SAINT FRANCIS UNIVERSITY

Loretto, PA 15940
EDUCATION DEPARTMENT

LESSON PLAN Format

Student Teacher Carissa Blair __________________ Grade 2nd

Subject _Reading______________________________________________
Time Needed for Lesson 40 minutes Lesson Concept Self-Selected Reading_

PA STANDARD(S) (Write out standards):

CC.1.1.2.D
Know and apply grade-level phonics and word analysis skills in decoding words. • Distinguish long and short vowels
when reading regularly spelled one-syllable words. • Decode two-syllable words with long vowels and words with
common prefixes and suffixes. • Read grade-level high-frequency sight words and words with inconsistent but common
spelling-sound correspondences. • Read grade-appropriate irregularly spelled words.
CC.1.1.2.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 self-correct word recognition and understanding, rereading as necessary.
CC.1.2.2.L
Read and comprehend literary non-fiction and informational text on grade level, reading independently and proficiently.
CC.1.3.2.K
Read and comprehend literature on grade-level, reading independently and proficiently.

ASSESSMENT ANCHOR(S) (Write out the anchors):

OBJECTIVE(S) (Be sure to include all four parts):

Students are to spend at least thirty minutes engaged in literature throughout the school day, outside of whole
group instruction.

MATERIALS:
Class Library

ACTIVITIES (There are three sections here):

*Be sure to use praise above and beyond with struggling readers: Bradly, Averi, Parker, Frankie, Michael
*Each Reading Team can earn a sticker for on task behavior that requires no redirection or reminders. Earning
a sticker on the “P” box on their chart results in a Hero Ticket for that student.
*Students know that they are to pick a book that they are able to read independently (may occasionally need
help with a word), and are to finish the book before selecting another one.

OPENING (hook, purpose and basic plan)

Ring bell to indicate that directed activity time is over and allow students time to clean up. When they are
finished cleaning up, and in their seats announce that we are entering self-selected reading time.

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 Monday Tuesday Wednesday Thursday Friday
BODY  Instruct
students that
 Instructor may  Instruct
select one students that
 Instructor may
select one
 Instructor may
select a book
they are to student to read they are to student to read and read to the
spend the half to their spend the half to their class or allow
hour reading classmates hour reading classmates one student to
independently. before each independently. before each select the book
 10-15 of the first student begins  10-15 of the student begins to read to the
20 minutes, the reading first 20 reading class before
instructor (or independently. minutes, the independently. each student
an aid) should (make sure they instructor (or (make sure they begins reading
sit at the round haven’t read to an aid) should haven’t read to independently.
or back table the class in the sit at the round the class in the  When the book
with Bradly and past week and or back table past week and is complete,
read a book of are taking with Bradly and are taking students
his choice – turns) read a book of turns) should select
new or  When that his choice from  When that books.
continued – student’s book bucket ‘E’ (book student’s book  Ask team
from bucket ‘E’ selection is should also selection is readers to find
(book should complete, each have ‘E’ complete, each their partners
also have ‘E’ student should sticker). student should for at least 15
sticker). select their own  Ask team select their own minutes.
 Ask team book. readers to find book.  The instructor
readers to find  The instructor their partners  The instructor (or an aid)
their partners (or an aid) for at least 15 (or an aid) should sit at
for at least 15 should sit at the minutes. should sit at the the round or
minutes. round or back round or back back table with
table with table with Bradly and
Bradly and read Bradly and read read for about
for about 10 for about 10 10 minutes.
minutes. minutes. Should be an
Should be an ‘E’ Should be an ‘E’ ‘E’ level book,
level book, new level book, new new or
or continued. or continued. continued.
Reading Teams:
 Bradly & Instructor  Frankie & Abby
 Averi & Cassidy  Michael & Dominic
 Parker & Lucca  Xavier & Sophia

CLOSURE (Wrap up and brief summary):

Ring the bell (on Mrs. Fortney’s desk) to indicate that self-selected reading time is over. Students will put their
books away and report to their desks, where they will await instruction.

ACCOMMODATIONS:
Use of verbal praise, verbal cuing, redirection
1-on-1 support, part time as needed

ASSESSMENT (How you will determine that student has mastered objectives?):
Teacher will observe student’s participation in the activity.

SELF-ASSESSMENT/REFLECTION (Complete this section if you have taught this lesson to peers or in clinical
placement):

Jenna, Kahlan, and Seth were also given reading charts. They may choose a partner to read with or join another
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group to earn a sticker. If anyone’s partner is missing, they may choose to join another group. If Bradly wants
to work with another partner he may, but must read with the instructor a minimum of 2 days in the week.

Students really enjoy being able to read with each other. Some students occasionally need a reminder as to
volume control. It is amazing to hear some of the fluency and intonation that some of the students possess
while some of the students still lack basic decoding skills.

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