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UEC Lesson Plan

Practicum Student: Alaizhia Clark___________ Mentor Teacher: _____Mrs. Kates_____________

Practicum Supervisor: ____Brittany LaBelle__________ Date: __February 20th, 2019_______

Grade: ____1st ___ Subject: ____Reading______ Topic: ___Sight Words

1. Learning Objectives

What standards (national or state) is this lesson targeting? (FEAP 1a)

(The standard(s) provides your ultimate learning goal your students are working towards.)

LAFS.1.L.3.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1
reading and content, choosing flexibly from an array of strategies.
a. Use sentence-level context as a clue to the meaning of a word or phrase.
b. Use frequently occurring affixes as a clue to the meaning of a word.
c. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).

What are your objectives for student learning in this lesson? (FEAP 1c)
(What do you intend students to learn? What will students be able to do as a result of this lesson? Be sure to think
through how it relates to the standards/learning objectives. Be sure your objective is measurable (i.e., what you will see
or hear the students do) to guide your evaluation. (TIP: Avoid the use of words like identify, know, understand, and
recognize because these are not actions we can see or hear students do. In addition, completing a worksheet is not a
sufficient objective in the absence of a criterion for the students’ performance.)

Objective(s) What assessment/data tell you the students need to

The students will… learn this objective (pre-test/exit card/homework
etc.)? (FEAP 1d, 1e)

Identify the sight words in 10 sentences. Students have been introduced to numerous sight
words throughout the school year.
Correctly write the word into Elkonin boxes to Students have been developing phonological
distinguish between the sounds. awareness throughout the school year.

2. Evaluation/Assessment (FEAP 1d, 1e, 4d, 5b)

How will you evaluate the effectiveness of your lesson?

(Be sure your assessments DIRECTLY align with the stated objectives and will enable you to determine future instructional
needs for ALL students).

Copyright 2019 Anita Zucker Center for Excellence in Early Childhood Studies & Unified Early Childhood Program, University of 1
Florida. Do not adapt or distribute without permission.

Informal and/or formative assessment:
“Checking for Understanding” during the lesson
During the lesson, students will be shown flashcards of
sight words and be able to identify the word.
Formal and/or summative assessment (if appropriate)
after the lesson:
Who learned what as a result of the lesson?
Collecting data by keeping tally marks of how many
words the students identify and distinguish sounds
correctly.
3. Content Knowledge (FEAP 1b, 1f, 2d)
What is the underlying content knowledge that you will help the students to understand?
Content taught in this lesson
This lesson supports how to recognize sight words in a
sentence and distinguish different sounds within the
word.
Planning for Individual Needs and Differentiated Learning
Difficult pieces/concepts of the content covered
Breaking down the sounds into separate boxes.
Advanced pieces/next steps of the content covered
Understanding the difference between blends and
digraphs when separating into Elkonin boxes.
4. Student Grouping (FEAP 2b)
How will you group students for instruction? (whole
group, small group, etc.)
The students will be grouped in small groups based on
the reading ability levels my mentor teacher has
established.
How will you establish rules or behavior expectations
to facilitate student learning in your planned lesson?
Copyright 2019 Anita Zucker Center for Excellence in Early Childhood Studies & Unified Early Childhood Program, University of
Florida. Do not adapt or distribute without permission.
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For which students will you provide differentiated or
individualized supports? Why? and How?
“Kalen” will be given extra wait time to adhere to the
accommodations in his IEP.
For which students will you provide modifications or
accommodations? Why? and How?
I will say the sounds with “Amanda” to guide her
identification of parts of the word because she
struggles with writing words into Elkonin boxes.
How is this content connected to prior and future
lessons?
In prior lessons, the students were counting the
sounds in words with their fingers.
How will you remediate/ clarify/ scaffold for those
who need additional support?
I will count the sounds on my finger with the students
who need help.
How will you challenge or provide enrichment for
those who need more advanced content?
I will ask the students why the blends are separated
and why the digraphs are not.
Rationale (How will this delivery format or student
grouping facilitate learning?)
This will allow the students to work together with their
peers who are not too advanced or not on level with
them.
Rationale (How will establishing rules or behavior
expectations facilitate learning?)
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I will explain the instructions to the students at the This will facilitate learning because students will know
beginning of the small group activity. I will remind what is expected of them.
students of the expectations when necessary.

