Effective Instruction Is:

Strategic- explains to students

What to do
Lesson Plan Template
How to do it
When and why it is used
Reading Selection: Level-A book from reading specialists collection
Explicit
Shows students what to do
Focal Strategy: Consonant letter blending
Helps them do it
Provides opportunity for independent practice

Introduction of the strategy:

My student is still having a hard time with the consonant-blends, so Ive decided to continue to work on these with her.
Just as Ive done for the past few weeks, Id like to go over the letter-sound and sight-word flashcards with her. Shes
been doing very well with these, so I believe it is a good way to start the lesson on a positive note. Following this, I will
play another few rounds of the letter-blend Bingo game we played together last week; she struggled with this last week,
but she seemed to have fun and it was obvious she was actively trying to problem solve. I will continue to model
throughout this process- for instance, I will read the word, Cheat. I will say ch-ch-ch-cheat a few times, and wait to see
her response. I will have a list of about 30 words to use. After this, I will introduce a new activity to my student. I will
hand her a cookie sheet with 20, easily identifiable pictures on it. Having her use magnetic letters, she will place the first
two letters of the word next to each picture. For instance, if the word is Steak, she will place the letters s and t next to
it. Following the activity (if time permits), we will work on getting through a level-A book from the reading specialists
room. We barely got to look at a book last time, so Id really like to look at one today.
Modeling the process:
In regards to the flashcards, she should be comfortable with them by now. If she seizes up, I will model a few letters so
she remembers what to do. For instance, I may choose the flashcard with the letter B on it. I will say, This is the letter
B, and it makes a buh-buh-buh sound. When we get to the Bingo game, I will make sure to model exactly how the
game will go. After Ive explained the directions, I will say the word Sheet. I will make sure to stress the consonant
blends in the beginning of the word, then place my marker on the Sh spot on the board. I will use metacognition
throughout this process to make sure she understands my thought processes. I will also model how to complete the
cookie sheet activity. I will do the first picture as she observes, then we will do the second together. I will scaffold her
until she can complete this independently.
Guiding the process:

I will be helping my student the entire way. Being that we went over the flashcards the past 3 weeks, I should not have to
guide her through the same process this week (though I will, of course, if need be). In regards to the bingo game and the
cookie sheet activity, I will make sure to give the student ample time to process the words and break down the sounds. I
will repeat each word a few times, making sure to stress the beginning consonant blends.

Independent practice:
For independent practice, I will point to one of the consonant blends on the Bingo board. I will ask her to name 3 words
that begin with this consonant blend.
If time permits, we will then take a look at a Level A book.