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UCLA TEP ELEMENTARY LESSON PLANNING TEMPLATE, 2013-2014

Key Content Standa d!"#$ L%"t t&e 'o()*ete te+t o, on*y t&e e*e-ant )a t" o, ea'& "tanda d. TPE$ 1 / 0 LAS K.2.1 Detail people, places, things, locations, and actions. R K.1.9 Blend vowel consonant sounds orally to a!e words or sylla"les R K.1.1# $ath all consonant and short%vowel sounds to appropriate letters R K.1.1& 'nderstand that as letters o( words change, so do the sounds. R K.1.) trac! and represent changes in si ple sylla"les and words with two and three sounds as one sound is added, su"stituted, o itted, shi(ted, or repeated. R K.2.2 'se pictures and conte*t to a!e predictions a"out story content R K.2.+ As! and answer ,uestions a"out essential ele ents o( a te*t. Le""on O12e't%-e$ 3&at do yo4 5ant "t4dent" to 6no5 and 1e a1*e to do7 TPE$ 1, 8 / 0 O a**y 1*end "o4nd" to ,o ( 5o d", (at'& t&e *ette " d, (, t, to t&e "o4nd" 9d9 9(9 9t9, 1*end "o4nd" %n t&e 5o d" 5%t& a, d, I, n, o, ), t, ", (, &, Read de'oda1*e 5o d" 5%t& 9d9. ead &%:& , e;4en'y 5o d" )*ay, t&e, to, "ee, ,o , yo4 A""e""(ent$ <o (a* and In,o (a* A""e""(ent. TPE$ 2 / 3 3&at e-%den'e 5%** t&e "t4dent" ) od4'e to "&o5 t&ey &a-e (et t&e *ea n%n: o12e't%-e7 Students will "e orally "lending words and answering ,uestions a"out te*ts. -his is a (or o( in(or ative assess ent where . will "e retrieving the in(or ation that students !now and are learning to gauge where they are with the current lessons. 3&at (od%,%'at%on" o, t&e a1o-e a""e""(ent 5o4*d yo4 4"e ,o *an:4a:e *ea ne " and9o "t4dent" 5%t& ")e'%a* need"7 . can review the eanings o( the words in the guided practice portion o( the lesson. /or e*a ple, . can e*plain that the word di eans that there is little light. -urn the lights o(( in the classroo and say that it is di in the classroo . By writing the words on the "oard and a!ing a chart on the "oard students will "e learning to pair oral words with print and this will increase their a"ility to read and write.

P e e;4%"%te S6%**", Kno5*ed:e and E+)e %ent%a* =a'6: o4nd". TPE$ 4 / > P e e;4%"%te "6%**" , o( ) %o "'&oo* e+)e %en'e" Students will "e "ring in their !nowledge o( "lending and seg enting in order to participate in the e*ercises. Students also "ring in !nowledge o( concepts a"out print and predicting strategies they have learned to tac!le the decoda"les. St ate:y to 'onne't "'&oo* *ea n%n: 5%t& ) %o e+)e %ent%a* 6no5*ed:e and9o '4*t4 a* 1a'6: o4nd 0hen we are creating the chart on the "oard o( wor!ers and where they wor! and what they do we are tapping into students e*periential !nowledge and their cultural or "ac!ground !nowledge o( these topics. -hose students that do not have a strong (oundation will "e e*posed to new voca"ulary and words a"out e "ers o( their co unity. P e-a""e""(ent "t ate:y As!ing students a"out their high (re,uency words will "e a "ig indicator o( i( students can read the decoda"le that . have planned (or the day. Also . will "e as!ing the students a"out the voca"ulary words co unity and wor!ers to see how (a iliar they are with the topic already "e(ore starting the lesson. A'ade(%' Lan:4a:e. TPE$ ? / 0 3&at 'ontent ")e'%,%' -o'a14*a y, te+t "t 4't4 e", "ty*%"t%', o : a((at%'a* ,eat4 e" 5%** 1e e+)*%'%t*y ta4:&t7 Students will "e taught the words 1co unity2 and 1wor!ers.2 -hey will also go over a!ing predictions which is a relatively new concept (or the at this point. E;4%ty. TPE$ 4, @, 8, ? / > Ao5 5%** ALL *ea ne " en:a:e7 !-a y%n: a'ade(%' a1%*%t%e", '4*t4 a* 1a'6: o4nd", and *an:4a:e *e-e*"# Be"' %1e yo4 d%,,e ent%ated %n"t 4't%ona* "t ate:y. . will "e using pictures (ro the "oo! and other aterials in the classroo as well as writing and spea!ing words (or students to "uild their sense o( (luency and their e*perience with translating words orally to print.

In"t 4't%ona* Lea n%n: St ate:%e" to S4))o t St4dent Lea n%n:. TPE$ 1, 4, @, 8, 0 / 10 0hat will the teacher do to 13 sti ulate4 otivate students "y connecting the lesson to e*periential "ac!grounds, interests and prior learning, 23 identi(y learning outco es 53 present aterial, guide practice, and "uild independent learning, #3 onitor student learning during instruction, and +3 "uild etacognitive understanding. L%"t 5&at t&e tea'&e 5%** 1e do%n: and 5&at t&e "t4dent" 5%** 1e do%n:. T%(e Tea'&e St4dent" 8(%n Int od4'e t&e 5o d" 'o((4n%ty and 5o 6e ". A""e" %, "t4dent" a e ,a(%*%a 5%t& te (". I, t&ey a e 4n,a(%*%a yo4 'an :%-e e+a()*e". CI "ee 5o 6e " do%n: d%,,e ent 2o1" %n (y 'o((4n%ty. 3&at a e "o(e o, t&e 2o1" 5o 6e " do %n a 'o((4n%ty7 3&e e a e "o(e o, t&e )*a'e" t&e"e )eo)*e 5o 67D C eate a '&a t a1o4t d%,,e ent 2o1" t&e e a e %n t&e 'o((4n%ty. T& ee 'o*4(n"$ Eo1, 3&at 5o 6e " do, 5&e e t&ey 5o 6. P&one(%' =*end%n: Say a** t&e "o4nd" %n t&e 5o d dad. B-A-B. Say t&e "o4nd" 5%t& (e. 3&at %" t&e 5o d7 BAB. Re)eat 5%t& 5o d"$ BOT, BIG, BIP, BIM, BIB, MAB Re-%e5 *ette d t&at 5e a e 5o 6%n: on t&%" 5ee6. 3&at %" t&%" *ette 7 3&at "o4nd doe" %t (a6e7 Yo4 &ea t&%" "o4nd at t&e end o, (4d. E-e yone "ay (4d. REPEAT ENBING SOUNBS$ AAB, AIM, SAT, BIB, MAB, MAT, AAM, SAB. =*end%n: 5%t& 9d9d BAB, SAB, BOT, BIP, MAB, AAB, BIM, PAB. P a't%'e de'oda1*e 5%t& t&e "t4dent" Re-%e5 &%:& , e;4en'y 5o d"$ )*ay, t&e, to, "ee, ,o , and yo4. Mode* 'on'e)t" o, ) %nt. P eed%'t$ 3&at a e t&e '&%*d en do%n:7 3&%'& )e "on %" Rod7 3&at (%:&t Rod "ee7 Read de'oda1*e Go o-e $ 3&at a e Ron and (o( do%n:7 St4dent" ta*6 a1o4t )e "ona* e+)e %en'e" and ot&e 2o1" t&at a e ,a(%*%a to t&e(. Re"o4 'e"9 Mate %a*" Dry erase "oard, pens

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6l!onin "o* and agnets.

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