5. What will be the role of the mentor teacher During the Lesson (e.g. co-teaching, monitoring, etc.)

The mentor teacher will be observing me as I teach the lesson and monitoring behavior.

6. Activities
*There should be clear alignment between your activities, your objectives, your evaluation strategies, and your methods
and grouping.

Be sure your outline of activities includes each of the following that is appropriate as these do show up in the FEAPS
for lesson planning:
 description of the teaching method (e.g. direct instruction; cooperative learning groups) and the specific
activity(ies) planned (FEAP 2f)
-Small group instruction
-Three rotation groups based on ability starting with the middle group (chipmunks, red wolves, bobcats)
-Students will identify the sight word in the sentence on the flashcard
-Students will read, spell, read the word
-Students will count the number of sounds and draw the appropriate number of Elkonin boxes
-Students will write the word into their Elkonin boxes
-Students will write the words three more times
 key questions you will ask during the lesson (including some higher order questions) (FEAP 3b, 3f)
-What are Elkonin boxes used for?
-Why are the b and l separate in “Blue?” (and other blends)
-Why are these combinations (digraphs) in one box together?
 how you will differentiate content, process, and/or products for diverse learners (FEAP 3h)
-Hands on learners: drawing the boxes and writing the words on the table with a dry erase marker
-Visual learners: modeling what is expected prior to doing the activity
 how you will you use technology to help students achieve the objective (FEAP 3g)
-N/A
 accommodations you will make, for whom, and why (FEAP 2h, 3c, 3d)
-“Kalen” will be given extra wait time to adhere to the accommodations in his IEP.
- I will say the sounds with “Amanda” to guide her identification of parts of the word because she struggles with
writing words into Elkonin boxes.
 strategies you will use to maximize student engagement (FEAP 3a)
-Randomly choose students to answer questions throughout the lesson

Include bulleted narrative here if the bulleted items above are not visible in your activities plan
on the next page.

Opening of the Lesson: (FEAP 2a, 2e, 3e)

*Be sure to include how you will make the content relevant (connect to real life/authentic experiences/prior experiences
or lessons)?

Copyright 2019 Anita Zucker Center for Excellence in Early Childhood Studies & Unified Early Childhood Program, University of 3
Florida. Do not adapt or distribute without permission.
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Planned Time I will… Students will…

(Duration) *include language you plan to use (e.g.,
specific questioning, statements,
vocabulary, scaffolding or mediation
techniques, etc.)
5 minutes “Good morning group, we are going to be Respond to review questions.
reviewing our sight words!”
“Take a moment to think about what a
sight word is.”
“______ can you tell the group what a
sight word is?”
5 minutes “Great explanation of a sight word! We Students will respond to the review
will be identifying sight words and question.
counting the sounds in the words! When
we count the words we will be separating
them into our Elkonin boxes.”
“You have used Elkonin boxes before,
what are Elkonin boxes?”

Materials needed:
-small whiteboard
-dry erase markers
-erasers
Main activity or activities within the Lesson: (FEAP 2c, 2e, 2g, 2h, 2i)
Time Allowed I will… Students will…
*include language you plan to use (e.g.,
specific questioning, statements,
vocabulary, scaffolding or mediation
techniques, etc.) in addition to informal or
formative assessment
5 minutes “Before we get started, I want everyone Students will pretend to put on a thinking
to put their thinking caps on!” cap.

“Now that we have our thinking caps on,

we will begin the activity. I will do a
couple for you, then you will do some on
your own. Our first sentence is
___________________.”

“The sight word in this sentence is

_____.”

“I am going to write my word, and read it

again. Then I will count the number of
sounds the word has.”

