EDUC 330/EDUC 347

Lesson Planning
Accessible Instructional Design

Lesson Title: Families Together Day 1

Part I Unit/Big Idea

Part I. Unit/Big Idea
What is the Big Idea (of the Unit/month, etc.)?
Families Together

How does this Unit address students IEP/PCP?

Blue Group:
S Will read words from the primer, first grade and second grade Dolch
list. Read CVC words using all short vowel sounds.
Aa Decode CVC words and read pre-primer and primer sight words. 90%
Dolch words. 80% 1st-3rd grade words.
K Read sight words from the dolch list through 3 rd grade. Identify the
main idea and two supporting details.
C Recognize and decode CVC words with blends (l, r, s), digraphs (th, sh,
ch, tch) and CVCe words.
S Read sight words from the dolch list through 3 rd grade. Decode CVCe
words. Identify the main idea with up to two supporting details. Will
identify characters and setting.

The Learner Will (your objectives):

Read high-frequency words here, my to
Practice reading fluency with oral reading and rereading of Lets Find
Out: Families Together
Build concepts and oral vocabulary: chore, cooperation, household, rule
Answer comprehension questions using evidence from the text.

Connection to Standards (Common Core, GLCES, Extended GLCES)

First Grade:
CCSS.ELA-LITERACY.RL.1.1
Ask and answer questions about key details in a text.
CCSS.ELA-LITERACY.RL.1.2
Retell stories, including key details, and demonstrate understanding of their central message or
lesson.
CCSS.ELA-LITERACY.RL.1.3
Describe characters, settings, and major events in a story, using key details.
CCSS.ELA-LITERACY.RL.1.7
Use illustrations and details in a story to describe its characters, setting, or events.

Kindergarten:
CCSS.ELA-LITERACY.RL.K.10
Actively engage in group reading activities with purpose and understanding.

Part IIa Lesson

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 EDUC 330/EDUC 347
Lesson Planning
Accessible Instructional Design

Content Description
Lesson: This lesson begins the weeklong reading unit,
What is taught? Families Together. The students will read a story
Concept to be learned? called, Lets Find Out: Families Together. I will try
What is the point? to enhance the students comprehension by doing a
picture walk and asking lots of questions. I will build
Objective to be reached.
the students fluency by having them re-read the
story. I will also introduce key vocabulary: chore,
cooperation, household, and rule.

Accessible Instruction Teacher Student Response

Methods/Strategies
Engagement: Engage students in Students share who is
Accounting for Interest the conversation in their family.
and Commitment about families by
Provides way to asking the students
Internalize who is in their family?
Plan for Motivation Explain that this week
Affective Network we will be learning
about families and
things that families do
together.
Process/Recognition: Begin by introducing
How the lesson is key vocabulary.
received. Some families do
Mode of reception. chores together. A
Recognition Network chore is a job. Say,
chore. Students share chores
In my family, we walk that they do with their
the dog together as a families.
chore. Tell me about a
chore that you do Students say
with your family? cooperation
Some chores take
cooperation to
complete.
Cooperation means
working together.
Say, cooperation.
It takes cooperation Students say
for us to clean up the household
classroom at the end
of the day.
Another word for

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EDUC 330/EDUC 347
Lesson Planning
Accessible Instructional Design

where families live is Students share how

household. Your many people live in
household is your their households.
home and what Students share a rule
happens in it. Say, that they have in their
household. family.
How many people are
in your household?
Many families make
rules to keep people
safe. A rule tells you
house you should act.
We have rules in our Students repeat after
classroom that keep the teacher to say the
us safe and help our words.
classroom work. What
is one rule that you
have in your family?
Say each of the words
while pointing to
them on the board.
Have the students
repeat after you. Mom, dad, daughter.
Looking at a map.
Have the students
turn to page 6. Read Answers vary.
the title of the book.
Take a picture walk. A trip
P.6-7 How is in the
family on these
pages? What are they Mom, brother, sister
looking at?
What do you know Washing dishes
about maps? Pots, pans, lids
What do you think
this family is planning They dry the dishes
together?
P. 8-9 Who is in this
family?
What are they doing?
What else are they Dad, son, dog
washing?
How do the brother Playing
and sister help?
It takes cooperation
to run a household, Read the story with

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 EDUC 330/EDUC 347
Lesson Planning
Accessible Instructional Design

doesnt it? the teacher.

P. 10-11 Who is in
this family?
What do you think
they are doing
together?

Have the students

read aloud with you.

(If there is time, have the

students read the story
aloud one or two more
times. The third time
through, have the
students read the story
on their own in whisper
voices).

Product/Strategic: Ask the students:

How learning is shown. o What did you Answers vary. Need
Interaction with the learn about to relate to the story
concept. what though.
Mode of expression households do
Strategic Network together?
o Which family The one doing dishes.
used
cooperation to
help each other
with chores? Answers vary.
o What are the
rules when you
play together?

Part IIb Lesson

Content ND Accommodations and Modifications
Lesson: AC
MEM
Size
What is taught? O:SP
Concept to be O:TS
HOT
learned? NMF Difficulty
What is the point? LAN
Objective to be G
SOC
reached.
Alternate Goals
S should work on participation, positive attitude, and asking
for help.

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 EDUC 330/EDUC 347
Lesson Planning
Accessible Instructional Design

Substitute Curriculum

Accessible ND Accommodations and Modifications

Instruction
Engagement: AC
MEM
Environment
Accounting for O:SP Seat Aa and C close to teacher in order to help her stay on task.
Interest, O:TS
Commitment HOT
NMF
Affective Network LAN
Interest G
SOC
Effort/Regulation
Process/Recogni AC
ME
Input
tion: M Provide lots of examples when teaching vocabulary. Use the
How the lesson is O:SP vocabulary in sentences. Provide visuals when possible.
O:TS
received.
Mode of reception.
HOT
NMF
Level of Support
Recognition LAN C requires more prompts to be able to sound out the words.
G Start with the least amount of support for all and move to more
Network
Perception
SOC support if necessary.
Scaffolding comprehension questions for S using sentence framing.
Language &
Symbols Time
Comprehension

Participation
All students should participate by taking turns reading and
answering questions. Aa will raise her hand often, but be sure to
call on others.
Product/Strategi AC
MEM
Time
c: O:SP
How learning is O:TS
HOT
shown. NMF
Interaction with the LAN
Output
G Learning shown through discussion.
concept.
SOC
Mode of expression
Production Network Format
Action
Expression
Executive
Function

Part III Lesson

Closure
Time Parts Teacher Activity Student Activity
Closure Have students clean up
Assessm their space and move to
ent the next station.

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EDUC 330/EDUC 347
Lesson Planning
Accessible Instructional Design