K-3 Lesson Plan Framework

Preservice Teacher:
Date:
Title:
Learner Profile:

Yocelyn Tolosa
March 3, 2015, March 5, 2015, and March 6, 2015
Phonics Intervention Week 2

Five second grade students comprise the phonics intervention small group.
Females: 3
Males: 2 One of which has been retained for one year (9 years old)
All of these five students are part of the ESOL program.
ESOL Level Range and Distribution:
Level Three: 3
Level Four: 2
None of the students are part of the Exceptional Student Education program
(ESE); however one of the male students is receiving RTI and gets pulled out for
intervention.
Student 1 Male (retained, ESOL Level 3)
Student 2 Male (receiving RTI, ESOL Level 3)
Student 3 Female (ESOL Level 3)
Student 4 Female (ESOL Level 4)
Student 5 Female (ESOL Level 4)

Subject(s):

These students speak Spanish as their home language.

Language Arts Phonics
INTERVENTION DAY 1 3/3/2015
Identifying vowels and vowel sounds in familiar words.
INTERVENTION DAY 2 3/5/2015
Build words using common word families and identify different vowel sounds.
INTERVENTION DAY 3 3/6/2015
Play word family dominoes and identify different vowel sounds in each word
built.

Standards:

LAFS.1.RF.3.3.d.Use knowledge that every syllable must have a vowel sound to

determine the number of syllables in a printed word.

Time Frame:

Each intervention session will last approximately 30 minutes.

Reading Intervention Phase: The students will be pulled out three times a week for
approximately 30 minutes for a total of four weeks.

Objectives:

INTERVENTION DAY 1 3/3/2015

After having reviewed the different vowels and their corresponding short and
long vowel sounds, the students will label the visual cards with their appropriate
title, highlight the vowel, and identify the vowel sound it is producing within the
word on three of five opportunities.
INTERVENTION DAY 2 3/5/2015
After having reviewed the different vowels and their corresponding short and
long vowel sounds, the students will pull a domino out of the paper bag and
build a word utilizing the indicated word family on the domino and identify the
short or long vowel sound in play on three of five opportunities.

INTERVENTION DAY 3 3/6/2015

After having reviewed the different vowels and their corresponding short and
long vowel sounds, the students will play a dominoes game in which they place
dominoes in front or in back of another in order to build words, once they have
built a word they will identify the vowel in play and determine if the short or long
vowel sound is being used on three of five opportunities.
Materials:

INTERVENTION DAY 1 3/3/2015

Scissors
Pencil
Visual Cards
Tablet

INTERVENTION DAY 2 3/5/2015

Phonics dominoes
Paper bag
Dry-Erase White Board
Word Family Word Cards
INTERVENTION DAY 3 3/6/2015
Phonics dominoes
Paper bag
Dry-Erase White Board
Word Family Word Cards
Anticipatory Set:

INTERVENTION DAY 1 3/3/2015

Before getting started, go over the expected behavior for the duration of the
intervention session. (Providing for an environment of fairness through setting
out clear expectations)
Play the vowel sound song video and have the students sing along with you.
https://www.youtube.com/watch?v=4TjcT7Gto3U

After the review ask for volunteers to give two examples based on one letter of
words containing the short and long vowel sound.
Ask the students for the difference between the short vowel sounds and the long
vowel sounds.
INTERVENTION DAY 2 3/5/2015
Before getting started, go over the expected behavior for the duration of the
intervention session. (Providing for an environment of fairness through setting
out clear expectations)
Before playing the video to review ask the students
How many vowels do we have in our alphabet?
How many sounds does each one have?
Can you give me some examples of each?
Play the vowel song video in review and encourage the students to sing along
with you.
https://www.youtube.com/watch?v=4TjcT7Gto3U

INTERVENTION DAY 3 3/6/2015

Before getting started, go over the expected behavior for the duration of the

intervention session. (Providing for an environment of fairness through setting

out clear expectations)
Play the vowel sound song video
https://www.youtube.com/watch?v=4TjcT7Gto3U

Activities:

Review the word families introduced in the previous session by holding up the
word family word cards. Brainstorm some possible words and write it down on
the dry-erase white board so that the students can look back later and have it as
a reference.
INTERVENTION DAY 1 3/3/2015
After the review of the vowels and their short and long sounds the students will
get to put their newly acquired knowledge to practice.
The teacher will pass out a sheet with different visual cards that the students will
be working with.
The teacher will review some of the possible words and model what it is she is
expecting them to do.
First, we need to cut out each visual card and identify what it is. Write the name
of the visual on the back of the card.
Once you have written down the title of the visual you will circle the vowel.
When the students name the visual first have them sound out the word and
together as a group we will count how many syllables each word has. Then the
student will individually name the vowel in cue and the sound.
After you have identified the vowel you will you will decide whether it is making
a short or long vowel sound.
Afterwards the students will share their words.
Together we will count the words and how many syllables in each word.
Then you will get to tell us which are the vowels in your word and the sound that
is it making.
INTERVENTION DAY 2 3/5/2015
After the review of the vowels and their short and long sounds the students will
get to put their newly acquired knowledge to practice.
Introduce common word families. Hold up the different word family cards so that
the students can see the written representation of the word family just
pronounced.
Write some examples together on the white board as the teacher models how
the activity will be carried out. The students can use this information as a
reference during the activity.
Explain to the students that the word families stay the same and you simply add
a new letter to the front and you make a new word.
Lets Play A Game!