“This word has _____ sounds. Count

them with me.”
Copyright 2019 Anita Zucker Center for Excellence in Early Childhood Studies & Unified Early Childhood Program, University of 4
Florida. Do not adapt or distribute without permission.
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“Now I will separate these sounds into my

Elkonin boxes.”

(Repeat two times)

15 minutes “I want you all to read the sentences on Students will read the sentence on the
the flashcard I hold up.” flashcards and identify the sight word in
“After you read it, I want you to identify the sentence.
the sight word in the sentence.”

“Write the sight word on the table in Students will write the sight word,
front of you, then count the sounds.” separate the sounds, and then write the
word three more times.
“Each sound should be separated into
one box like I showed you in the
examples. Then write the word three
more times.”

“Why are these letters separated or not

separated with boxes?” (with blends and
digraphs)

(repeat with all ability groups)

Materials needed:
-small whiteboard
-sight word flashcards
-dry erase markers
-erasers
Closing the Lesson: (FEAP 2e, 4c)
Time Allowed I will… Students will…
*include language you plan to use (e.g.,
specific questioning, statements,
vocabulary, scaffolding or mediation
techniques, etc.) to review/ summarize
lesson content including assessment
5 minutes “You all have just identified ten sight Students will answer questions about the
words! Let’s review, what was our first step steps we took during the lesson.
during this activity?”

“That’s correct, first we had to identify the

sight word in the sentence. What happened
next?”

“Great job remembering the steps! Then

we wrote the word and counted the
sounds. You all have used your thinking
caps well, and you can return to your
stations!”
Materials needed:
Copyright 2019 Anita Zucker Center for Excellence in Early Childhood Studies & Unified Early Childhood Program, University of 5
Florida. Do not adapt or distribute without permission.
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Lesson Plan Review: Student Rating

Practicum Student: ________Alaizhia Clark_____________ Mentor Teacher: ___Mrs. Kates________________

Practicum Supervisor: _____Brittany LaBelle________ Date: ____February 20th _____

Grade: __1st____ Subject: _____Reading____ Topic: ____Sight Words__________

After completing the lesson plan, indicate whether or not your lesson plan addressed each FEAP.
FEAP Yes No N/A
1. I included a lesson objective aligned with National or state standards 1a, 1c x
aligned with the learning objective.

2. I developed a coherent plan that builds on prior lessons, activities, and 1b,1d,1e x
pre-assessment data.

3. I developed a plan to connect the lesson content to students’ prior 1f, x

knowledge and experiences during the “opening” of the lesson and
throughout the “main activity.” 2a-2g, 3e

4. I developed a plan to check for students’ understanding during the lesson. 4d, 5b x

5. I developed a plan to evaluate or assess children’s learning as a result of 1d, 1e, 4c x

their participation in the lesson.

6. I stated behavior expectations in my lesson for how I want students to use 2b x

materials, engage with peers, and transition from one location or grouping
(e.g., whole group to small group) to another. (i.e., I know what I will say
when I provide directions).

7. I stated the questions I plan to use to facilitate student learning and 2f, 3a, 3b, x
engagement in my lesson plan and selected two or more ways children will 3f
have an opportunities to respond (e.g., verbally, written, thumbs up,
buddy talk).

8. I stated how I would use technology during my lesson to facilitate student 2f, 3a, 3b, x
learning and engagement. 3f, 3g

9. I stated how I would individualize (i.e., accommodations and 2h, 2i, 3c, x
modifications) and differentiate instruction for children who require more 3d, 3h
support or enrichment activities.

Practicum supervisor will also complete rating when providing feedback to the practicum student. Practicum supervisor
will inform any disagreements on ratings between practicum supervisor and the practicum student. When submitting
the revised lesson plan to the practicum supervisor, practicum student will provide explanation or rationale on how the
revised lesson plan addressed the FEAPs in the lesson plan.
Copyright 2019 Anita Zucker Center for Excellence in Early Childhood Studies & Unified Early Childhood Program, University of 6
Florida. Do not adapt or distribute without permission.