University of Utah, Department of Special Education: Alternative Lesson Plan

Content Area:

Reading: Beginning Decoding

Date: 10/ 18/ 16

Grade level:

Name:

Clarissa Avila

Core Standard(s):
Reading: Foundational Skills Standard 3
Know and apply grade-level phonics and word analysis in decoding words.
a. Demonstrate basic knowledge of letter-sound correspondences by producing the primary or most frequent sound
for each consonant.
IEP Goal(s)
Actual:
N/A
Revised (SMART):
By 12/12/17, students will be able to identify each letter and their most common sound with 100% accuracy 3 out of 3
trials.
By 12/12/17, students will be able to see a sight word and explicitly sound it out with 100% accuracy 3 out of 3 trials.
Instructional Objective(s):
Letter Sound Correspondence: Students will identify each letter and its most common sound with 100% accuracy on 5
out of 5 trials.
Sounding Out Words: Students will read a sight word, by saying the sound for each letter, and then say the word with
100% accuracy on 5 trials.
Behavioral Objective(s):
When given a direction, students will Be respectful, Be responsible, Actively participate in class or Try your personal
best within 5 seconds, 8 out of 10 times.
Content (concepts, information, skills, new vocab, etc.):
Decoding- using our knowledge of letter sound correspondence to correctly pronounce written words.
Sounding Out Words- learning to translate printed letters into spoken words.
Letter Sound Correspondence- learning the relationship between letters and sounds.
Instructional Materials Needed:
Lesson Plan, Letter list, Word list, Strategies for students that are ELL
Procedures/Activities (add additional rows of Teacher [T] and Student [S] roles for each activity as needed):
1. Get students attention:
a. Teacher: Class, Class
b. Student: Yes, Yes
c. OR
d. T: Give me five
e. S: Five in the air

2. Academic review /Gather background knowledge

a. T: Last week we learned about letters and the sound each letter makes for the first time. When we talk we are using words that
are made up of letters and sounds. When we talk in Spanish, Swahili, or in any other language, we are speaking words or
phrases that are made up of letters just like in English. Lets practices our letter sounds. When I touch under the letter, you say
the sound. Keep saying it as long as I touch under it. (point to letter) This letter says /a/. What sound? (signal)
b. S: /a/
c. T: Again, what sound?
d. S: /a/
e. T: (point to letter) This letter says /a/. What sound? (signal)
f. S: /a/
g. (point to letter) This letter says /m/. What sound? (signal)
h. S: /m/
i. T: Continue practice for the rest of the letters (that the students that are Englsh Learners struggled with most- to provide them
with more practice before we begin sounding out more words)
j. T: Nice job everyone! Now who can tell me what a word is made up of?
k. S: A word is made up of a lot of letters
l. T: Good. Words have letters in them! And each of these letters has a specific sound correct?
m. S: Yes, like the word cat is made up of the letters c-a-t
n. T: Nice job ______! Thats exactly what words are; they are simply a group of letters made up of sounds and put together to
create a word.
3. State instructional objectives
a. T: Today we are going to start sounding out words. Sounding out words is learning to translate printed letters into spoken
words. The more we practice sounding out words the more automatic reading becomes.
b. S: When we can read a word automatically it helps us become better, more fluent readers.
4. Review behavior expectations
a. T: Who can tell me what being respectful look like?
b. S: Its having our phones away, and listening when the teacher is talking
c. T: What about being responsible?
d. S: Having all of our materials
e. T: Actively participate in class?
f. S: answering questions, doing our work
g. T: Do your personal best?
h. S: Try our hardest
i. T: Very good! Nice job everyone! Now lets keep these rules in mind as we actively participate in class
5. Instruction
a. Model
i.
T: Now we are going to begin sounding out words. I will sound out this word. When I tough a letter, ?I will say its sound. Ill
keep saying the sound until I touch the next letter. I wont stop between the sounds.
ii.
S: Are listening and observing what the teacher is doing.
iii.
T: (Point to the left of the word) My turn to sound out this word.
iv.
T: (Signal by touching under each letter) /aaaammm/
v.
T: (Point to the left of the word) My turn to sound out this word.
vi.
T: /iiff/
vii.
T: May repeat a few words until all students have displayed mastery on these few words to understand the formatting of
this lesson plan

