Beginning Reader Lesson Plan

GR Levels: C - G (LN through Early WWP)

1 Hour Lesson Plan
Component
Reading
Practice
Time: 20%
10 minutes

Purpose

Increase SW
vocabulary,
fluency, &
confidence
through
rereading
practice
Remember:
Beginning
Readers will
acquire new
sight words
through
rereading
familiar books

Activities
Rereading of texts:

Independent Reading
Partner Reading
Read the Room
Other:
_________________________________________

Shellys Shell Shop (decodable 46) from last

meeting

In a Sub (decodable 20)

Outcomes
Were the books too
easy / too hard / just
right?
Missed words:
Reminders:
Did you complete the
book log?
RR check once/week?
Book Level: Acc %age

Word Study
Time: 15%
15 minutes

Build sight word

vocabulary
Point out
phonetically
regular
components of
words
High frequency
word activities
(word wall,
word bank, etc.)

High frequency word activities (word wall, word

bank, etc.)

Automatic sight wd.

Recognition?

Activity:__Based on last weeks work with high

frequency words, I selected words that the
student still needs work on. I will first run
through List 3 in its entirety. I will then take out
the words below and allow the student to read
through these words one by one. We will work
together to decode the words, discuss the

Sight words needing

review:

Adapted by W. Snow from Book Buddies lesson plan.

Increase
complexity of
phonological
awareness
tasks
Automaticity
with letter
sounds
Spell short
vowels words &
high frequency
words correctly
Segmenting &
blending at
onset-rime or
phoneme level
Teaching word
families,
digraphs &
blends, &
medial short
vowels

meaning, and read them again. I will play a

game of speed with the student. The cards I will
use will be the ones above and other cards from
List 3. I will lay down a card and he has to read it
at quickly as possible. If he can read it
automatically, he gets to keep the card. If he
cannot read it automatically, it goes back in the
pile. He wins once he has all of the words in his
hand. He likes challenge games when I have
given them to him in the past so I think he will
enjoy this game. At the end of our High
frequency work time, I will run through the
entirety of list 3 again._________________
Words: _time, would, got, every, went
___________
Segmenting & blending work (Push/Say):

early LN: onset-rime (beginning sounds)

mid-late LN: phoneme level (b-m-e sounds)
Sequence of P/S (reinforcing taught word
features):
Vet, pet, pat, chat, chap, nap, lap, led, shed,
shell, smell, bell, beg, peg, pen, pan, plan, can,
cash, lash, gash, gab, grab

Adapted by W. Snow from Book Buddies lesson plan.

Able to blend /
segment sounds in
orally
Able to blend/segment
words (P & S It)
Confusions?

Word Study Sorting:

Sorted correctly &

automatically?

Features for sorting:__short a and short e

(continue to work on ch)_______
1. Model First, then Guided Practice
Self-corrected sorting
Picture/Word Sort
errors?
I will use a word only sort. Last week,
we worked with short a and short i with
the digraphs /ch/ and /sh/. He did very
Other:
well demonstrating knowledge of sh.
However, he wasnt as solid on /ch/ or
short a and short i. He used short i
correctly most of the time but still
confused short a. I dont think he is
ready to compare 3 different vowels
yet. I would like to keep him to
comparing 2 vowels and continue to
work on ch. From his assessments, we
know that his biggest confusions are on
a, e, and i. That is why I have chosen a
and e to compare this week.
Short a
Short e
pat
pet
grab
vet
chap
then
lash
smell
plan
shed
chat
peg
2. Extend and Apply:
Writing Sort
Fast Read
Adapted by W. Snow from Book Buddies lesson plan.

 Timed Sort
Game: My students teacher told me
that he really like cars and trucks. Since
working with our sorting words is the
point in the lesson where Ty has the
most trouble and seems the least
interested, I would like to make it more
engaging for him. I will have a toy car
for him to work with. I will lay out the
words like they are in a parking lot. I
will tell Ty to drive the car onto a word
with in it. For example, Drive your
car onto a word with the /a/ sound.
Drive your car onto a word with the /sh/
sound. I think that he will like this
game and it will give him good practice
working with the words.
3. Overall Accuracy with Sorting:
Sort:

Writing for
Sounds
Time 5%
5 minutes

Apply
phonics
knowled
ge

App. Percentage
Correct:

No. of words/cards?
__12___
________
Writing for Sounds (2-3X/week):
Sentence 1: _The vet got to pat my pet._(words
used are from the word study list and the high
frequency words studied earlier)
Sentence 2:__Can you grab a peg?__(this will
also allow us to discuss question marks for

Adapted by W. Snow from Book Buddies lesson plan.

Represented taught
sounds correctly?
Spacing, Beginning
Capital Letter, Ending
Punctuation?
Letter Formation?

punctuation)

Guided
Reading
Instruction
Time: 20%
10 minutes

Apply decoding
skills & word
identification
strategies in
new text
Teach selfmonitoring
strategies

Sentence 3: __We can chat in the shed._____

Book: _Get the Pets_by Wayne Miller_ Level:
_decodable 10_

1. Select instructional level text.

2. Read title with students & discuss
cover.
3. Have students make a prediction.
4. Discuss pictures, words, & patterns
in the book.
5. Model and support decoding and
word identification strategies.
6. Students read the book
independently.

This book is easier than he may need. This book

uses several words that could be replaced by
more difficult words (pan for food dish, pet
for chick). After reading the text, we can go
through the text and look to substitute in the
words he can think of. Since we have worked
with short i, he can work with the word dish,
chick, etc. It will also work towards his goal of
working with descriptive words.
You may have time to introduce and read a
second instructional level text (good to have 2
on hand).
The Fat Cat Decodable 19

Adapted by W. Snow from Book Buddies lesson plan.

Was the book too

easy / too hard / just
right?
Missed words:

Used information from

book introduction:
yes / no
Other:

Teacher
Read Aloud
Time: 20%
10 minutes

Writing
Time: 20%
10 minutes

Develop oral
language
Increase
vocabulary
Model
comprehension
strategies
Foster joy of
reading

Book: If You Give a Moose a Muffin by: Laura

Joffe Numeroff

Writing simple
sentences, lists,
narratives, or
explanations

Activity: We did not have enough time to

complete our writing activity last week. I
planned to have Ty write about what he did last
weekend. I did ask him what he did to see if he
could describe it to me orally. He told me that he
didnt do anything and would not elaborate
when I tried to ask further questions. This leads
me to change my mind about the writing
activity. I plan to ask Ty if he would give a moose
a muffin. If yes, then write why. If no, then write
why not. I think he is more comfortable
discussing and writing more about hypothetical

Theme (if any):

Interactive read-alouds (fiction & non-fiction)

Think-alouds
KWLs
QAR (in my head or in the book)
Language Play
Other: We will continue our work on
sequencing. Last time, I had him sequence
the book we read using pictures. I chose this
story because during our student interview,
he told me that his favorite book to hear is If
you Give a Mouse a Cookie. This book has a
great story to use sequencing with. I will have
him put the pictures into the correct order
and then retell the story orally.

Adapted by W. Snow from Book Buddies lesson plan.

situations than real things. In our next meeting,

we will edit the work he does in this lesson.

Journal writing
Writing for sounds in teacher-dictated
sentences
Pattern writing (based on familiar books)
Interactive writing modeled by teacher

Adapted by W. Snow from Book Buddies lesson plan.