PRACTICUM LESSON PLAN

DATE/SESSION: March 25, 2015

McCoy

PSU STUDENT: Karlee

OBJECTIVES/ EVALUATION OF OBJECTIVES/ STANDARDS:

Objectives/Evaluations: (5 points each part):
Standards: (5 points)
Benchmark Reading Assessment:
The student will read a Benchmark Assessment book with appropriate
accuracy (90-94%), fluency (at least a level 1), and comprehension (at least
satisfactory) on a level G or higher.
Strand: Reading Foundational Skills
Box Sub Heading: Fluency
Standard: RF.1.4 Read with sufficient accuracy and fluency to support
comprehension.
Strand: Reading Literature
Box Sub Heading: Key Ideas and Details
Standard: RL.1.2 Retell stories, including key details, and demonstrate
understanding of their central message or lesson.
Spelling Assessment:
The student will spell words from the Primary Spelling Inventory scoring at
least in the Late Letter-Name Alphabetic level.
Strand: Language
Box Sub Heading: Conventions of Standard English
Standard: L.1.2 Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when writing. L.1.2.E Spell
untaught words phonetically, drawing on phonemic awareness and spelling
conventions.
All About Me (Extra Activity):
The student will draw and write to create a PowerPoint layout that includes
the picture and label of 5 favorite items; pictures and titles of 3 favorite
books; a sentence and picture to match 3 prompts.
Strand: Writing
Box Sub Heading: Production and Distribution of Writing
Standard: W.1.6 With guidance and support from adults, use a variety of
digital tools to produce and publish writing, including in collaboration with
peers.
Letter Recognition (Extra Activity):
The student will recognize capitol and lower case letters by pinning the
corresponding lower case clothespin letter to the upper case foam letter.
Strand: Reading Foundational Skills

Box Sub Heading: Print Concepts

Standard: R.F. 1.1 Demonstrate understanding of the organization and basic
features of print.
Spelling Pictures (Extra Activity):
The student will look at pictures of grade appropriate material and spell the
word by clipping clothespins to the pictures.
Strand: Reading Foundational Skills
Box Sub Heading: Phonics and Word Recognition
Standard: R.F. 1.3 Know and apply grade-level phonics and word analysis
skills in decoding words. R.F. 1.3.G Recognize and read grade-appropriate
irregularly spelled words.
MATERIALS: (3 points)
Benchmark Reading Assessment:
2 Recording forms for Best Friends book
Best Friends book
Pencil
Spelling Assessment:
Primary Spelling Inventory
2 Worksheets for students to write words on
3 Pencils (Me, 2 Students)
All About Me (Extra Activity):
Printed all about me power point templates
Crayons
Markers
Pencils
Computer
Letter Recognition (Extra Activity):
Clothespins with lower case letters on them
Foam squares with upper case letters
Spelling Pictures (Extra Activity):
Clothespins with letters
Pictures of items to spell

THE PLAN: Your plan must include the following items:

Review Community Guidelines/ Rules
Anticipatory Set
Ask Students: Do you remember the rules we made last time I was here?

 Ask Students: Do you remember what the rules were?

Instruction
Tell Students: I kept our rules for us to think about every time I am here.
Tell students: They are right here and I am going to leave them out while we
work today so we can remember what we agreed to last time.
Closure
Ask students: Do you think this will help us remember our rules while I am
here?
Share Learning Goals
Anticipatory Set
Tell students: While I am here today you are going to help me know how to
teach students how to read.
Instruction
Ask students: Do you like to read?
Tell students: After each of you reads a book we are also going to spell some
words that you may have never seen before, but I want you to try your very
best.
Tell students: When we are finished with both of these things we will work on
your all about me power points and you can help me to make it, on the
computer!
Closure
Ask students: Do you have any questions about what we are going to do
today?
Reading Assessment

Anticipatory Set
Tell students: I am going to have you both read a book. It is going to help me
know how to teach students how to read. It is not for a grade and I want you
to try your very best. While you read I am going to take some notes to help
me.
Instruction
Give the student the book and read the title, and introduction of the book.
Tell students: The book is titled Best Friends. In this story, two girls tell all the
things they like to do together. Read to find out what they like to do. Point
under each word as you read.
Take a running record while the student reads.
Talk with student about comprehension
Ask student: Tell me some things the girls like to do together?
Ask student: Can you tell more things they like to do together?
Ask student: How can you tell these girls are best friends?
Ask student: Of all the things the girls do together, whats their favorite
thing to do? Why?

Ask student: The author told about all the things the girls liked to do. Look
at the last page. Why did the author make the word love very dark?
Closure
Tell students: Thank you for reading that book for me. Lets move on to our
next activity.

Spelling Assessment
Anticipatory Set
Tell students: You are going to now take a spelling test with some new words.
I want you to do your very best.
Instruction
Give both students their spelling test papers.
Start the list. Read the number, word, sentence, then word again. (ex.
Number one, Fan, I could use a fan on a hot day. Fan)
Read the words at a rate that the students are able to follow along giving
enough time for students to write word in between.
Read the list down to at least number 15. After number 15, read until
students miss 5 words in a row then stop.
Closure
Tell students: Thank you for taking the spelling test this is going to help me
know what more you can learn about spelling.
All About Me Power Point
Anticipatory Set
Ask students: Do you remember anything about my Power Point
Tell students: I want your help to make a Power Point all about you!
Instruction
Pass out a paper version of their power point to each of them.
Ask students: What are your 5 favorite things?
Ask students: What are 3 books that you like?
Ask students: Who are your friends? And what do you like to do together?
Ask students: What do you want to be when you grow up?
Ask students: When do you feel happy?
As the students answer the questions write down their answers on a piece of
paper for record. To insert all the answers onto the power point later.
Closure
Tell students: Thank you for helping me create your power points. I will have
each of your power points ready for us to look at next time in case you want
to make any changes.
Letter Recognition
Anticipatory Set
Tell student: I have clothespins with lower case letters on them and flash
cards with upper case letters on them.

 Instruction
Tell student: I want you to clip the lower case clothespin to the upper case
flashcard that matches it.
Tell student: When you are done put them all in order.
Closure
Ask student: Were there any letters you had a hard time with?
Ask student: Why do you think you had a hard time with that/those letter(s)?
Spelling Pictures
Anticipatory Set
Show the student the pictures
Ask students: Will you please name all the different things in the pictures for
me?
Instruction
Tell student: I have clothespins with letters on them. I want you to spell the
word that is on the flashcard.
Tell student: If there are any that you have a hard time on, try your best then
set it to the side and we can talk about it after you are done.
Closure
Ask student: Were there any that you felt like you had a hard time with?
Ask student: Why do you feel like it was harder?
Have a discussion with the student about the words they spelled.
The words they got right praise them for and the words they got wrong tell
them to look at them and help them find the correct way to spell it.