Standards-Based Lesson Plan for Intervention Specialists
Learning Outcomes Assessment Standard
(e.g. Ohio Content Standard, ISTE Student Technology Standard, etc.)
Student(s) will be given 100 written regular word, the student will recognize 80 word with automaticity verbally state 80 CWPM when given a list of 100 first grade sight words from the Dolch sight word list.
Pre-Assessment Scoring Guide Post- Assessment Scoring Guide Standard:
Phonemic Awareness, Word Recognition, and Fluency Standard
Benchmark(s)
B. Demonstrate fluent oral
reading, using sight words
and decoding skills, varying
intonation and timing as
Appropriate for text.
Indicator(s)
4. Recognize common sight words
Procedure:
Given a worksheet with 100 sight words, the student will be timed for 1 minute while orally identifying the sight words.
Graphing:
Students will be graphed on their peer tutoring folder Pretest evaluated for accuracy and student will be placed in the appropriate learning stage. (0-90% accuracy is acquisition). According to pretest, students ranged between 15 CWPM (19% of the goal rate) and 33 CWPM (41% of the goal rate) Procedure:
Given a worksheet with 100 sight words, the student will be timed for 1 minute while orally identifying the sight words.
Graphing:
Students will be graphed on their peer tutoring folder Posttest evaluated for accuracy and student placed in appropriate learning stage. (0-90% accuracy is acquisition) Standards-Based Lesson Plan for Intervention Specialists
I. Lesson Summary First grade Reading identifying sight words through the use of Peer Tutoring
II. Standard, Assessment, and Learning Outcomes Chart
III. Pre-Requisite Skills: Student will use letter-sound correspondence knowledge and structural analysis to decode words.
IV. Instructional Procedures
Instructional Procedure Connection to Blooms Taxonomy
1. Preparation
Teacher distributes tutoring folders to the students.
Teacher prompts students to switch folders with partners (say “Switch”).
2. Tutor Huddle (4-6 minutes)
Teacher announces “Tutor Huddle” and sets the timer.
Students sit with their tutor huddle members at assigned area.
Students take out word cards from “GO” pocket and take turns reading the words and answering yes or no for accuracy.
Teacher circulates around the huddle groups to provide assistance and monitoring.
3. Practice (12 minutes)
Teacher prompts students to go to their tutoring area and assigns the student who will be the tutor first.
Teacher announces “First Practice” and sets the timer for 6 minutes.
First tutor presents the word cards, provides praise when the tutee responds correctly (“Good job”), and provides prompts when the tutee responds incorrectly (“Try again” “Say…”).
Teacher announces “Second Practice” and sets the timer for another 6 minutes.
Students exchange roles for tutoring.
Teacher circulates around the room, monitors students’ behavior, and provides reinforcement or corrective feedback.
4. Testing
Teacher announces “Testing.”
First tutor conducts testing with no prompts; places correct responses on the “smiley pile” and incorrect responses on “X”; provides praise at the end of testing.
Second tutor conducts second testing.
Students mark “O” for correct responses and “X” for incorrect responses on the back of the word cards.
5. Charting
Students color the number of correct response on the charting sheet.
6. Conclusion
Teacher announces that peer tutoring has ended.
Teacher collects students’ tutoring folders.
Cognitive Domain
Knowledge
Recall data or information
Identifies/recognizes and recalls sight words
V. Differentiated Instructional Strategies:
Instruction will be differentiated by introducing more difficult vocabulary words to students who are responding above grade level. Number of cards may be decreased if students struggle (therefore allowing more repetitions of target items).
Students who are low performing will be timed for a shorter period initially (20 seconds) and gradually the timed increments will increase (30 seconds; 1 minute) accordingly. Students with English Language Learning needs should initially be given minimum target items (e.g. five or fewer) and only increased when accuracy on the initial set exceeds 90%.
VI. Extension
Maintenance: After two weeks, student will orally identify 70CWPM on same sight word worksheet.
Generalization: Student will write same sight words given to him orally at 75CWPM.
VII. Homework Options and Family Connections: Student will identify sight words in a narrative passage when reading along with parent.
VIII. Interdisciplinary Connections: Student will identify sight words through peer tutoring of a Science lesson (hot, cold, wet, dry, etc.).
IX. Materials and Resources: peer tutoring folders, sight word cards, timer
X. Key Vocabulary: sight words, peer tutoring
XI. Technology Connections: none
XII. Research Connections: Rivera, M., Al-Otabia,S. & Koorland, M. (2006). Reading instruction for students with emotional and behavioral disorders and at risk of antisocial behaviors in primary grades: Review of literature. Behavioral Disorders, 31(3), 323-339.
XIII. Attachments: none
XIV. Post Lesson Reflections:
