SETON HILL UNIVERSITY
Lesson Plan Template Abridged
Pre-Planning
TOPIC
Name
Subject
Grade Level
Date/Duration
Standards/
anchors/
competencies
PA/Common
Core/Standards
(Plus any others
as may be
required)
Formative
AND/OR
Summative
Assessment
Evidence
Objective
A-B-C-D
Bloom's Taxonomy
Webb's Depth of
Knowledge (DOK)
A Trip to Washington, D.C. Day 2
Michele Morgan
Language Arts
First Grade Autism Support
March 31, 2016
PA Standards
Language Arts First Grade
CC.1.1.1.D - Know and apply grade level phonics and
word analysis skills in decoding words. Identify
common consonant diagraphs, final-e, and common
vowel teams. Decode one and two-syllable words with
common patterns. Read grade level words with
inflectional endings. Read grade-appropriate
irregularly spelled words.
CC.1.1.1.E - Read with accuracy and fluency to support
comprehension: Read on-level text with purpose and
understanding. Read on-level text orally with
accuracy, appropriate rate, and expression on
successive readings. Use context to confirm or selfcorrect word recognition and understanding, rereading
as necessary.
CC.1.2.1.B - Ask and answer questions about key
details in a text.
CC.1.2.1.E - Use various text features and search tools
to locate key facts or information in a text.
Formal Evaluation
The students will be formally evaluated at the end of
the unit week.
Informal Evaluation
The students will be informally evaluated based on
phonics activities, comprehension questions, and
worksheets completed throughout the lesson.
SWBAT
Identify initial consonant blends.
Segment and blend words with the long o sound.
Recognize that oa and ow represent long o.
Spell words with oa and ow.
Answer comprehension questions about the story.
Read high-frequency words.
Identify adjectives that describe size.
CK
Step-by-Step Procedures
RATIONALE for the
Learning Plan
DETAILS
Introduction
Activating Prior Knowledge
Review the sound the letters oa and ow make.
CK
Explicit
Instructions
Big Ideas
Essential
Questions
Lesson Procedure
Must include
adaptations &
accommodations
for students with
special needs
Accommodations,
Modifications
Hook/Lead-In/Anticipatory Set
Tell the student that today we will be reading stories,
practicing blending words, and reading sentences.
Big Idea Statement
Letters have sounds and I can put them together to form
words.
I can answer questions about a story by referring to the
text.
Essential Questions
What letters make the long o sound?
What words can we use to talk about size?
Key Vocabulary
Found, Mouth, Once, Took, Wild
One-on-One Language Arts Lesson (Reading Street Teachers
Manual Page 94A 109B)
1. Read Out of the Ocean by Debra Frasier. While
reading, ask comprehension questions on each page.
Questions asked should relate to the pictures in the
book.
2. Show pages 90-91 in the student reader. Have the
student look at the picture and ask them what they see.
Give the student a sentence to say for their response
(Example: I see a rainbow.).
3. Segment and blend the words on the bottom of page
94C. Have students isolate the initial consonant blends.
In addition, blend the words on page 94D. Write the
words on the whiteboard and identify the blends.
4. Practice reading the words and sentences on page 94
of the student reader.
5. Read Decodable Book 21B Scram. Ask the student
comprehension questions on each page. Give the
student two answer choices on the whiteboard.
6. Segment and blend the long o words on page 95D of
the TM. Reinforce that oa and ow make the long o
sound. Also, practice segmenting and blending the
spelling words on page 95E.
7. Read A Trip to Washington, D.C. on pages 96-109 in
the student reader. Ask the student comprehension
questions on each page that refer to the pictures or the
text.
7. As time permits, complete student activity book
pages 445-448.
Adaptations/Accommodations for Students with Special Needs
Give the student two choices for answering
comprehension questions. Write the choices on the
whiteboard. Vary questions to meet the needs of the
student.
To manage behavior, write WORDS on the whiteboard
and erase a letter if the student is purposefully
Materials
(reading,
technology,
equipment,
supplies, etc.)
Closure
Supervising
teacher
comments and
signature
Teacher
Self-reflection
What
worked?
What would
you
change?
answering incorrectly or not cooperating. Alternatively,
take away part of the stack of vocabulary words the
student will read. The student will read the remaining
words at the end of the lesson.
Reading Street Teachers Manual Pages 94A 113C
Decodable Book 21B Scram
Student Reader Pages 90-91, 94, and 96-109
Student Workbook Pages 445-448
Whiteboard
Dry Erase Marker
Pencil
Summary & Review of the Learning
At the end of the lesson, review student behavior during
the lesson. If there are still vocabulary words remaining,
allow the student to read the words remaining in the
vocabulary word pile. The student will then get ready to
go to stations in the first-grade classroom.
Homework/Assignments
No homework will be assigned.
