Reading Lesson Plan #1

Reading Lesson Plan # _1__ Rationale: After speaking with my MT she told me that Caleigh and Zee needed more help in the area of word identification and recognition. I had seen this in class when they read to me(they read me their books weekly). Objective for this lesson: o   Performance: The students will be expected to say the word and use the word in a sentence. o   Conditions: The students will do this when they choose what dot to put that body part on when I spin the board (it will give a color and the body part). They will say the word and say the sentence after they choose and look at the word. o   Criterion: The student needs to attempt to read the word and use it in a sentence to be acceptable. However, in order to fulfill that word on the checklist, the child needs to read it correctly and use it correctly. Materials & supplies needed: Twister mat with words on each dot, spinner and checklist (Lesson adapted from: http://www.momto2poshlildivas.com/2011/11/learning-through-play-sight-word.html)

Procedures and approximate time allocated for each event  • Introduction to the lesson   “Today we are going to play a game to help us recognize and identify words. These words you will be reading, hearing and learning about in future lessons in school. (_3__ minutes)  • OUTLINE of key events during the lesson Have you ever played the game Twister? It is a game where one person, who will be me, spins a spinner and the spinner will land on a color and a body part. The other people, you two, will put their body part on that color dot. In this game when you put your body part on the dot you will tell recognize a word by reading me the word and will identify the word by using it in a sentence or defining it. When we are finished with that, I will spin again and you will keep that body part on that dot till I spin that body part again. I will next call out the next body part and color I land on, you will read the word and define it/use it in a sentence and repeat till we all have used all the words or someone falls down. You may get your body all tangled up! I am wondering who is going to stay up the longest on the mat! Make sure you are reading the words right and using them correctly! Let’s begin. Caleigh start on one side and Zee on the other”. I will continue to let them play this game for about 20 minutes or until they use all of the words.  (_25__ minutes) • Closing summary for the lesson  I will end the lesson by saying, “We learned how to recognize and identify words today through the game Twister. What new words did you learn to recognize and identify? How did you learn to say them if you did not know how to? You will see these words in books you read and Bible lesson Mrs. M teaches you. What was the hardest part of this game? Later today when you are reading to me you will need to recognize words like you did during the game, remember the strategies we used”. (_4__ minutes) Ongoing-Assessment: For my assessment I made a checklist (attached). The first column has words, the next column has a spot where I will write if the child read the word correctly or not and the last column is a spot to write if the children used the word correctly in a sentence or define it correctly. This gives me a clear idea of what the child knows or learned through this lesson and what they still need to work on.

Adaptations: Based on what you know about your focus students, what Academic, Social and/or Linguistic Support will be needed during the lesson? I will keep repeating the directions throughout the lesson. These students struggle with remembering the directions in class when working on different lessons. It will be important for me to keep repeating the directions till they get the hang of it (I am thinking halfway through my lesson).

Assessment:
Word	Did he/she say the word correctly?	Did he/she use the word in a correct sentence/define it correctly?