There will be a paper bag passed around with dominoes inside labeled with
different word families.
Each student will have a turn. They will pull a domino out of the paper bag and
share with the group which word family they will be working with. Then they will
think of a word they can make with the word family. Once they make a turn they
move on. The next peer does the same, and so on. If a student cannot think of a
word then they place their domino in the center of the table and reach for a new
one from the bag and give up their turn.
We will play until there are no more dominoes left in the paper bag.
As closure we will look at the dominoes left in the center of the kidney table.
These are the dominoes that the students had trouble with. The students will
work together to make words using those word families.
INTERVENTION DAY 3 3/6/2015
After the review of the vowels and their short and long sounds, and the word
families introduced in the previous session, the students will get to put their
newly acquired knowledge to practice.
Post the word family cards around the environment so that the students can
think back to the examples from the previous session in order to use as a
reference during the activity.
Explain the instructions explicitly tell the students how many dominoes they
are to start with, how the rounds work, and what to do if they cannot come up
with a word.
Start off with five random dominoes each; place them facing only yourself so
that no one else can see your dominoes.
Each person will have one turn in the round. Pay close attention to the words
that your peers are proposing so as not to repeat the same word.
Place a dominion front or in back of the domino in cue to make a word.
Repeat your word out loud. Count the syllables. Name the vowel. Tell the vowel
sound that it is making.
If you cannot think of a word to build with the word families in cue on the table
and the dominoes in your pile, make sure to look back at your dominoes and
think long and hard. If after that you still cannot come up with a word then you
will take a domino from the paper bag and pass your turn to the following peer.
After you have explained the rules ask the students to repeat the rules back in
order to make sure that they understood what is expected of them.
The teacher will quickly model how the activity should progress. On the white
board together come up with and write some examples of possible words to be
used throughout the game. The students can refer to the white board as a
reference during the game.
Begin the Game!
As the students are playing the teacher will observe and scaffold and support as
needed. The teacher observation will be reflected in the reflective journal.

Assessment:

ESOL Strategies:

As closure, when the game is over have the students read out some of the
words that they built together and point out the vowel in cue and the vowel
sound that it is making.
INTERVENTION DAY 1 3/3/2015
Reflective Journal: After the session the teacher will write a reflection of the
lesson including whether or not it worked out, what did not work, how she would
change the lesson in order to improve it. The teacher would tell details of what
happened during the session and if the students were able to achieve the
objective or not.
INTERVENTION DAY 2 3/5/2015
Video Recording: The teacher will record the activity so as to go back and
make notes for the reflective journal. The teacher will be able to see exactly
what each student said and did.
Reflective Journal: After the session the teacher will write a reflection of the
lesson including whether or not it worked out, what did not work, how she would
change the lesson in order to improve it. The teacher would tell details of what
happened during the session and if the students were able to achieve the
objective or not.
INTERVENTION DAY 3 3/6/2015
Video Recording: The teacher will record the activity so as to go back and
make notes for the reflective journal. The teacher will be able to see exactly
what each student said and did.
Reflective Journal: After the session the teacher will write a reflection of the
lesson including whether or not it worked out, what did not work, how she would
change the lesson in order to improve it. The teacher would tell details of what
happened during the session and if the students were able to achieve the
objective or not.
I will speak clearly and slowly. Enunciate so that the children can understand
what is expected of them.
I will repeat the instructions and check with the students often for understanding.
Have the students repeat or retell the instructions in their own words, in order to
check if the students understood what is expected of them. This will facilitate
that they carry out the activity correctly.
Labels for ELLs or picture cues labeled in both English and in their home
language if necessary.
Utilize a variety of visuals and technology (respecting the cultural and linguistic
family backgrounds)

Adaptations:

Partner the ELLs with a native English speaker to facilitate the process if
needed. Assist and check with students often for understanding.
The children participating in the intervention session do not have any IEPs
therefore the adaptations I would make if there were, would be to have them
work with a partner that could help them stay on track.
I would monitor the students as they work and scaffold as needed.
I would use a variety of visual cues and hand gestures.
I would provide them with assistive technology if necessary for example the
promethean board can read the text from the book aloud.

Assist the students and check with them often for understanding.

