was making a lot of noise last night!
3. My friends tell me I speak in a very loud voice.

Close: For the closing we will practice reading fluency using repeated readings. I will
say to the student can you tell me the vowel team we learned today and the sound it
makes. Then I will say we are going to practice our reading. While we’re reading keep in
mind the new sound you learned. I will then present the passage I Want to Jump and say
first I am going to read this passage to you. After that you will read it and we will stop
and discuss any errors, then you will read it yourself two more times. Lets see if you can
beat your time on each read.

*Progress monitoring will be done at the very end using CBM Oral Fluency Passages.
The student will also record their score on each CBM on a chart where he will get to
color in up to the number of CWPM he gets.
 Lesson Plan 3

Grade/skill level: 4th/Skills 1

Lesson Goals: Be able to read vowel team /ou/
NJ Learning Standard:

CCSS.ELA-LITERACY.RF.4.3

Know and apply grade-level phonics and word analysis skills in decoding words.

CCSS.ELA-LITERACY.RF.4.4

Read with sufficient accuracy and fluency to support comprehension.

Prerequisite skills: Student should know more common vowel teams such as ai, ea, oa
ee and recently learned oi.
Lesson materials: Wipe board, markers, Molly’s New Friend Passage, Oral Reading
Fluency CBM Form 4-4

Assessment
Lesson Topic: Vowel Team /ou/
Progress monitoring: Oral Reading Fluency CBM-Form 4-4

Procedure:

Intro: We will start by going through the sound deck drill cards that the student is
comfortable with. We will specifically focus on the vowel team sound deck cards that the
student knows.
• I will explain that today we are going to learn about some more vowel team
letters and the sound they make when they are next to each other in a word. I will
say can you tell me what a vowel team is?
• If the student can’t identify the definition I will explain that vowel teams are two
vowels that when they are put together make a different sound.
• Next I will say that today we are going to learn about the vowel team /ou/.
• I will then tell the student the sound that this team makes when they are together.
Before moving on I will also explain that when you see these two letters next to
each other in a word it automatically makes the sound I said. In addition I will
explain that when we are spelling a word and we hear this sound we know that we
may be writing this vowel team.
Body:
• Model (I do it): I will write the words Loud on a wipe board. I will scoop each
sound as I read such as

L ou d
 After reading the segmented sounds I will scoop the entire word while putting all
the sounds together. I will then do this with three more words (out, proud, noun)
• Prompt (We do it): I will write a new word on the board and ask the student to
point to the vowel team to be sure he understands what it is. The new word will be

S ou r

I will then scoop the sounds and then say the full word. I will instruct the student
to say it with me as we go. We will do this with 10 more words (sprout, mound, pound,
found, sound, mouse, shout, count, house, south)
• Check (You do it): Lastly, I will write one more word on the board and ask the
student to scoop the sounds and then read the full word on his own. He will then
do this with 5 more words (round, sound, pouch, crouch, mount).
F ou l
Lastly he will practice reading the following sentences:
1. My family moved into a new house.
2. I found money on the ground.
3. I shouted because I saw a mouse.

Close: For the closing we will practice reading fluency using repeated readings. I will
say to the student can you tell me the vowel team we learned today and the sound it
makes. Then I will say we are going to practice our reading. While we’re reading keep in
mind the new sounds you learned. I will then present the passage Molly’s New Friend and
say first I am going to read this passage to you. After that you will read it and we will
stop and discuss any errors, next you will read it two more times on your own. Lets see if
you can beat your time on each read.

*Progress monitoring will be done at the very end using CBM Oral Fluency Passages.
The student will also record their score on each CBM on a chart where he will get to
color in up to the number of CWPM he gets.
 Lesson Plan 4

Grade/skill level: 4th/Skills 1

Lesson Goals: To read with correct punctuation and expression.
NJ Learning Standard:

CCSS.ELA-LITERACY.RF.4.4.A

Read grade-level text with purpose and understanding.

CCSS.ELA-LITERACY.RF.4.4

Read with sufficient accuracy and fluency to support comprehension.

Prerequisite skills: student should know what punctuation means and what it represents.

