Reading Lesson 3 1 24

EDEX 514 DREXEL UNIVERSITY SCHOOL OF EDUCATION LESSON PLANNING TEMPLATE
Adapted from PROJECT MAXX Pennsylvania Department of Education
Standards-Aligned Unit Lesson Planning Process

1. Unit Overview Content Area: Reading
Grade Level: 2nd
1a. Brief description of the lesson plan Reading Mastery Lesson 12
The students will be working with letter sounds and building their vocabulary.
Provide a title/topic and description of a
unit or lesson.
1b. Grade Level Standard(s) or 1st Grade

Alternate Eligible Content
CC.1.1.1.D Know and apply grade-level phonics and word analysis skills in decoding words.
List the grade level Academic and/or
Core Standards that are focused on in the CC.1.1.1.E Read with accuracy and fluency to support comprehension.
unit or lesson.
Include coding of standards as a point of CC.1.2.1.B Ask and answer questions about key details in a text.
reference.
Identify the main concepts and
competencies
2. Learning Targets
2a. Learning targets (concepts and 2b. Prioritized learning targets (concepts and competencies) for students with complex instructional needs
competencies) for all students
Identify prioritized learning targets by identifying a subset of the concepts and competencies for all students.
Describe what all students are expected Maintain alignment to the grade level content and the depth of knowledge but reduce the complexity. You may
to know (concepts) and be able to do identify learning targets leading to some, but not all of the competencies and/or identify portions of the
(competencies) at the completion of the competencies.
unit of study.
Understanding the letter blends and being able to use those blends within the words.
The students will be able to repeat letter
sounds and letter blends.
January, 2023
2c. Key vocabulary for all students 2d. Prioritized key vocabulary and ideas for students with complex instructional needs
- Swims
- Plays Identify and describe/define prioritized vocabulary and ideas for students with complex instructional needs. This
- Barked vocabulary should include a subset of the key vocabulary that all students will learn in this unit as well as
- Far foundational and high frequency core vocabulary that students will need to understand in order to comprehend
- Barking prioritized concepts.
- Better
- Helped The students are working with words that have -ar and -th blends. They are also working on ending sounds with
- Sharks -ing and -ed.
- That
- Swam
- They
- Them
- When
- Liked
- Away
- Other
- Horse
- Funny
- Books
- Looks
- Cooked
- Took
3. Instructional Process
Consider: Universal Design for Learning Principles:

Multiple Means of Representation, Expression and Engagement Accommodations
Consider UDL principles and ideas when identifying practices, strategies, materials, resources and and Modifications
Instructional assessment methods.
January, 2023

Steps Instructional Materials, Resources Assessment List any other
Describe the Practices and Tools modifications or
instructional sequence What evidence based What materials and tools How will you know that the student is adaptations.
you will use to teach the strategies will you use to will you use during the learning?
lesson teach the lesson? lesson?
Students will come to Promethean Board Quizzing the individual students on the letter
the carpet to start the sounds.
lesson. I will point to
the letters and the
students will tell me the
different sounds they
make.
We will then sound out Questioning Promethean Board The students will read the words to me by
some of the words themselves, and I will ask them out of order to
before reading them the check for an understanding.
fast way. When having
the list in front of them I
will ask them what they
notice about some of the
words. Are there any
rhyming words? Which
words have the same
beginning sound? Can
they come up with a
sentence using one of
the words?
The students will then Working with other students

go grab their story
books and workbooks. Workbooks
January, 2023

We will move to the Story books
table to continue the Pencils
lesson. The students will
read the “item” first.
When the teacher says
“do it” they must stand
up. Throughout the
lesson I will use that
phrase to see if they can
follow directions.
The students will read Plenty of Practice Workbooks Comprehension questions to check for an
the story to me together. Story books understanding.
As they read, I will ask Pencils
them questions about Sight word rings
the story. Once we read
the story twice the
students will begin
working in their
workbook. I will then
ask each individual
student to reread the
story to me to get an
understanding of how
they are doing and
comprehending the
stories.
The students have

recently started spelling
with me so we will take
the last five minutes to
practice. The students
January, 2023

will get their spelling
books out and start
numbering on the side.
We will start with me
saying the letter sounds
and them writing the
letter they hear. Then I
will say the sound “ar”
and ask them what two
letters make that sound.
They will write that
three times. I will then
have them write down
the different words I
say. These are words we
work on throughout the
lessons.
4. Individualized Student Planning
Student Standards-Aligned IEP Goals Student-Specific IEP Goals Individualized Student
Supports
A IEP is in Process IEP is in Process IEP is in Process
B IEP is in Process IEP is in Process IEP is in Process
These students are in the process of being identified but have not had an IEP meeting as of right now.
January, 2023

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EDEX 514 DREXEL UNIVERSITY SCHOOL OF EDUCATION LESSON PLANNING TEMPLATE

Adapted from PROJECT MAXX Pennsylvania Department of Education

Standards-Aligned Unit Lesson Planning Process

1b. Grade Level Standard(s) or 1st Grade

Adapted from PROJECT MAXX Pennsylvania Department of Education

Standards-Aligned Unit Lesson Planning Process

Consider: Universal Design for Learning Principles:

Adapted from PROJECT MAXX Pennsylvania Department of Education

Standards-Aligned Unit Lesson Planning Process

The students will then Working with other students

Adapted from PROJECT MAXX Pennsylvania Department of Education

Standards-Aligned Unit Lesson Planning Process

The students have

Adapted from PROJECT MAXX Pennsylvania Department of Education

Standards-Aligned Unit Lesson Planning Process

B IEP is in Process IEP is in Process IEP is in Process

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