University of Utah, Department of Special Education: Alternative Lesson Plan

Content Area: Beginning Decoding Grade level: K Name: Kayla Odom Date: 10/15/19
Core Standard(s):
Reading: Foundational Skills Standard 3 
Know and apply grade-level phonics and word analysis skills in decoding words.
a. Demonstrate basic knowledge of one-to-one letter sound correspondences by producing the primary sound or many of the most frequent
sounds for each consonant.
b. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does.)
IEP Goal(s)
Actual:
N/A
Revised (SMART):
By 12/6/19 the students will recognize all letter sounds and be able to produce 50% with 100% accuracy on 3 trails.
By 12/6/19 the students will read 15 high frequency words by sight with 100% accuracy on 5 out of 5 trials.
Instructional Objective(s):
Students will make the sounds of and listen for each alphabet letter. Students will hear the sound of the letter at the beginning of each focus word for
each letter. Students will recognize and produce the sound for the letter.
Behavioral Objective(s):
Students will follow directions and respond to ques within 5 seconds on 9 out of 10 trials in small group.

Content (concepts, information, skills, new vocab, etc.):

Letter-sound correspondence, reading readiness, beginning sounds
Instructional Materials Needed:
“I can” statement sheet, focus letter mat, sound warm up sheet, sound off sheet, letter-sound picture sheet, check yourself sheet, listen up sheet,
letter-sound assessment sheet, lesson plan, dry erase markers (all sheets are kept in student work binder)
Procedures/Activities (add additional rows of Teacher [T] and Student [S] roles for each activity as needed):

1. Get students’ attention:

a. Teacher: “5, 4, 3, 2, 1 let’s come together”
b. Student: Start counting with teacher at “3, 2, 1”

2. Academic review /Gather background knowledge

a. T: We’ve been working on learning how to say and recognize our letter sounds. Let’s practice.
b. T: Show completed letters on smart board one at time. Ex: “a” “b”
c. S: Say “I can” statement.
d. S: “I can find and make the sound of the letter A”
e. S: Say “a” sound
f. S: “I can find and make the sound of the better B”
g. S: Say “b” sound

3. State instructional objectives

 a. T: Today we will learn to say and see the letters C, D, and E

4. Review behavior expectations

a. T: Remember to sit with your feet on the floor, watch me when I talk, and listen!

5. Instruction
a. Model
i. T: Flip to your “I can” statement. Pencils out. Say it with me “I can find and make the sound of the letter C”
ii. S: I can find and make the sound of the letter C
iii. T: Write the letter C on the line
iv. S: Students write the letter C on the line

Repeat for D and E

b. Guided Practice
i. T: Flip to your focus mat for letter C
ii. T: We are going to read the 3 words on the paper all together. Read the first word.
iii. S: Students read cat
iv. T: Read the second word
v. S: Students read crayon
vi. T: Read the third word
vii. S: Students read caterpillar
viii. T: Trace the letter C in each word with your dry erase marker
ix. S: Students trace the letter C in each word

Repeat for D and E

c. Guided Group Practice

i. T: Flip to your sound warm up page for the letter C
ii. T: Point to the first letter in the first row and read the letters across the row. Let’s take turns doing a row. Who wants to go first?
iii. S: Students take turns reading across all 4 rows
iv. T: *After sound off page come back together as a group* Flip to your letter-sound page for letter C. Each picture word is missing the first letter. You are
going to write the first letter to complete the word. First, what is this?
v. T: Point to the cow and have students name the picture
vi. S: Students say cow
vii. T: Good, what is this? (second picture)
viii. S :Students say corn
ix. T: Write the starting letter of each word on the line.
x. T: Now, we will write a sentence using one of our words. Does anyone have a sentence idea?
xi. S: Students can volunteer to come up with a sentence or part of one.
xii. T: If no one volunteers, provide ques for the sentence.
xiii. T: Write your sentence on the line on the bottom of the page.
xiv. T: Now point to your sentence with your finger. Let’s read it together.
xv. S: Students choral read the sentence.

Repeat for D and E

d. Independent practice
i. T::Flip to your sound off page for the letter C. Touch the picture and read the sentence underneath. I’ll go first. “
 ii. S: Students touch the picture and read the sentence underneath to themselves.
iii. T: Can you think of other words that begin with this letter sound? Write them on the lines next to the picture
iv. T: If students cannot generate words independently, provide them with pictures or objects as ques
v. S: Students write words that begin with the letter C on the lines

Repeat for D and E

e. Error Correction Procedures

i. T: Teacher says the correct letter sound
ii. T: Teacher models the letter sound in a word (cat)
iii. T: Teacher models letter sound in a word and students echo
iv. S: C sound, cat
v. T: Cat, what’s the beginning letter sound?
vi. S: Students say C sound

Do for D and E if needed

6. Wrap – up
a. Review key concepts/ Check for understanding
i. T: Today we finished C, D, and E! Tomorrow we will move on to F, and G. Everyone did a great job watching me, sitting with their feet on the floor, and
listening.

b. Clean up

Adaptations/Modifications/Accommodations:
Enhancing the worksheets to a larger size for students with sight impairment. Smaller groups for students who need more one-on-one work.

Reinforcement Procedures:
Reinforce 3 behavioral expectation (watch me, feet on the floor, listen), praise for following directions and responding to ques, students check off
letter with a sticker once they have completed it
Daily Evaluation
a. Before lesson: Assess accuracy on 30% of the starting letter sound
b. During lesson: Accuracy on all letters completed during the small group session

Post Evaluation (data-based decision making):

Weekly progress monitoring on completed letters. Progress monitor for 6 weeks before making instructional decisions. If a student hasn’t reached
mastery of a letter, practice one-on-one.
Follow-up Activities:
Go back to letters tomorrow that weren’t met with 100% accuracy
Count up sticker’s gained for letters completed on student’s chart
Practice completed letters for memory refresh
Use listen up sheet to have students listen for specific letter-sounds at the beginning of reach word read
** I attached pictures of the supplies for the letter A, they are similar for C, D, and E