Lesson materials: Wipe board, markers, Would You Try It? Passage, Oral Reading
Fluency CBM Form 4-5

Assessment
Lesson Topic: Reading with correct punctuation and expression.
Progress monitoring: Oral Reading Fluency CBM-Form 4-5

Procedure:

Intro: We will start by going through the sound deck drill cards that the student is
comfortable with.
• I will then say to the student can you tell me what it means when you see a period
at the end of a sentence? A question mark? An exclamation mark? If the student
doesn’t identify the correct reason I will explain that not only to these mark the
end of a sentence but they indicate to the reader how the sentence should be read.
If there’s an exclamation mark you read the sentence with excitement. If there’s a
question mark you read the sentence as a question and if there’s a period the
sentence can be read neutrally. It is also important to point out that when reading a
sentence it should be done in one breath, only pausing at the end of the sentence
or if there is a comma and not in between words.
Body:
• Model (I do it): I will say I am going to read three sentences. Listen to the tone of
these sentences and take note of the punctuation mark at the end of the sentence
as I read. The sentences I will read will be listed on a separate paper (see
attached).
• Prompt (We do it): I will say this time we are going to read three sentences
together. Once again be sure to recognize the punctuation in these sentences and
the way we read them. (See attached for sentences)
 • Check (You do it): Lastly I will give the student three sentences (see attached)
and have him practice reading them. He will do it on his own and I will stop him
and have him start over if his tone does not match the punctuation.

Close: For the closing we will practice reading fluency using repeated readings. I will
say to the student while reading be sure to take note of the use of punctuation to guide
how you read like we did earlier. I will then present the passage Would You Try It? and
say first I am going to read this passage to you. After that you will read it and we will
stop and discuss any errors, next you will read two more times on your own. Lets see if
you can beat your time with each read.

*Progress monitoring will be done at the very end using CBM Oral Fluency Passages.
The student will also record their score on each CBM on a chart where he will get to
color in up to the number of CWPM he gets.
 Lesson 4 Sentence Reading Practice

I do:

1. My mom and I went to the food store today.

2. At the food store my mom let me get mac n’ cheese

which is my favorite food!

3. What is your favorite food?

We do:

1. I have a lot of homework tonight.

2. I finished my homework so I got to play minecraft!

3. What do you like to do when you finish your

homework?

You do:

1. Soccer is my favorite sport.

2. I scored a goal in soccer today!

3. What is your favorite sport?

 Lesson Plan 5

Grade/skill level: 4th/Skills 1

Lesson Goals: To understand a passage in order to answer questions.
NJ Learning Standard:

CCSS.ELA-LITERACY.RF.4.4

Read with sufficient accuracy and fluency to support comprehension.

Prerequisite skills: Able to read with enough fluency to support comprehension.

Lesson materials: Wipe board, markers, A Popular Song Passage, Oral Reading Fluency
CBM Form 4-6, Super Hero Joey reading comprehension worksheet, First Airplane Trip
reading comprehension worksheet and Rhyme Game reading comprehension worksheet

Assessment
Lesson Topic: Reading Comprehension
Progress monitoring: Oral Reading Fluency CBM-Form 4-6

Procedure:

Intro: We will start by going through the sound deck drill cards that the student is
comfortable with.
• I will then introduce reading comprehension as an important skill to have
in order to be a good reader. I will ask the student what does it mean to
comprehend what you read? If he does not know I will say comprehension
means to understand what you are reading. I will also say that
comprehension is important because we need to be able to understand
what we read in order to remember and enjoy the story.
• I will explain to the student that there are skills we can use to increase our
comprehension. One skill that we will look at today will be reading the
questions before the story so you get a sense of what you need to be
looking for.
Body:
• Model (I do it): I will read the passage First Airplane Trip accompanied by
questions out loud. I will read the questions first and as I read the passage I will
stop to make note of important information that may help me answer the
questions at the end. I will then use the information I highlighted in the text to
directly answer the questions.
• Prompt (We do it): The student and myself will read the passage Super Hero
Joey together accompanied by questions. As we read I will have the student stop
 where he thinks there may be something important or I will stop when I see
something important. We will then answer the questions together.
• Check (You do it): Lastly, I will give the student the passage The Rhyme Game
with questions for him to complete. I will say now complete this reading
comprehension assessment following the same steps we did before.

Close: For the closing we will practice reading fluency using repeated readings. I will
say to the student while reading make a mental note of things that you think may be
important if we were to answer questions after. I will then present the passage A Popular
Song and say first I am going to read this passage to you. After that you will read it and
we will stop and discuss any errors, next you will read two more times on your own. Lets
see if you can beat your time with each read.

*Progress monitoring will be done at the very end using CBM Oral Fluency Passages.
The student will also record their score on each CBM on a chart where he will get to
color in up to the number of CWPM he gets.