CEP Lesson Plan Form

Teacher: Katie McClendon Date: November 1, 2017

School: Olander Elementary School Grade Level: 1st Content Area: Literacy

Title: Guided Reading Lesson #: 1

Content Standard(s) addressed by this lesson:

2. 1. Comprehending and fluently reading a variety of literary texts are the beginning traits of readers
2.3 Decoding words require the application of alphabetic principles, letter sounds and letter
combination
3.2 Appropriate spelling, conventions, and grammar are applied when writing

Understandings: (Big Ideas)

Introduction to quotation marks, manipulation with the short e sound, show accuracy with the new
read and write a complete sentence showing comprehension.

Inquiry Questions:

What is the difference between phonemes (speech sounds) and other sounds?

How do punctuation marks show expression and pauses in writing?

How do capital letters show importance?

Evidence Outcomes: (Learning Targets)

Every student will be able to:

Accurately use and understand quotation marks, manipulate the short e sound to create and recognize
words and accurately recall details from the new read. As well as writing a correct complete sentence.

I can:

Use and recognize quotation marks, create and read words with the short e sound, read and
comprehend new book and write a complete sentence.

List of Assessments: (Write the number of the learning target associated with each assessment)

Sight words

Quotation mark understanding

Accuracy of new read

Comprehension question

Guided Writing- Sentence Structure

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CEP Lesson Plan Form

Planned Lesson Activities

Name and Purpose of Lesson

Should be a creative title for you and the students to Guided Reading
associate with the activity. Think of the purpose as
the mini-rationale for what you are trying to
accomplish through this lesson.
Approx. Time and Materials
How long do you expect the activity to last and what 15 minutes
materials will you need?
Anticipatory Set
The hook to grab students attention. These are
actions and statements by the teacher to relate the Get student excited about reading!
experiences of the students to the objectives of the
lesson, To put students into a receptive frame of
mind.
To focus student attention on the lesson.
To create an organizing framework for the
ideas, principles, or information that is to
follow (advanced organizers)
An anticipatory set is used any time a different
activity or new concept is to be introduced.
Procedures Teacher and Student Actions
(Include a play-by-play account of what students and
teacher will do from the minute they arrive to the *WORD WORK
minute they leave your classroom. Indicate the T: Go over sight words on white board
length of each segment of the lesson. List actual
minutes.) -Write the words and go around to each student asking them to read the word; one word
Indicate whether each is: at a time, one student at a time
-teacher input
-modeling
-questioning strategies
-guided/unguided:
-whole-class practice

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-group practice Sight Words:

-individual practice -who
-check for understanding -no
-other -shame
-of
-eat

T: Explicitly talk through wheat Chunking wh, eat (sight word), blend

*INTRODUCTION TO QUOTATION MARKS

T: Who can tell me what quotation marks are?
T: Words inside quotation marks are what the character is actually saying.

T: Write example on white board;

-I am so excited! shouted Ms. Katie

T: What are the words I actually said?

*NEW READS- Who Will Help? & Little Red Hen

(Pass out witch fingers)

S: Students will read the new read together as a group.

*COMPREHENSION QUESTIONS
B1. Did the mess get cleaned up?
B2: How does Little Red Hen make bread?

*GUIDED WRITING
T: Stemming from comprehension question from B2, dictate, count number of words, and
practice sentence.

Dictated sentence:
Red Hen will mix and mix.

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CEP Lesson Plan Form

Differentiation Lesson fit for a Level 4 and lower reader.

To modify: If the activity is too advanced for a child, -Could be differentiated to include harder practice using quotation marks.
how will you modify it so that they can be successful? -Different level book
To extend: If the activity is too easy for a child, how -More intricate/advanced sentences
will you extend it to develop their emerging skills?
Assessment Sight words
How will you know if students met the learning
targets? Write a description of what you were Quotation mark understanding
looking for in each assessment.
Accuracy of new read

Comprehension question

Guided Writing- Sentence Structure

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CEP Lesson Plan Form

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