ASSURE Model Instructional Plan

Guided Reading Lesson (Focus: blending and building CVC words, recognizing
HFW, and sorting short vowel sounds)
Cacy Goetz
1st
ELA-Small Group
30 minutes
Analyze Learners
1.
2.
3.
4.

5 students
2 males, 3 females
6-7
Characteristics of the class:
o Disabilities:
1 student receives speech services
5 students receive BURST intervention
o Learning Differences
One student still struggles with letter identification, therefore, she needs to
be facing the alphabet to assist with recalling letter sounds when blending.
If the other students in workstations are too rowdy, this group will have a
difficult time focusing on the tasks. It is necessary to manage the noise
level in the classroom.
o Cultural/Ethnic Notes
Two students receive accommodations for ESOL. Their primary language
at home is Spanish, however one speaks English more fluently than the
other. It is important for me to use visuals and speak clearly when
teaching. Asking students to repeat back instructions is also beneficial
when ensuring understanding.
5. Current Knowledge, Prerequisites, and Notes about Learner Attitudes
o In regards to prior knowledge, four of the five students are fluent in letter naming
and recalling letter sounds. They receive intervention for blending words for 30
minutes each day. In addition, they participate in whole group Phonics instruction
with their peers. The students enjoy learning and desire the ability to read, which
makes planning small group lessons an enjoyable task.
6. Learning Styles
o Visual: 50%
o Kinesthetic (Hands On): 50%
State Objectives

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1.
2.
3.
4.
5.
6.

Students will rapidly recall high frequency word flashcards.

Students will rapidly recall letter sound flashcards.
Students will blend CVC words and sort them according to short vowel sound.
Students will listen for phonemes to build CVC words.
Students will correctly dictate words by writing the correct sounds on a whiteboard.
Students will practice skills while reading a book independently as the teacher
monitors and assists.

Select Methods, Media, , and Materials

1. Methods: The repetition of flashcards is strictly verbal and visual, which allows for focus
and an increase of rapid recall. Blending, building, and sorting CVC words provides a visual
and kinesthetic method of teaching. Students are listening, saying, touching, and reading
words. This allows for direct application in the text at the end of the lesson.
2. Media: The media for this lesson is simply written materials, such as a book, flashcards,
and a word sort. The students receive computer game software as supplemental instruction,
as well as Imagine It! blending lines on the projector during phonics. There is a great variety
of media provided throughout the day.
3. Materials: High frequency word flashcards, alphabet flashcards, short vowel word sort,
letters for word building, Reading A-Z book The Zim Zam Man. These materials are all
appropriate and necessary for the lesson. Flashcards are the best material for learning
rapid recognition of HFW, as they are often not decodable and students are expected to
recognize them in various texts.
Utilize Media, Materials, and Methods
1. Preview the materials: I will need to preview the words in the vowel sort to ensure that I
am prepared for the outcome of the sort. I will also need to read carefully through the
book to determine if there are any words that will cause frustration. If so, I will have
those words preselected to blend as a group before giving the book out individually.
2. Prepare the materials: In preparation for this lesson, I will need to put together all of the
books, cut out the word sorting pieces, and be sure that the remaining materials are in
the proper bin.
3. Prepare the environment: This learning takes place at the small group table. The table is
clear of clutter or unnecessary materials, no workstations are in close proximity, and one
student is sitting in a place that has clear access to the letter wall.
4. Prepare the learners: During warm-up, students sit up tall and breath in deeply to get the
oxygen to their brains for reading. This always gets the students engaged. In the event
that this does not work, I would put three flashcards face down in front of each student
and have them flip and read them on the count of three. This would challenge them and
engage them in the task.
5. Provide the learning experiences: The teacher will facilitate the majority of this lesson by
monitoring and guiding students. This will be evident during warm up, short vowel word
sort, and independent reading. Showmanship will be modeled by the teacher when new
information is being taught and/or when blending certain words is being reviewed or

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modeled.

Require Learner Participation

The first five minutes will be spent facilitating flashcards. All students will be held
accountable and will be engaged in learning by implementing the game Around the World, if
necessary. When teaching the skill of blending and sorting, the teacher will use
showmanship to properly model correct blending. Each student will have a turn modeling for
their peers as the teacher. This ensures the engagement and peer evaluation of each
student. The remainder of the lesson, about 15-20 minutes, will be spent facilitating the
word sort and monitoring and adjusting as students read the book.
Evaluate & Revise

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1. Student Performance:
+
(consistent)

^ (developing)

NS (needs
support)

HFW Fluency
Letter Sound
Fluency
Blends CVC words
Builds CVC words
Dictates CVC
words
Applies skills to
reading
2. Media Effectiveness:
As the students are reading or playing a game, I take notes regarding the validity of
each source. Sometimes, we come across a book that has more rule breaker words
than not, often invalidating the resource for a particular lesson. Most times,
consistent resources and media are used and evaluation is not necessary.
3. Instructor Performance:
I will take notes on each students performance, which will hold me accountable for
properly facilitating the lesson. Instructional coaches and administration will conduct
routine walkthroughs. During these times, they are looking for my apparent
knowledge of the subject, student engagement, and management. The expectation is
that I provide opportunities for all students to properly engage and put forth effort.
Walkthrough rubrics are followed and placed in our mailbox upon completion.

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