1. Topic-
2. Content-
literacy--phonics, phonemic awareness, comprehension, vocabulary and fluency.
3. Goals: Aims/Outcomes-
I want all of my students to learn their weekly spelling words, learn their high frequency words, to do well on their weekly story test, be able to read and comprehend the story of the week.
4. Objectives-
To improve comprehension, the story of the week will be read to and by the student daily, the high frequency and sight words will be discussed daily, phonemic awareness drills will be done daily, worksheets to improve phonics will be done as needed, and vocabulary will be discussed when a word comes up that is not understood.
5. Materials and Aids-
worksheets, letters to form words that correlate with the sound/s of the week, HF and Spelling lists, decodables, the Story of the week, etc.
6. Procedures/Methods-

A. Introduction-

1.Direct instruction will be given daily for the first 40 minutes of class. When Eric comes in daily, he will pull group 4 and 3 alternately and do a mini lesson with direct instruction of phonemic awareness drills, then do a quick review of the high frequency words and spelling words (group 4 only needs a review on Monday, no other day, group 3 does every time), then start/maybe finish a short comprehension worksheets. He will pull group 4 on Monday, 3 on Tuesday, 4 on Wednesday and 3 on Thursday. I will send a list of our upcoming words for next week to everyone each Friday. Kelly will pull group 2 every Monday and introduce the story of the week. I will have the materials you will need to discuss with them ready for Kelly each week when he comes in. It is scripted, so it is easy. If time allows do a beginning, middle and end with them. Fold the paper in thirds and put B, M and E on each section and have students write a sentence and draw a picture for B, M and E. On Monday, Sue will pull group 1 and will review the week's spelling words and high frequency words. Play a game and have the kids draw a card, say the word and then use the word in a sentence for comprehension. Then she will review the phonemic awareness drills I did earlier with group 1. On Tuesday, Sue will pull group 2, review the spelling words and high frequency words like she did with group 1 on Monday, then she will read the story of the week with them doing a round robin. Ask questions at the end of each two pages for comprehension. On Wednesday, Sue will pull group 3 and review the HF and Spelling words like Monday and Tuesday. Next, she will have children build words, segment them and write them. She will make sure they do all the steps. I will provide her with the words that will be built. They can reread the store of the week when they finish. On Thursday, group 4 will be pulled. She will have them build words like group 3 did on Wednesday. She will quickly review the Story of the week with them, have them do a B, M, E with them. They can reread the story of the week when they finish. On Friday, pull all kids and test them on the high frequency words of the week. I will have a place for you to record their scores and the words they miss. Chris pulls group 1 on the 1st and 3rd Wednesday of the month. She really focusses on vowel sounds with them. I have game boards for them to do to differentiate the sounds. They put the correct vowel sound on the board. On the 2nd Wed, she pulls the Greens and tests them in Decibels On the 4th Wed, if needed, she pulls the Red kids and tests them. If she is not needed the fourth Wednesday, she will pull group 1 and focus on vowels.

B. Development-

Direct instruction will be given by myself the first 40 minutes of the day and in small groups by my self and my pushin help.

C. Practice-

I will monitor their activities in small group.

E. Accommodations (Differentiated Instruction)-

Leveled readers, small groups based on specific skills, diff expectations, diff worksheets, etc. More direct instruction for some kids.

Checking for understanding-

1.Friday tests will check understanding of HF words and spelling words. Daily readings with me will check for comprehension and fluency and vocabulary. Direct phonemic awareness instruction drills will check for phonemic awareness. Worksheets will check phonics. All small groups with myself and my pushin help will address the areas each group needs to focus on.


I will change plans as needed. I feel that focusing on different groups daily will allow me to know and address all of my students needs.
7. Evaluation-
Progress will me measured by my weekly assessments and Dibel scores monthly.

This Lesson Plan is available at (www.teacherjet.com)