CSOE Lesson Plan Template

CSOE Lesson Plan

Template
1st grade
GRADE

SUBJECT Seeing Star’s Program by Lindamood Bell. Development of reading and

language/vocabulary.
1. The students use letter sounds knowledge to decode written language
2. Understand that written words are composed of letters that represent sounds.
CONTEXT
3. apply letter-sound learned to correspondences of a set of consonants and
vowels to begin reading.
4. Learn to formulate visual imagery to better access recognition.
The Rotation Blended Learning Model is the focus of this lesson plan. The lesson is
designed so that students rotate to distinct rotations, one of which is computers, and
LESSON SUMMARY
another is face-to-face with the teacher. Students are grouped according to their
learning ability so that the teacher can better address their needs during small-group
instruction.
Piaget proposed four developmental stages that children pass through as they mature
into adults. As a teacher, it is crucial to understand the three stages, but for this
lesson, the Preoperational stage applies.
How is Theory applied in
this lesson?
Children develop language during the preoperational stage (2-7 years). They use
symbols, such as actions and images, to think. They also have difficulty
understanding the opinions of others.
ISTE Standards for Students How will you address the ISTE Standards for Students?
I will meet the ISTE Standards by connecting with students at the start of each lesson and reviewing the
consonants, vowels, and names. I want all students to do well so that I will inform them about the material
covered. It is critical to maintaining open student-teacher communication to create a positive student-driven
learning environment. This will give students the confidence to become innovative designers capable of
identifying, decoding, and blending words by retrieving them from visual imagery.

STATE or COMMON CORE How will you address your States or the Common Core standards?
I will address Common Core Standard L.K.4 by determining the meaning of unknown and multiple-meaning
words and phrases based on the 1st-grade reading. The student must identify new meanings for familiar words
and apply them.

Writing: Texts and purposes: 1.W.2

Write informative texts in which they name a topic, supply some facts about the topic, and provide some sense of
closure.

MEASURABLE OBJECTIVE What will your students be able to do?

Students will be able to identify alphabet letter sounds and symbols and will investigate the letter's name and
sound to make a connection. Students will improve their letter recognition abilities and demonstrate an
understanding of letter sounds and names. Students will also create visual imagery to help them improve or
speed up their letter recognition. Students will practice visual imagery and air-writing to remember the sound,
name, and form.

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 ASSESSMENT

How will you know whether your students have made progress toward the objective?
Individual reading assessments are one method of testing reading. The teacher will know whether the students
have progressed toward the objective based on how well each student identifies the alphabet.

How and when will you assess mastery?

The teacher conducts individual formative assessments. The teacher randomly chose a student and assessed
the student individually by having the student read a portion of the text. The student will also assess decoding,
blending, and recognition fluency.
The student will also demonstrate fluency by playing board games such as tick-tack toe to engage.

At the end of the course, students will demonstrate mastery through summative evaluation by test to evaluate
where the student is.

DIVERSE LEARNERS (Mixed Abilities)

How will your instruction support the diversity of learners in your classroom?
Instruction will provide various resources to support a diverse range of learners, including a quiet space, low
stimulation, frequent breaks, media, grouping, and other strategies to introduce the material to students, as well
as the implementation of technology-based formative and summative assessments. The teachers will also seek
additional assistance by working with the special education department (if applicable) to determine which
students have IEPs and require special accommodations. This will help support learners' diversity by creating a
welcoming and safe environment.

List the specific strategies you will use.

1. Students with 2. English Learners (ELD 3. Advanced Learners 4. At Risk
Disabilities Standards)
● Offer variety ● Formative
● Cooperative ● Create mixed levels of difficulty assessments
learning ability groups ● Challenging ● Use of visuals
● Technology ● Technology- students ● Use tangible
based formative based formative ● Summative objects
assessments and summative assessments ● Offering choices
assessments ● Encourage AL to of content and
● Use of tangible
teach other tools
objects ● Cooperative
students that are ● Offer variety
● Use of repetition learning
not as advanced levels of difficulty
● Hands-on ● Differentiated ● Differentiated ● Use of repetition
approach instruction instruction ● Use of real-life
● Multisensory ● Use of visuals examples
teaching ● Use of repetition ● Hands-on
● Differentiated ● Hands-on approach
instruction approach ● Multisensory
teaching
● Differentiated
instruction

DIFFERENTIATION
● Differentiated instruction is not the same as individualized instruction.
● Differentiation allows students to show what they know in different ways.

