Lesson Plan Example

Directed Lesson:
    Have the student clap out five or more words and tell how many syllables
      are in each word.
    Introduce the student's new book.
    Explain that Student Books 1 and 1A taught the CVC short vowel pattern.
    Explain that Student Book 2 will teach long vowel patterns, irregular sound
      patterns, and endings.


    Have the student turn to Page 1.
    Have the student point to the CV long vowel pattern at the top left
      side of the page.
    Explain that the CV long vowel pattern is read, consonant, vowel.
    Instruct the student that the mark over the V in the CV is a macron
      and the macron warns the student, "Be careful! I don't say my short
      sound in this word. I say my  name." (The definition of macron is for
      both student information and vocabulary building.)
    Explain to the student that when a word has only one vowel and
      the word ends with the vowel, the vowel is usually long and says its name.
    Teach the student the CV long vowel pattern rule:

CV Long Vowel Pattern Rule: When a word has only one vowel and the word ends with the vowel, the vowel is usually long and says its name. (we)

    Have the student place a marker under the first line of words.
    Have the student decode and read the three words.
    Have the student use the words in sentences orally.
    Have the student move the marker, decode and read lines two, three,
      and the word hi in line four.
    Have the student place the marker under the title of the story.
    Have the student decode and read the title.
    Have the student place the marker under the sixth sentence.
    Have the student find the word cannot.
    Remind the student that a compound word is two words put together
      to make one new word.
    Have the student decode and read the compound word cannot.
    Have the student read the story "Tim and Jill" silently and then orally.
    Have the student point to and pronounce three CV long vowel pattern words.
    Have the student point to and pronounce two CVC short vowel pattern words.
    Ask inference questions orally. Example: Why do you think Tim and Jill can't stop?

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