Remediation:

In order to enhance the experience of children with special needs and limited
formal schooling I will implement the use of technology
INTERVENTION DAY 1 3/3/2015
If after the intervention session the students did not grasp the concept of the
vowels and their different sounds, I would attempt the lesson once more in the
following intervention session but in a different manner.
I would isolate the short vowel sounds and just focus on that for one session. I
would provide manipulatives of objects that contain the short vowel sounds. For
example a stuffed animal cat, a ball, a red crayon,etc. Only a few of these will
be used as the teacher models and explains what is expected of them.
Then provide a variety of materials, there will be more materials that contain
short vowel sounds but mixed in with other materials. The students will have to
sort out only the short vowel sound objects.
Make a list together of the short vowel objects they found, emphasizing the
short vowel sound.
INTERVENTION DAY 2 3/5/2015
If after the intervention session the students did not grasp the concept of the
word families, I would attempt the lesson once more in the following intervention
session but in a different manner.
I would provide a chart with the different word families in order to scaffold the
activity.
Another option would be to prove a strip with the letters of the alphabet so that
the students could just plug in the letters to the beginning of the word family to
make a word.
INTERVENTION DAY 3 3/6/2015
If after the intervention session the students did not grasp the concept of the
word families and vowels and their different sounds, I would attempt the lesson
once more in the following intervention session but in a different manner.
I would provide a poem in order for the students to see the concept being
applied and be able to recognize it in a familiar text.

Curriculum Integration:

INTERVENTION DAY 1 3/3/2015

Oral Language: Saying the words aloud during review
Comprehension: The students need to understand the instructions in order to
complete the task at hand.
Phonological Awareness: the vowel sounds
Phonics: vowel sounds and letter correspondence
Fluency: repetition
Vocabulary: building words
INTERVENTION DAY 2 3/5/2015
Oral Language: Saying the words aloud
Comprehension: The students need to understand the instructions in order to
complete the task at hand.
Phonological Awareness: the sounds of the different words families
Phonics: word families
Fluency: repetition

Vocabulary: the different words being built

INTERVENTION DAY 3 3/6/2015
Oral Language: Saying the words aloud
Comprehension: The students need to understand the instructions in order to
complete the task at hand.
Phonological Awareness: the sounds of the different word families and vowel
sounds.
Phonics: Word families and vowel sounds
Fluency: repetition
Vocabulary: the students built various words
Home Learning:

INTERVENTION DAY 1 3/3/2015

The students will go home and bring newspaper clippings and then work with
them with the small group to find the vowels and identify the vowel sounds.
INTERVENTION DAY 2 3/5/2015
The students will find word families in a book they are currently reading and
create a list for reference. They will share the list with the group.
INTERVENTION DAY 3 3/6/2015
Build on to the list from the previous session home learning and share with the
group.

Resources:

Reflection:

INTERVENTION DAY 1 3/3/2015

Education.com
INTERVENTION DAY 2 3/5/2015
Phonics domino set
INTERVENTION DAY 3 3/6/2015
Phonics domino set
REFLECTIVE JOURNAL:
INTERVENTION DAY 1 3/3/2015
For todays session since the stuednts wer struggling with the differen vowel
sounds i chos eto give them a more explicit activity and instruction. Although it
was an explicit acitivty i think that i should have made it more enagging. This
was not as fun for them. They were able to do it but with some diffivulty. They
were still not mastering the difference between the short and long vowel sounds
for the most part. I probably should have taken a different approach in whcin i
took one day to explicitly work on the short vowel sounds. Then taken another
day to work on the long vowel soudsn so as to make it more manageabel for
them to understand. Since they are a grou pa strugglign readers i should have
broken it down more. Since the first acitivities seemed to be to easy for them i
decided to make it a little bit more challenging. However, i should have broken
down these two concepts as they really seem to be strugglign with it. I will
continue with this concept until they begin to grasp it with more ease.
INTERVENTION DAY 2 3/5/2015
For todays intervention session i planned something more fun. I brought in
phonics dominoes. I plan to use these again because they really had a lot of
fun. One of the students even told me that he was having a lot of fun and
learning. The session went well today. I felt it was a success I was able to break
away from the vowel sound a little bit and introduce the word families but I also
made sure to keep working on the vowel sounds. Within a different context the
students seemed to be more at ease with the vowel sounds today.
INTERVENTION DAY 3 3/6/2015
I used the dominoes again today and the students are still enjoying them. They had
a lot more fun with this game today. They were able to build more words and helped
each other out. I observed that they were very comfortable with the vowel sounds
today and I feel that giving it some explicit time and then mixing it in with the word
familile shelped them see the concept in a different light and in application and
therefore it made it easier for them to digest. They did better this time around and I

feel I will still continue to stress and review the vowel sounds but I am ready to move
on to word endings as this was the major area of concern on the baseline.