Step 3 Lesson Plan-Revised

Lesson Plan Form
Candidate: Subject: ELA Grade level(s): Date: April 15, 2019

Adriana Lomas 1st grade
Standard:
RL 1.1 – Ask and answer questions about key details in a text.

RF 1.2a – Distinguish long from short vowel sounds in spoken single-syllable words.
I. DESCRIPTION OF CONTENT & CONTENT TYPE:

What are students learning?
 Students will be able to answer questions about the text that involve learning from a mistake.
 Students will be able to identify words with a long vowel sounds and final -e.
 Reread for Fluency: Accuracy/Rereading
 Annotate
 Review Phonics: Words with Long e with final -e and long u with final -e
 Review high-frequency words: long, too
II. LEARNING OUTCOME (Objective):

Students will _____________________(level of cognition) ___________________________ (content) by
________________________________(behavior or activity)
Students will be able to identify words with a long vowel sounds and final -e by circling words in the text
that follow that sound rule.
DOK/Cognitive Rigor Level:

1
Purpose: Why are students learning this? Why is it important?

Through this assignment, students are developing their reading skills by accurately identifying the
pronunciation of a word that follows certain long vowel sounds by having the final -e.
Language Demands:
What vocabulary will be learned throughout this lesson?
Students must know what the vowels are (a, e, i, o, u) and the sounds they make. Students must be able to
recognize that adding a final -e sound changes the sound the vowel makes (or, says its own name).
III. CURRICULUM CONNECTION:

What lesson would come before this lesson? What lesson would come after this lesson?
A lesson that can come before this one would be to learn what vowels are and what sound they make.
Students can also know that vowel sounds change when a final -e is added.
IV. INSTRUCTION
A. ENGAGEMENT:
How will you introduce the content and get students interested?
On the carpet, I will read “Pete Saves the Day” on a large book with big texts so that students are able
to see the story. Together we will read the short story “Pete Saves the Day” and as a class we will read
for accuracy.
B. INSTRUCTIONAL SEQUENCE: (adjust your number of steps as needed)
Step #1: As a class we will read “Pete Saves Day”

a. What will the teacher do? Let class know that we will be reading Pete Saves the Day from their
purple book.
b. What will the students do? Take out purple book and turn to page
Step #2: As a class we will read out loud.

a. What will the teacher do? Together we will read out loud and stop if we come across unfamiliar
words.
b. What will the students do? Read along and let me know if there are any word they do not
understand.
Step #3: Read the story again on their own

a. What will the teacher do? Listen to students read the story by themselves without me as a lead.
b. What will the students do? Read along to the story.
Step #4: Class will begin to answer the questions at the bottom of the page.
a. What will the teacher do? Read first question. Ask class if anyone knows the answer.
b. What will the students do? Answer the first question.
Step #5: Answer question 2.

a. What will the teacher do? Read second question and ask students for the answer.
b. What will the students do? Answer question number 2.
Step #6: Answer question 3.

a. What will the teacher do? Read second question and ask students for the answer.
b. What will the students do? Answer question number 2.
Step #7: Draw a picture that represents what the story is about.
a. What will the teacher do? Ask a student to tell the class what important thing happened in the
story.
b. What will the students do? Student will say something along the lines of “Pete was small
enough to reach the baseball.”
Step #8: Walk around and check that they have completed the questions and see their drawings.
C. APPLICATION ACTIVITY:
How will students apply what they learned?
“Pete Saves the Day” is another reading that can help students practice readings where the vowel’s
pronunciation is changed when a final -e is present.
The drawing activity also helps students review what the main idea of the story is.
D. MATERIALS & RESOURCES:

What do you need for the lesson?
 A giant “Pete Saves the Day” book
 All students and teacher need a “My Shared Readings 5/6”
 Projector
V. ASSESSMENT STRATEGIES:
Formative:
How will you check for understanding throughout the lesson and monitor progress?
As the class is reading along to “Pete Saves the Day” I can hear for accuracy.
Summative:
How will you know if they mastered the standard?
When checking the responses in their “My Shared Reading 5/6” I can see if students were able to identify
the sound the final -e causes, if they circled the words correctly.
VI. ACCOMMODATIONS and/or MODIFICATIONS FOR INDIVIDUAL LEARNERS (Content,

Instruction, Practice):
How can we provide equal access for emerging bilingual students or students with special needs?
(Accommodation)
Checking for understanding throughout the lesson, see if student understands what
the difference between short e and long e is. The reading questions will help us
practice finding words with the long e sound and we compare them to words with the
short e sound.
How will differentiate for struggling students and high achievers? (Modification)
For students struggling I will make sure to provide different examples of the long e
sound before we begin reading so they can hear examples. For students who are
high achievers I will ask to provide some examples of words with the long e sound on
their own.
VII. CLOSURE:
How will you conclude the lesson?
After walking around to see that students have finished circling words with the long e
sound in the story and have finished their drawing of the main idea in the story, I will
choose a few students to share their drawing with the class. In their desk they can
stand up and hold up their picture for the class to see.

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Lesson Plan Form

Candidate: Subject: ELA Grade level(s): Date: April 15, 2019

RL 1.1 – Ask and answer questions about key details in a text.

I. DESCRIPTION OF CONTENT & CONTENT TYPE:

II. LEARNING OUTCOME (Objective):

DOK/Cognitive Rigor Level:

Purpose: Why are students learning this? Why is it important?

III. CURRICULUM CONNECTION:

Step #1: As a class we will read “Pete Saves Day”

Step #2: As a class we will read out loud.

Step #3: Read the story again on their own

Step #5: Answer question 2.

Step #6: Answer question 3.

D. MATERIALS & RESOURCES:

VI. ACCOMMODATIONS and/or MODIFICATIONS FOR INDIVIDUAL LEARNERS (Content,

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