Dosch Lesson Plan 1

 

Reading Lesson Plan # 1 Rationale (What evidence do you have that your focus students need to learn this skill/strategy?): These students do not have experience working with the /u/ sound because it will be formally introduced to them 2 days before I teach my mini lesson so they need as much practice as they can get. Objective for this lesson (performance, condition, criteria): For this lesson, I want the students to be able to recognize the /u/ sound in the beginning and middle of words, discriminate between /u/ and /i/ sounds in words, and come up with words that start with the letter u with ease. Materials & supplies needed: /u/ sound button, letter tiles, Uu letter card

Procedures and approximate time allocated for each event  • Introduction to the lesson  For the introduction, I will tell the students that the purpose of the lesson is to get practice with the /u/ sound by learning how to differentiate it with the /i/ sound and also how to listen for the /u/ sound when it is in the middle of a word. Then I will tell them that to do this, we will first play a game. (1 minute)  • OUTLINE of key events during the lesson  I will have the students sit in a circle and one student will have the /u/ sound button, and that person is “it”. The game is similar to Duck Duck Goose, where the “it” child walks around the circle and picks the new Goose. To pick the next person to be “it”, the student must have the button placed behind them. Before they stand up, they have to come up with a word that has either the /u/ sound in it or the /i/ sound in it, depending on which side is facing up when they pick it up behind them. Once each child gets a chance to do a word and be “it”, I will move on to the next activity. After this game we will do word work with the letter tiles. I will have the students first give me a thumbs up on thumbs down if they hear the /u/ sound in a few words, such as uncle, down, up, ditch, under. Then, we will use the letter tiles to make the word “hug”. We will sound it out together by first sounding it out and then blending it. Then we will spell other words in that family, such as mug, tug, jug.  (12 minutes) • Closing summary for the lesson) I will bring closure to the lesson by congratulating the students on their hard work, and tell them that they will be working with the /u/ sound much more in their reading and writing, so the more they practice the better! I will also tell them that knowing their letters and their letter sounds will help them become super readers and writers. (2 minutes) Ongoing-Assessment: At the end of every two-week unit, the students are tested on their sight words, fluency, and phonemic awareness. This will be a perfect assessment to tell whether or not the students learned anything from my mini-lesson. Also, my MT reviews letters and letter sounds with the students at least once a day, so that will give them added practice as well.

Adaptations: Based on what you know about your focus students, what Academic, Social and/or Linguistic Support will be needed during the lesson?