USF Elementary Education Lesson Plan Template (S 2014)

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Grade Level Being Taught: Subject/Content:

Name:
Group
Size:

Date of Lesson:

Lesson Content
What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)

LAFS.K.RF.1.1 - Demonstrate understanding of the organization and basic features of print.

a. Follow words from left to right, top to bottom, and page by page.
b. Recognize that spoken words are represented in written language by specific sequences of letters.
c. Understand that words are separated by spaces in print.
d. Recognize and name all upper- and lowercase letters of the alphabet.
LAFS.K.RF.2.2 - Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
a. Recognize and produce rhyming words.
b. Count, pronounce, blend, and segment syllables in spoken words.
c. Blend and segment onsets and rimes of single-syllable spoken words.
d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme
(consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)
e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
LAFS.K.RF.3.3 - 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 or
many of the most frequent sound for each consonant.

USF Elementary Education Lesson Plan Template (S 2014)

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Grade Level Being Taught: Subject/Content:

Name:
Group
Size:

Date of Lesson:

b. Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.
c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
LAFS.K.RF.4.4 - Read emergent-reader texts with purpose and understanding.
LAFS.K.SL.1.1 - Participate in collaborative conversations with diverse partners about kindergarten topics and
texts with peers and adults in small and larger groups.
a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the
topics and texts under discussion).

b. Continue a conversation through multiple exchanges.

LAFS.K.RL.1.1 - With prompting and support, ask and answer questions about key details in a text.

Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)

Yellow Group 1
How does knowing the beginning, middle, and end of a story help us understand the
story better?
Yellow Group 2
How does knowing the beginning, middle, and end of a story help us understand the
story better?

USF Elementary Education Lesson Plan Template (S 2014)

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Grade Level Being Taught: Subject/Content:

Objectives- What are you

teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written
in the past or present tense,
A: the student B: will be able
to re-write the sentence in
future tense D: with no errors
in tense or tense contradiction
(i.e., I will see her
yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)
Rationale
Address the following
questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it
this way?
Why is it important for
students to learn this
concept?

Name:
Group
Size:

Date of Lesson:

Yellow group 1
When given a 3B reading level book the students will be able to read the whole book with
a 90% degree of mastery.
Yellow group 2
When given a 4C reading level book the students will be able to read the whole book with
a 90% degree of mastery.

This objective is being taught because students need to understand the concepts of
print. Students also need to know that sequence of events helps students them to
comprehend what they are reading. This lesson fits into the larger scheme of
comprehension.

USF Elementary Education Lesson Plan Template (S 2014)

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Grade Level Being Taught: Subject/Content:
Evaluation Plan- How will
you know students have
mastered your objectives?
Address the following:
What formative evidence
will you use to document
student learning during
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?

Name:
Group
Size:

Date of Lesson:

Formative- Question and answering techniques will be implemented to see what students do and do not
understand.
Summarize- the following day a running record will be given to see if student s have meet the
objective.

What Content Knowledge

is necessary for a teacher
to teach this material?

Teacher must know the beginning, middle, and end of the story.

What background
knowledge is necessary for
a student to successfully
meet these objectives?

To ensure students previous knowledge I will give a running record at the level they. My learners
consistent of one retention students and ELL learner in yellow group one and one ELL and one new
student in yellow group two.

How will you ensure

students have this

Yellow group 1
This group consists of three students, one male who has been retained, one male who is an ELL
learner, and one female student, they are not on level however, they should be. These students do not

USF Elementary Education Lesson Plan Template (S 2014)

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Grade Level Being Taught: Subject/Content:
previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this
content?

What misconceptions
might students have about
this content?

Name:
Group
Size:

Date of Lesson:

know many of their sight words. They are only on list two. They also have trouble sounding out words.
They tend to guess instead of sounding it out. These students also need to review beginning, middle,
and end. I know this because we recently have been working on sequence and they were preforming
with about 60% accuracy.
Yellow group 2
This group consists of four students. Three females and one male. One female is new to our classroom
she has only been here about two weeks. Another female student is absent frequently. The male student
is an ELL learner. These students are better about sounding out their words. However, they need to
work on their intonation. These students also need to review beginning, middle, and end. I know this
because we recently have been working on sequence and they were preforming with about 85%
accuracy.

Students might mix up setting and character.

