Name: Melissa Heiseler Grade Level: 1st

EDR 317/318 Lesson Plan Template for SLO

October 17th
Lesson Day
This lesson will support the overall learning goal of word
How will this lesson support the learning goal? recognition/spelling
(1c: Setting Instructional Outcomes)

Objective(s) The students will be able to orally spell the weekly five spelling words
(1c: Setting Instructional Outcomes) (at, be, this, have, from)

Taking the learning goal into consideration, what is the The students will be able to stretch out the sounds of given words that
objective(s) of this lesson that will support progress toward satisfy the weekly word families (-ad, -ed, -id, -od, -ud), accurately spell
the learning goal. the given words, and place the given words in the appropriate word
family category. Students will also be able to brainstorm more words
Objectives should be learner focused (not what the teacher that fit with this weeks word families.
will do or accomplish), observable (use verbs that can be
measured), and target a specific outcome. Please refer to
the SLO User Guide for the ABCD method or I CAN
statements that can be used as a guide.
PA Standards
www.Pdesas.org/Standard/view or Standard - CC.1.1.1.C
https://www.pdesas.org/Page?pageId=11 Count, pronounce, blend, and segment syllables in spoken and
written words. Orally produce single-syllable words, including
consonant blends and digraphs. Isolate and pronounce initial,
medial vowel, and final sounds (phonemes) in spoken single-
syllable words. Add or substitute individual sounds (phonemes) in
one-syllable words to make new words.

ISTE Standards (if applicable) N/A

www.iste.org
 Technology Materials/ Resources Chart paper and marker
(1d: Demonstrating Knowledge of Resources) o The chart paper will have the five word families written on
them. Chosen students will be coming up to the chart
What texts, digital resources, & materials will be used in this paper to write a given word in the appropriate word family
lesson? How do the materials align with the learning category, to show understanding of the connection
objective(s)? If appropriate, what educational technology will between the spelling of words and the word family they
be used to support the learning outcomes of this lesson? belong in.
How do the resources support the learning objectives?

Cite publications and any web resources.

Anticipatory Set Teacher will tell the students that we are going to start our day
(1a: Demonstrating Knowledge of Content and with our word work by going over our sight words and word
Pedagogy) families.
We will start with sight words, and teacher will invite students to
__3___ minutes join her over by the white board where the sight words are
How will you set the purpose and help students learn why displayed
todays lesson is important to them as learners? Teacher will introduce todays chant/action that we will be using
How will you pique the interest or curiosity regarding the to spell the words, which is basketball
lesson topic? Teacher will model the basketball action that the students will be
How will you build on students prior knowledge? doing to spell each word (Get into a squat while you say the
How will you introduce and explain the strategy/concept or whole word; for each letter in the word, dribble the basketball;
skill? once the word has been spelled, shoot the ball in the air as youre
saying the whole word once more)
Provide very detailed steps.
 Instructional Activities Students will basketball spell each of the five sight words (at,
(1a: Demonstrating Knowledge of Content and be, this, have, from), following the teachers lead
Pedagogy; Once all of the words have been spelled, the teacher will ask the
1e: Designing Coherent Instruction) students how they feel about these words, by giving a thumbs up
(really know them), thumb in the middle (getting there/still
__20-25__ minutes working on it), or thumb down (dont know them/still need
practice)
Exploration (Model): How will students explore the new From here, teacher will transition the students from standing at
concepts? How will you model or provide explicit instruction? the whiteboard to sitting at the carpet to go over our word
You MUST include a teacher think-aloud using student- families for the week (-ad, -ed, -id, -od, -ud)
friendly language here. Once students are at the carpet and ready to continue, teacher
will explain what we will be doing for our word families.
Guided Practice: How will you provide support to students First, the teacher will throw students a word. Students will
as they apply the new concept? How will you allow them to catch the word. Once they catch the word, they will tap out
practice (with teacher support)? each sound, starting with their thumb, then pointer finger, etc.
For example, mad; /m/ /a/ /d/; mad
Independent practice: How will students review and solidify From here, teacher will ask the students how do you spell this
these concepts to be able to use this new knowledge? How word? Tell a partner. One student will then be chosen to come
will you monitor and provide feedback? up to the chart paper and write the word under the appropriate
word family. The rest of the students will be asked if they agree
Provide very detailed steps and include teacher talk where or disagree about the spelling and word family, by either putting
appropriate. a thumb up or down.
The words are: mad, sad, bed, fed, bid, hid, nod, rod, mud, and
dud
After all of the words have been written on the chart paper under
the correct word family, students will be asked to turn to a
partner and brainstorm another real word (not a Dr.
Seuss/nonsense word) that fits in one of the word family
categories. A few students will be called on, and will be asked to
share 1) the word, and 2) which word family the word belongs in.
The teacher will add these words under the appropriate columns.
 Closure Teacher will review the word families once more and have a
(1e: Designing Coherent Instruction) student share what the sight words for this week are.
Teacher will tell the students that we will continue to work on
_2__ minutes these throughout the week.
How will students share or show what they have learned in Teacher will also mention to the students that they should pay
this lesson? attention while reading to see if they see any of these
How will you restate the teaching point or ask students to do words/word families, and try to use some of them in their writing,
so and clarify key concepts? as well.
How will you provide opportunities to extend ideas and
check for understanding?
How will this lesson lead to the next lesson?
Differentiation No differentiation is needed for this lesson.
(1e: Designing Coherent Instruction)