b. Guided Practice
i.
T: (Point to the left of the word) Now I want you to sound out this word with me. Get ready.
ii.
T: (Signal by touching under each letter)
iii.
S: /aaaammm/
iv.
T: What word?
v.
S: AM
vi.
T: (Point to the left of the word) Sound out this word with me. Get ready.
vii.
T: (Signal by touching under each letter)
viii.
S: /iiiff/
ix.
T: What word?
x.
S: If
xi.
T: (Point to the left of the word) Sound this out with me. Get ready.
xii.
T: (Signal by touching under each letter)
xiii.
S: /mmmuuuudddd/
xiv.
T: What word?
xv.
S: Mud
xvi.
T: Yes mud! Good work everyone! Lets try this with our reading groups (make sure each group is in well understanding of
what will be practiced next- same thing as the guided practice without the teachers guidance throughout the whole
practice)
c. Guided Group Practice
d. *** The teacher may have grouped her students based on reading levels, she can walk around and monitor the class while mostly
referring and assisting the group made up of most of her English Language Learners for extra scaffolding and clarity for any
misunderstanding.
i.
T: Sound out the words by yourselves. I will be walking around to see where we are at.
ii.
S1: (Point to the left of the word) Sound out this word with me. Get ready.
iii.
S2: (Signal by touching under each letter)
iv.
S1/S2: /aaaammm/
v.
S1: (Point to the left of the word) Sound out this word with me. Get ready.
vi.
S2: (Signal by touching under each letter)
vii.
S1/S2: /iiiff/
viii.
S1: (Point to the left of the word) Sound out this word with me. Get ready.
ix.
S2: (Signal by touching under each letter)
x.
S1/S2: /mmmuuuddd/
xi.
Continue practicing the rest of the word list
e. Independent practice
i.
T: Individual turns can be done in a one on one, more private way or a whole-class call on random students form. If calling
on random students provide ELL students with a heads up for what question they will be getting asked. This strategy is
culturally relevant and helps alleviate and stress or nerves the students may be feeling.
ii.
T: (Point to the left of the word) Your turn. Sound out this word by yourself. Get ready.
iii.
T: (Signal by touching under each letter)
iv.
S: /aaaammm/
v.
T: (Point to the left of the word) Your turn. Sound out this word by yourself. Get ready.
vi.
T: (Signal by touching under each letter)
vii.
S: /iiiff/
viii.
T: (Point to the left of the word) Your turn. Sound out this word by yourself. Get ready.
ix.
T: (Signal by touching under each letter)

x.
xi.
xii.
xiii.
xiv.
xv.
xvi.
f.

S: /mmmuuuddd/
T: (Point to the left of the word) Your turn. Sound out this word by yourself. Get ready.
T: (Signal by touching under each letter)
S: /bbuuuggg/
T: (Point to the left of the word) Your turn. Sound out this word by yourself. Get ready.
T: (Signal by touching under each letter)
S: /ffoooggg/

Error Correction Procedures

i.
T: (LETTER SOUNDS) My turn. This letter says /mmm/. Do it with me. What sound?
ii.
S: /mmm/
iii.
T: Your turn. What sound?
iv.
S: /mmm/
v.
T: (SOUNDING OUT WORDS) My turn. /mmmuuuddd/ /mud/ Do it with me. Sound it out get ready
vi.
S: /mmmuuuddd/
vii.
T: What word?
viii.
S: Mud

6. Wrap up
a. Review key concepts/ Check for understanding
i.
T: Why is it important to know our letter sounds?
ii.
S: So that we are able to sound out words when reading.
iii.
T: Good! Yes! The more we practice sounding out words, the better and faster readers we become.
iv.
T: To end the day lets sing the alphabet letter sound song we have been practicing
b. Review objectives
i.
T: When we accurately and fluently sound out correspondence we are able to sound out more effectively. Sounding out is
the more important skill in becoming an exceptional reader. What are some things we can do individually or as a class to
become good readers?
ii.
S: Practice our letter sounds, and sounding out our word list for the week
iii.
T: Yes! Those are all great ways to help us become amazing readers! Tomorrow we will practice reading words without
sounding them out explicitly.
c. Clean up

Adaptations/Modifications/Accommodations:
More sounding out guided practice for students with disabilities, or students that are English Language Learners. This
extra practice would take place during instruction hours NOT RECESS, LUNCH, FREE TIME etc. May allow students to
use pictures with each letter sound to remind them of what the letter sound most commonly says this helps with
independence and confidence, can also find words in their native language that have the same letter sound as
hints/reminders for what each letter sound says.
Reinforcement Procedures:
Praise students for following directions (within the 5 seconds), answering questions, actively participating in class
Ignoring off-task behavior, and using proximity to decrease the off task behaviors.

Daily Evaluation
a. Before lesson: assess accuracy on letter sound correspondence (academic review)
b. During lesson: assess accuracy on sounding out VC, CVC words during the lesson
Post Evaluation (data-based decision making):
Progress monitoring every week with Letter Sound Fluency (LSF) for at least 4 weeks before making any instructional
decisions. Once the four weeks are up, if a student is below the aimline, we will provide one on one individualized
instruction before a lesson addressing the students individual needs.
Follow-up Activities:
Continue to review letter sound- correspondence, and introduce students to more familiar words.
Sight Word Reading- reading words without explicitly sounding them out.

Letter List:
a, m, t, s, i, d, f, r, o,
g, l, h, u, c, b, n, k, v,
e, w, p, j, y, x, z, q

Word List:
1. Am
2. If
3. Mud
4. Bed
5. Fog