Decoding LessonPlan

Reading Lesson Plan (For Purpose of DE3, all elements in template are required) TEACHER NAME: Regina Ross LESSON GRADE: 2nd DATE: March 14, 2022 Learning Intention(s): The student will be able to demonstrate recognition of rhyming words The student will be able to determine whether two words rhyme or not Rationale/Alignment to Case Study Student (CSS) Intervention Plan/Tier of Instruction Sara has shown a significant deficit in phonemic awareness skills. Based on the phonics scope and sequence rhyming words are appropriate to work on. The 5 students in this group all have significant deficits in phonemic awareness skills. All 5 students in this group have difficulty identifying words that rhyme and they also have difficulty producing rhyming words on their own. PSara’s MTSS plan as well as her intervention plan focus on rhyme word identification and production. Current progress monitoring data for rhyme production dated weekly from until March 11, 2022 averages 20% accuracy rate. Jan 6, 2022 GSE: ELAGSEKRF2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Recognize and produce rhyming words Success Criteria-Group (Please State Expected Outcome): Student will be able to correctly identify 3/4 rhyming words with 75% accuracy Group Outcome Progress: ❏ Met ❏ Progress toward Met ❏ No Progress Next Step for group: Group Progress Monitoring/Formative Assessment Data Collection: The group as a whole did not master this concept. Based on data from the formative assessment the following data was collected Case student student 2 out of 4 or 50% Student 2 1 out of 4 or 25% Student 3 3 out of 4 or 75% Student 4 4/4 or 100% 50% of the students obtained mastery of this skill. The other 50% of students continue to struggle with Recognizing and producing rhyming words. They are making progress towards meeting the required mastery criteria for this skill. Success Criteria-CSS (Please State Expected Outcome) CSS Outcome Progress: ❏ Met ❏ Progress toward Met ❏ No Progress Next Step for CSS: CSS Progress Monitoring/Formative Assessment Data Collection: Sara’s performance on this assessment coincides with her progress monitioring data. She achieves 20 to 40% on progress monitoring assessments on rhyme production and recognition. She also achieved 50% on this assessment. Sara continues to have difficulties with rhyme production and rhyme recognition. The next steps for the CSS is to continue working on hearing rhyme in words by utilizing picture cards without words on them . S tarting with picture cards, guide the student in naming the picture to ensure they are using the keyword for the rhyming activity. Then, model for them how you make the onset sound and exaggerate the rime in order to help them isolate the sounds in the words that will be used for rhyming. The students will practice this activity by putting pictures in rhyme or not rhyming piles.

Collaborating Partners and their Role in Lesson Implementation (Interventionists, Paraprofessionals, Co-teacher, etc): SMALL GROUP PEC TEACHER LED INSTRUCTION Number of Students (group must include CSS) ❏ Whole Group ❏ Small Group Length of Lesson 30 minutes Materials Needed Markers Book Llama Llama Red Pajama Pencil Match the pictures that rhyme worksheet Letter tiles Chart paper computer Location of Lesson General Education Classroom Teaching Plan (Be specific and detailed.) Opening/Model (Think About: How will you communicate the learning intention(s) and success criteria to your students?) Prior Learning: The teacher will do a quick review of at word families. The words used will be cat, at, hat, that, rat. The teacher will write the words on the chart paper and ask the students what do the words in this family all have in common. The teacher will allow students two minutes to turn and discuss with each other. Once the two-minute turn and talk discussion is over the teacher will allow students to discuss their answers. The teacher will reiterate that all the words written on the chart all end in at. The students will then be asked to repeat each word emphasizing that at ending sound. The teacher will utilize the following link : Rhyming and Move to introduce the students to rhyming words. The students will watch the video as a quick introduction to rhyming words. This activity will utilize the kinesthetic model. This will entail the students using their bodies to make specific movements when words rhyme as well as when the words don’t rhyme. This is a short 3-minute video. Once the video has ended the teacher will ask if anyone can recall from the video what rhyming words are. The teacher will allow students to share their responses. The teacher will explain to students that rhyming words are words that have the same ending sounds. Teacher will be sure to point out that although rhyming words may have similar endings rhyming words are about the same sound. To help facilitate the teacher will ask students what rhymes with bat? The teacher will allow 10 seconds for students turn and talk. Allow students to respond and ask students how do you know these are rhyming words?