What differentiated support will you provide for students

whose academic development is below or above the current
grade level?
What specific differentiation of content, process, products,
and/or learning environment do you plan to employ to meet
the needs of all of your students?
How will your lesson be supportive for all students, including
English Language Learners, and build upon the linguistic,
cultural, and experiential resources that they bring to their
learning?
How will your lesson promote creative and critical thinking
and inventiveness?
Accommodations ** (see note below) Teacher will be Alexs partner during the word family activity, to
(1e: Designing Coherent Instruction) ensure that he is not only grasping the content, but even just
participating.
What classroom accommodations do you plan to employ to
increase curriculum access for students identified with
special education needs or 504?

Describe how these accommodations align with the current

Individualized Education Plan (IEP) for each student as
applicable (avoid using actual names of students).
 Modifications**(see note below) No modifications are needed for this lesson
(1e: Designing Coherent Instruction)

What curricular modifications and/or changes in

performance standards, if any, do you plan to employ to
facilitate the participation of students identified with special
education needs?
Assessment (Formal or Informal) Students will be informally assessed during the sight word
(1f: Assessing Student Learning) spelling through teacher observation to see that they are
participating and saying the correct letters to spell the words
How will you and the students assess where the learning Students will also be informally assessed in various ways
objectives, listed above, were met? throughout the word family activity through listening to the turn
and talks, observing thumbs up or down if they agree with the
Each formal or informal assessment should describe how it spelling and word family category of each word, and listening to
is aligned to the above objectives). the additional words that are brainstormed to see that they
satisfy one of the word families.
Teacher will also have the word family chart as a product from
the lesson to refer back to.
 Reflection on Instruction o I think that this was a very engaging word work lesson! In some
way, shape, or form, the students were either up and moving or
At the conclusion of the lesson you should reflect on the talking to others throughout the whole lesson, which I think are
lesson. The reflection should go beyond simply answering two essential components of effective lessons. First, they were
the question Was this a good lesson? Below are some all standing up and doing the appropriate motions while spelling
questions to assist you in your reflective process (Danielson, their sight words. Then, even though they were sitting on the
2008): carpet for the word family activity, about half the class came up
o What evidence did you collect to demonstrate that to the chart paper, one at a time, to write the given word, and all
your students have met or are progressing towards students had multiple discussions with their peers when they
the learning outcomes/objectives? were sharing how words were spelled and brainstorming
o View student work samples. What do they reveal additional words. Knowing that they had the opportunity to write
about the students level of engagement and on the chart paper seemed to be a good motivator for the
comprehension? students to really think about the answer and raise their hand to
o What changes, if any, would you make to the lesson if participate!
you teach this lesson in the future? What o The evidence of learning collected from this lesson included
misconceptions, if any, do you need to clarify before observations from both the sight word spelling and word family
teaching the next lesson? activity, as well as the tangible product of the final word family
o Did you stray from your lesson plan? If so, how and chart paper. I was able to listen to a lot of great thoughts,
why? whether shared with a partner or out loud with the class, and
o Comment on your classroom procedures, student gain a better sense of the students understanding about spelling
conduct, and your use of physical space. To what in general and when relating the spelling of words to their
extent did these contribute to student learning? respective word family.
o Comment on different aspects of your instructional o Not necessarily a change, but if teaching a lesson like this again
delivery (e.g., activities, grouping of students, in the future, I would consider incorporating technology in some
