Student Teacher: Drew Crane_______________ Date:___03-14-

17_____________

Subject: Literacy: Reading Comprehension Lesson Topic: Frys

Words/Sight Words

Grade: 3rd, 4th, 5th Length of class: 30 minutes

Learning Objective (performance, conditions, criterion): Students will independently

identify the missing Frys Words from the passage, provided with a word box.

Student Friendly Objective: Today we will learn how identify the correct missing
words from a passage, using our Frys Words

State Core Standard Alignment: CCSS.ELA-LITERACY.RF.2.4.C

Use context to confirm or self-correct word recognition and understanding, rereading
as necessary.

Core and Supplemental Materials:

Teacher Materials: Student Materials:
Sentence strips, glue, tape or magnets, Writing materials
story passage, scissors

Context for Learning:

Organization of the
students (e.g., small Small Group (three students)
groups, whole group,
partners)
Pre-Lesson Over the course of three weeks, students have practiced
Assessment Data reciting Frys Words for 1 minute 2-3 times a weeks.
IEP Goal Links
(Also describe individual Students will read independently the cloze passage, which
student modifications & includes blanks for Frys Words, and choose the correct Frys
accommodations)
Words. Students will cut the correct Frys Words out of the
word box and glue them in the blanks without teacher
assistance.

Pre-Instructional Set: (Approximately 3 minutes)

Gain students The teacher introduces the lesson by asking. Can #/minutes
attention (Activity anyone tell me one thing about insects? Briefly (2
and Script) minutes) discuss the students findings in the (30 seconds
to 1 minute)
group.

1
Inform students of Today we are going to see how Frys Words are #/minutes
learning objective(s) used to describe insects. We are going to be able
to identify these words that everyone has practiced (30 second)
on.
This is important to Each of you, have been practicing very hard to #/minutes
know because remember Frys Words. We practice so hard
(Informed instruction) because these words can be found in passages (30
seconds)
when we read and when we know the words, it can
help us to find the main idea.

Preparing students for instructional content: (Approximately 6 - 15 minutes)

Pre-requisite skills to Review the Frys Words. The teacher has everyone #/minutes
review, if applicable read the words for 1 minute, three times (total of 3
minutes). Each time, they will guide (pointing the (3 min)
words) a student and listen. This allows the teacher
to evaluate each student. As well as, having the
students practice.
Review of prior #/minutes
knowledge, if (The teacher reviews the Frys Words list)
applicable

Vocabulary to pre- #/minutes

teach, if applicable (every, food, plants, country) Frys Words will be
revisited when word banks are given to students for
the cloze passage.

Instruction: (Approximately 20 to 40 minutes depending on length of class)

Explicit Modeling of The teacher will use a sentence structure with #/minutes
Skill (what cognitive blanks and a word bank to demonstrate using a
steps should the word bank to help complete the sentence. By doing
students be using to this, they are modeling to the students what they
successfully perform want them to do. Frys Words not used for the
the skill?) lesson will be used here. There will be one
((3-5 min)
(I DO IT) example. (Example is towards the end of this
document)
I am going to put a sentence up on the board. You
might recognize that there are blanks, where words
are suppose to be.
Put up the sentence strip on the board, along with
the word bank.
These words that I just put up will help me
complete the sentence. The words are (word) and
(word). Listen as I read the sentence. The correct
words are (word) and (word).
Read the sentence
The sentence will now read ___________.
Does everyone see how I got that?
Guided Practice There will be two examples that the students and #/minutes
2
(WE DO IT) the teacher will complete. (Examples are towards
the end of this document). (10 min)
Now we are going to try some together.
Put up the sentence strip on the board, along with
the word bank.
This word bank includes the (word) and (word).
Listen as I read the sentence. If you know the
answer, write the missing word on your board and
wait for me to say, show me everyone will show
their answers together.
Repeat this process.
Strategies to check Scaffold students as they write down their answer.
for understanding Why did you use that word?
Make sure each student understands the reason
behind the chosen word. This can be a group
discussion.
Independent Practice I am going to pass out a passage, now. Look over
(YOU DO IT) it, focus on the missing words.
I am now going to read the passage aloud, follow
along with your fingers. When I come to a missing
word, I will say blank.
Read the passage. After, the students and the
teacher we read aloud the passage together.
We are now going to read the passage together,
when we come to a missing word, we are going to
say blank.
Pass out the word bank to each student. Explain to
the students that each of them will now fill the
blanks in by themselves.
When you find the word that best fits the blank, cut
the word out and paste it to the passage in its
correct place
If needed, how will you address re-teaching of specific skills.

Assessment:
Concrete and
tangible assessment Review the complete passage that students filled out. Make
to know whether sure that each student has the correct answers. Go over the
students have met answers.
learning objective

Closure: (1 5 minutes)
Organization/transition #/minutes
routines (e.g., put Its time to clean up. Please put materials away
assignments in and leave the passage you just completed on the
folders, prepare for table, I will collect them.
bell, transition to next
3
lesson/activity (1 5
minutes)

Insect Passage ZooBooks: Insect World

Insects are the most successful creatures on earth. Their bodies have adapted in
different ways so that they can live almost everywhere. They live in plants and trees.
They live under rocks. They are found above and below the ground. They eat almost
every food and survive in many conditions. Today, insects can be found in every
country. There are over a million of insects in the world.

Insect Passage ZooBooks: Insect World

Insects are the most successful creatures on earth. Their bodies have adapted in
different ways so that they can live almost everywhere. They live in ______and trees.
They live under rocks. They are found above and ______ the ground. They eat almost
every ______ and survive in many conditions. Today, insects can be found in every
_______. There are over a million of insects in the world.

(below, food, plants, country)-Frys Words

4
Passage

Insect Passage ZooBooks: Insect

World

Insects are the most successful

creatures on earth. Their bodies have
adapted in different ways so that they
can live almost everywhere. They live in
______and trees. They live under rocks.
They are found above and ______ the
ground. They eat almost every ______
and survive in many conditions. Today,
insects can be found in every _______.
There are over a million of insects in the
world.

5
Word Bank (Frys Words):

below below

food

food

plants plants

country
country

add add

few few

next next

6
I stomped an insect with
my ______.

feet
plants
keep
Insects have _______ legs.
six under left

I ______ an insect at school

yesterday.
saw add next