Lesson Implementation
Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided
release, 5 Es, direct

Small group- small group is being implemented for guided reading so that way
the students get instruction based on their needs. The students are very diverse
in their reading needs. Some students are still learning their letter names and
sounds and some students are reading at a first grade reading level. These small

USF Elementary Education Lesson Plan Template (S 2014)

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Grade Level Being Taught: Subject/Content:

Name:
Group
Size:

Date of Lesson:

instruction, lecture,
demonstration, partner word,
etc.)

groups are allow instruction based on thei r learning needs.

Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)

Time

Where applicable, be sure to

address the following:
What Higher Order
Thinking (H.O.T.) questions
will you ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students
transition between
activities?
What will you as the
teacher do?
What will the students do?
What student data will be
collected during each

Who is
responsibl
e (Teacher
or
Students)?

Each content area may require a different step-by-step format. Use

whichever plan is appropriate for the content taught in this lesson.
For example, in science, you would detail the 5 Es here
(Engage/Encountering the Idea; Exploring the Idea;
Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).
Yellow group 2
Students will come to guided reading table after specials. Directions
to do this will be given when students are getting bathroom and
drink on their way back to specials.
Pass out sight words. Remind students that there is no talking when
a student is being tested.
Pass out book. Test C.S. using a running record.
When finished pass out books to remaining students and listen for
accuracy.
Before we get started with our new book lets review our MAC
What is our movement?
What is our activity?
How should our books be placed?
What is our conversation level?

USF Elementary Education Lesson Plan Template (S 2014)

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Grade Level Being Taught: Subject/Content:
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?

Name:
Group
Size:

Date of Lesson:

Pass out new book. After our picture walk and our first read we are
going to play a short game.
First lets read the title.
What do we think this book will be about?
Now lets start our picture walk.
Do we still think it will be about.
Lets find out. Start reading.
For this game we will spin a spinner and you will have to answer
about the characters, setting, or beginning, middle, or end.
Everyone will have the opportunity to spin and if someone already
spun that question you have to spin again.
Yellow Group 2
Before we get started lets review our MAC
What is our movement?
What is our activity?
How should our books be placed?
What is our conversation level?
No one is getting tested today because are not finished with this
book. We are going to play a game today then we will test tomorrow
on this book.
Pass out book.
Lets read the book again to remind ourselves what this book is
about
Okay lets read the title. Everyone finger on the first word ready
begin.

USF Elementary Education Lesson Plan Template (S 2014)

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Grade Level Being Taught: Subject/Content:

What will you do if

Name:
Group
Size:

Date of Lesson:

a student struggles with the content?

If a student struggles with the content we will review the anchor charts for characters,
setting, beginning, middle, and end.

What will you do if

a student masters the content quickly?

If the students master the content quickly we will also discuss the

Meeting your students

needs as people and as
learners

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
We are currently learning about butterflies and we have several caterpillars in
the classroom. They are very interested in how they change from a caterpillar
to a butterfly.
If applicable, how does this lesson connect to/reflect the local community?
This reflects the local community because there are several different
butterflies in the local community.
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
Students will be placed in a different reading group

USF Elementary Education Lesson Plan Template (S 2014)

____________________________________
Grade Level Being Taught: Subject/Content:

Name:
Group
Size:

Date of Lesson:

How will you differentiate instruction for students who need additional
language support?
Students will be placed in a different reading group.
Accommodations (If
needed)
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)

M.P. is frequently absent to accommodate her I will allow for time after all three groups
to review the previous book and new book.

Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)

4c reading level book

3b reading level book
Character spin wheel
Candy
CT
Pete the Cat and His White Shoes By James Dean and Audio Recording
Personal Library
Computers
Writing Journals
Word work centers: sight word lists, clothespins with letters, markers dice, legos with
word families written on them

USF Observation 3
Reflection

USF Elementary Education Lesson Plan Template (S 2014)

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Grade Level Being Taught: Subject/Content:

Name:
Group
Size:

Date of Lesson:

Guided Reading
This guided reading lesson helped me see that some students need to be challenged more and that some were struggling with the
content. The students that needed to be challenged finished more quickly than the students that were struggling. Typically, after I have
finished conducting a running record I have all the students read the book before we move onto our next book. However, this time a
student who was absent the previous day was struggling to read the book. Thus, it was taking her a longer time to finish reading, which led
to talking (5:30) from other students in the group. When I am conducting the running record I have the other students practice their sight
words. Usually, when we read the book together after the running record they all finish the book within a couple of seconds of each other.
When I noticed that the students were starting to get chatty I should have passed out the sight word cards again to allow the other student
to finish. The positive about this was that I was able to modify the reading groups so each student was placed in a group where they could
be more successful.