materials/resources utilized). To what extent were way. Perhaps using an iPad app to spell the words, instead of
they effective? the chart paper. Also, to further this lesson and have the
students think about the words in context, I could also have
them, independently or with a partner, come up with a sentence
using the word. They could share these either orally, or I could
even have them write them down to then turn in, which I could
use as another tangible, informal assessment.
o I followed my lesson plan fairly consistently, except for the fact
that I chose not to do every word family word that I had planned
to do, for two reasons. First, I was noticing that as time went on,
more and more of the students were getting antsy and were
paying less attention/being chattier than they were from the
beginning. In no means is this a reason to cut a lesson short, but
because of the second reason, being that every word that the
students wrote on the chart was correct, I had realized that no
more
 Reflection on Instruction more practice was really necessary at this point. These are
decisions that teachers need to be comfortable making right on
At the conclusion of the lesson you should reflect on the the spot and they need to be aware of what their students are
lesson. The reflection should go beyond simply answering telling them and remain flexible with whatever feedback, informal
the question Was this a good lesson? Below are some or formal, they are receiving at the time. This is something I,
questions to assist you in your reflective process (Danielson, personally, am trying to work on as a pre-service teacher as I am
2008): teaching lessons in the classroom.
o What evidence did you collect to demonstrate that o In regards to classroom/behavior management, I have been
your students have met or are progressing towards finding myself frequently needing to use various techniques to
the learning outcomes/objectives? regain attention or address inappropriate behavior whenever I
o View student work samples. What do they reveal am teaching/leading activities, and this lesson was no exception.
about the students level of engagement and I tried to use a variety of different strategies, including some of
comprehension? the fun little prompts that my cooperating teacher uses, as well
o What changes, if any, would you make to the lesson if as simply sitting and waiting for the students to realize that we
you teach this lesson in the future? What are not going to continue until everyone proves to be ready.
misconceptions, if any, do you need to clarify before There were a few bumps throughout the lesson, but I think,
teaching the next lesson? especially because I purposefully engaged some of the students
o Did you stray from your lesson plan? If so, how and that were the cause of the stop and wait times, the lesson went
why? smoother than normal/than I expected.
o Comment on your classroom procedures, student o Overall, I was happy with the engagement level of the students
conduct, and your use of physical space. To what throughout this lesson, and will remember to include a lot of the
extent did these contribute to student learning? same engagement strategies that I did in this lesson in future
o Comment on different aspects of your instructional lessons, in addition to incorporating technology in appropriate
delivery (e.g., activities, grouping of students, and effective ways.
materials/resources utilized). To what extent were
they effective?
**Accommodations and Modifications
Students with disabilities may need accommodations or modifications to their educational program to participate in the general curriculum. Both are essential to consider when planning an equitable
educational experience for students with disabilities. Accommodations refer to changes in how a student learns the material but they do not change knowledge content. With accommodations, a student
receives the SAME education as other children, but the student can access content or express knowledge in different ways. Modifications refer to changes of what is taught or what students with
disabilities are expected to learn. This may include adaptations made to instruction and assessment that change or reduce learning expectations. (Please refer to the SLO User Guide and SLO template
for additional explanation.)

When completing these two sections, you need to describe, if appropriate, how you will ensure that students will access the material based on the accommodations or modifications listed within the IEP or
504 plan. There should be a direct connection within the Anticipatory Set, Instructional Activity, and Closure section of the lesson plan template.