Reading Comprehension Lesson

Name: Lindsay Ptasienski

Date: March 9, 2011

Grade Level/Subject: 1st Grade/ Reading Decoding/Fluency

Approximate Time: 20 minutes

Prerequisite Knowledge: The student will know how reading group is run—we sit as a group of three and practice letter
sounds with alphabet flash cards, I spell out 3 words for each student with the flash cards, we complete a decoding sheet,
and then read the books for the day aloud.

Student Objectives/Student Outcomes:

Students will be able to recite the letter sounds, sound out three and four letter words, complete the decoding sheet that
accompanies the book, and they will be able to follow along while decoding the words in the book as a group.

Content Standards:

1.A.1a Apply word analysis skills (e.g., phonics, word patterns) to recognize new words.

1.A.1b Comprehend unfamiliar words using context clues and prior knowledge; verify meanings with resource materials

1.B.1d Read age- appropriate material aloud with fluency and accuracy.

Materials/Resources/Technology:

Trophies Reading Book “Play Ball!” and “On A Raft”

Alphabet Flash Cards
Decoding sheet for two books

Implementation:

Once the students are asked to move to where they need to be and both students are at the reading table, I will set
expectations for the group, then begin by getting their attention. I will do so by asking them to tell me what we begin
with—I forgot !. After I get the alphabet cards out, I will go through the alphabet sounds with each student one time.
Once we have finished, I will take turns forming words with the letters that they can sound out. Once each girl has gotten
three words to try, we will move on to our phonics decoding sheet. The girls will proceed through the sheet with my
assistance. After the sheet is complete, we may review a few high-frequency words with the alphabet flash cards, and
then jump into the first book, “Play Ball!” We will read the book as a group, then each student will read the book to the
other. I will ask the students comprehension questions about the book. Then we will finish by me sending them to
centers.

Time
Opening of lesson: (Objectives, hook, behavior expectations)

Before beginning the reading group, itself, I will first state that I expect all lips zipped unless
they are called on so that we can respect one another’s words. Then I will tease the girls,
pretending like I’m not sure what I’m supposed to do next, and ask them how we begin our
lesson? They will surely say, “alphabet cards!” I will then flip through the alphabet cards one
time through for each girl while they say the sound that the letter makes. If there is a sound
that they are unsure about, they will not move on to the next letter until we are sure they know
it. I will put the letter at the end so they try it again at the end for reinforcement.
Procedures: Include critical thinking questions and accommodations for individual needs

Once we have gone through each letter sound, I will form three or four letter words with the
cards for the girls to try out. Many times, the girls felt as though they could not sound out
words while they read their books, but they do really well sounding out the words when they
are spelled out with the alphabet cards, gives them more confidence because they know they
know the letter sounds when we flip through the alphabet.

After each of the girls has gotten a chance to sound out three words, I will take out the decoding
sheet. Together we will go through each line of the sheet, and the girls will chorally say the
sounds and words out loud.

We will then move on to a new book today called “Play Ball!” When we begin new books,
sometimes the girls get discouraged and afraid that they can’t do it, so we will read the book as
a group out loud first. Once we have read the book together, each girl will read the story aloud
to the other. The student listening should be following along with the story with her finger—
touching each word. After each student has read through the book, I will ask them what
happened in the story to see if they comprehended that which they read. If we have time, we
will read the next book, “On A Raft,” in the series using the same pattern—reading aloud, and
then to one another.

Summary/Closing:

Once we have finished the stories, time will be running out before we have to go to lunch. I
will congratulate the girls on being excellent readers, thank them for being hard workers, and
for not giving up. I will ask one of them to do me a big favor by turning off the lights for me.

Student Assessment:

Students are assessed informally in this lesson. I will decide by their progress today if we will
move on to a new set of books tomorrow, or if we will stay on this set for a few more days to
gain both confidence and fluency. We may repeat activities multiple times throughout the
lesson, if I notice unusual struggle with letter sounds or blending letter sounds.