Complex Texts (& Strategies) IPGOShared Reading Lesson Plan

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Candidates will develop an Instructional Lesson Plan (using the gradual release of responsibility model) for the sensational 6 (oral language, comprehension, phonological awareness, vocabulary, phonics, and fluency) plus writing/spelling. For the writing/spelling area, material about young children’s writing development and modes of writing will be reviewed. Additional material and discussions will include listening and speaking strategies appropriate for young children’s literacy development. The plan will include one strategy per area with the following information about the strategy:

· Grade level

· Name of strategy

· Procedures/steps

· Materials such as texts, manipulatives, word lists, etc.

· Process objective

· B.E.S.T. Standards

EXAMPLE: ( How IPGO look like )

Instructional Plan Graphic Organizer (IP G.O.)

Name ________________________________ Targeted Grade level ___K_______

	Strategy Name & Objectives	Material & Procedures/Steps (include modifications for differentiation for ELLs and for students with special needs)
Oral language	Morning message Obj. – to be able to identify the letters n, o, and e, and to be able to associate the sounds that correlate to those letters. LAFS.K.RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words. a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant	Materials: chart paper and pointer Steps: Write the following Morning Message on the chart paper: Good Morning! Today is Monday. Today we are going to talk about the letters of the alphabet. Let’s sing our alphabet song now. After singing the song. I would point to the alphabet chart on the wall and tell the students that I want to talk about the letters e, n and o. First look at the letter Ee and tell how it has two sounds long e and short e sounds. I would repeat this process with the letter Nn, then the letter Oo. I would make sure that the students recognized how the letters look and the sounds connected to those letters. We would say the letters and their sounds repeatedly to make sure they had some practice. Next we will make letter cards for n, o, and e to take turns matching to the alphabet chart, by coming to chart and saying the letter and its sounds. Modifications: tactile letter cards, make the letters E, N, and O a different color. Picture cards that match the sound those letters make at the beginning of a word. (example, e is for elephant).
Phonological awareness	Elkonian sound boxes or Phonogram word family
phonics	Word hunts or Making words	Shared reading for rhyming
Vocabulary	Sight/High frequency words Or Concept web Cuing systems	Shared Reading Framework: Introduce the book – Picture Walk/Preview – Teacher reads – might add questions and prompts during reading or wait until end then put comprehension questions Reread with class – might want to focus on ? Explain: purpose what to learn and why Demonstrate: modeling examples linked to explain step Guide:we do some together with guided question and feedback Practice: we do some together in small groups Application: you do independently
Comprehension	Five finger retell Story map	Explain what is comprehension with retelling and why learn Demonstrate Guide Practice
fluency	Echo or Choral reading or Reader’s Theatre	Shared Reading Reader’s theatre
Writing Spelling	Word family for eep	Shared reading word families for spelling new words Explain what are word families and how help read and write Demo Guide practice