Unit 5.4: Speaking/Listening 1.a. Follow

Baker College Teacher Prep Lesson Plan Form
Unit: Reading Street

Unit 5.4
CCSS or State
Standards:
Speaking/Listening 1.a. Follow
agreed-upon rules for discussions
(e.g., gaining the floor in
respectful ways, listening to others
with care, speaking one at a time
about the topics and texts under
discussion).
Speaking/Listening 2. Recount or
describe key ideas or details from
a text read aloud or information
presented orally or through other
media.
Speaking/Listening 3. Ask and
answer questions about what a
speaker says in order to clarify
comprehension, gather additional
information, or deepen
understanding of a topic or issue.
Foundational Skills 3.b. Know
spelling-sound correspondences
for additional common vowel
teams.
Foundational Skills 3.d. Decode
words with common prefixes and
suffixes.
Writing 6. With guidance and
support from adults, use a variety
of digital tools to produce and
publish writing, including in
collaboration with peers.
Language 1. Demonstrate
command of the conventions of
standard English grammar and
usage when writing or speaking.
Language 2. Demonstrate
command of the conventions of
standard English capitalization,
punctuation, and spelling when
writing.
Language 4.b. Determine the
meaning of the new word formed
when a known prefix is added to a
Lesson Title: The First

Tortilla
Grade/Period:
Language Arts

known word (e.g., happy/unhappy,
tell/retell).
Language 5.a. Identify real-life
connections between words and
their use (e.g., describe foods that
are spicy or juicy).
Resources and
Materials:
(can be attached)
Reading Lesson:
Reading Street TE
Smartboard
Unit 4 Week 5 Google Slides
Read Aloud Anthology
Daily Fix It Worksheet
Prefix/Suffix Video
Writing Centers:
Chromebooks
Night at the Zookeeper
Kids.mel.org
Spelling List
Blank Paper
Decoding Book for Oral Reading
Word Wise Worksheet
Spelling Sentences Worksheet
Objective:
I Can:
Learn the meaning and use new vocabulary (Amazing Words &
Lesson Vocabulary).
Identify and demonstrate use of the phonics skill vowel digraphs
oo,ue,ew, ui
Identify and demonstrate knowledge of prefixes and base words.
Make text to text and text to self connections as they relate to the
stories shared during the Unit.
Apply known grammar rules to the Daily Fix It Challenge.
What students will know and be able
to do stated in student friendly

language (use Blooms and DOK
levels for higher level thinking
objectives)
Essential Question(s):
Will students be able to understand and use new vocabulary in the

context of the lesson as well as within the world around them?
Will students be able to identify and apply the phonics rule
associated with vowel digraphs oo, ue, ew, and ui.
Will students be able to identify a prefix and base word?
Will students be able to make real world connections about their
reading?
Will students be to apply grammar rules to a grammatically incorrect
sentence and explain why the correction must be made?
Over-arching questions of the lesson

that will indicate student
understanding of concepts/skills
What is it you want the students to
learn/know? Why?

Inclusion Activity:
Warm-Up will be part of the usual Literacy Block Activity.

Sharing strategies will be done as whole group, giving opportunities
for all students to participate. Pair/Share
Sharing strategies will also include having students come to the
Smartboard/Whiteboard to answer questions about the lesson.
Sticks will be drawn to ensure all students have opportunities to
participate. Students have the option to pass.
Activities will be varied-direct instruction, small group instruction,
and individual instruction.
Describe an activity that will ensure

that all students and their voices are
included at the beginning of the
lesson.
Sequence of Activities:
Provide an overview of the flow of
the lesson. Should also include
estimates of pacing/timing.
11:10-11:25
As part of the daily routine students will return from their special
and begin snack. As students finish they will meet at the back carpet
to complete the Daily Fix It/Amazing Words/Vowel Activities.
11:25-11:35
Students will listen and engage as they watch the prepared
Slideshow.
11:35-11:50
Students will listen and respond to the read aloud.
11:50-11:55
Students will listen and engage as they watch the prepared
Slideshow.
11:55-12:05
Students will watch the Prefix/Suffix video and present their
understanding of the concepts.
12:05-12:25
Students will work in designated Centers.
12:25-12:30
Students will be instructed to clean up Centers as per classroom
procedures and get ready for lunch.
Instructional Strategies: Students will be asked to think critically about background

Research-based strategies to help
knowledge and make text to self and text to world connections.
students think critically about the
Information will be given visually and orally in whole group, small
concept/skill
group, and individually.
Students will be offered many opportunities to write and use
vocabulary and phonics skills in different activities throughout the
week.
Assessment:
Formative:
List both formative and summative Students will give answers orally as a group.
assessments that you will use to
Students will give answers orally as an individual.
assess student understanding.
Formative assessments are given
They will be asked to explain their thinking.
during instruction (check for
Students will indicate understanding of procedures

understanding), summative are after
completion of instruction (how will
with visual cues (ex. starting activities when
you grade quiz, test, project,
appropriate).
paper, presentation, demonstration,
etc.).
Students will be asked individually to answer specific
questions.
Students will be observed as they complete Writing
Center activities.

Summative:
None
Differentiation:
Predetermined, arranged seating will lessen distractions during

whole group lesson.
Some students are able to move as necessary (Special Ed).
Some students will be assisted during Log In/Chromebook time.
Students will work with Para at the table to work with struggling
students or those that are easily distracted.
Students are asked to answer individually based on their comfort
level.
Students are able to work at their own pace in Writing Centers.
Describe who will need additional or

different support during this lesson,
and how you will support them.

Differentiated instruction could
include testing accommodations,
preferential seating, segmented

assignments, a copy of the teachers
notes, assignment notebook, peer
tutors, etc.
Summary, Integration
and Reflection:
List the way that you will bring
students together to integrate and
reflect on their learning from this
lesson
Key questions will be asked throughout the lesson to determine

what/how students are thinking. As students answer questions
pertaining to the lesson I will ask how they arrived at their ideas. I
will also encourage discussion during whole group and Writing
Centers. Immediate feedback is given following the Daily Fix It and
prefix activity.

Unit 5.4: Speaking/Listening 1.a. Follow

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Unit 5.4: Speaking/Listening 1.a. Follow

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Baker College Teacher Prep Lesson Plan Form

Unit: Reading Street

Lesson Title: The First

Baker College Teacher Prep Lesson Plan Form

What students will know and be able

to do stated in student friendly

Will students be able to understand and use new vocabulary in the

Over-arching questions of the lesson

Baker College Teacher Prep Lesson Plan Form

Warm-Up will be part of the usual Literacy Block Activity.

Describe an activity that will ensure

Instructional Strategies: Students will be asked to think critically about background

Students will indicate understanding of procedures

Baker College Teacher Prep Lesson Plan Form

Predetermined, arranged seating will lessen distractions during

Describe who will need additional or

and how you will support them.

include testing accommodations,

preferential seating, segmented

Key questions will be asked throughout the lesson to determine

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