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 1. Content 2. Process 3. Product
Symbol imagery for phonological Deliver the material following the Students will demonstrate mastery
and orthographic processing in student's learning styles and of the content through formative
reading and spelling. This brief abilities. Visual, auditory, one-on- and summative assessments. This
organizes the Taxonomy of one interaction, and other learning can be done through games, text,
Intervention Intensity dimensions to styles are all possible. digital content, and annual testing.
help educators. The brief may help
teachers determine how well the
program aligns with the Taxonomy
of Intervention Intensity.

CLASSROOM MANAGEMENT
How will you create a healthy ● The teacher will create a safe and welcoming environment for all
learning environment? students, especially for disabled and second-language speakers.
● Allow children frequent access to water, but plan for them to need
regular bathroom breaks.
● Provide a healthy snack basket (fruits, vegetables, sunflower
seeds, raisins, and so on) and encourage responsible daily
snacking. Snack times can also be built into morning and afternoon
routines.
● Keeping electrical cords and power cords away from the reach of
children.
How will you create and maintain a A set of rules will be developed between students and teachers to create a
supportive and safe learning supportive and safe learning environment. Students collaborate with their
environment? teacher to develop rules agreed upon at the start of the year. When the
teacher gives students options for demonstrating an understanding of
content, they feel connected, responsible, and supported.
How will you establish a climate of Making opportunities for students to demonstrate understanding of the
learning? lesson through various formative and summative assessments and
accommodations and understanding that only some students learn in the
same way or at the same pace. A learning climate will be established by
developing a set of ground rules for students and teachers to follow. They
ensure that communication between students, teachers, and parents is
always open, as well as developing a good understanding of patience.

OPENING (10 minutes – suggested)

How will you communicate what is How will you communicate what is about to happen?
about to happen? How will you The teacher will introduce the focus of the day's lesson (Seeing Star
communicate how it will happen? Program). The teacher will also work with students on consonant and vowel
sounds and have them air-write, decode, and blend CV and CVC words.
The student will imitate the sound and air write as instructed by the teacher.
How will you communicate how it will happen?
The teacher will demonstrate by repeating letter consonant and vowel
sounds, and the student will be instructed to air-write by drawing with their
index finger in the air. This will be done several times so that the students
can accurately demonstrate. The teacher can also play games to have
students engaged in the lesson.
How will you communicate its The teacher will discuss the importance of understanding consonants and
importance? How will you vowel sounds by providing real-life examples. They will communicate
communicate connections to connections through assignments in the class by identifying words to
previous & future lessons? pictures to connect the content.

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 How will you engage students and The teacher will engage students by allowing them to use classroom
capture their interest? resources as references. They will capture student interest through
everyday examples and their individual and group assignment. The teacher
will also keep students engaged by allowing students to ask questions
about what they want to know.

TIME TEACHER STUDENTS' MATERIALS, STRATEGIES, &

The teacher will explain the TECHNOLOGIES USED
10 day’s objective and how the Students will listen to
Min class will be grouped into instructions and be able Students will not need any
groups of their choosing. to ask any clarifying supplies at this
The teacher will write questions to either point in the lesson.
student questions on the teacher.
board for all to see.

INTRODUCTION OF NEW MATERIAL (10 minutes – suggested)

How will you introduce academic The teacher will introduce the alphabet words to the class. Individual
language? consonants and vowel cards are shown to the class and the student is to
take a visual picture in their minds, and then air-write it while the teacher
hides the card. They should be able to trace the shape in the air and
through recognition, the students should say the name and the sound of the
letters. After the recognition of the consonants and vowels, students will be
introduced to CV and CVC words.

What key points will you ● Emphasis will be on each consonant and vowel sound.
emphasize and reiterate? ● Emphasis will be to create mental imagery for sounds and letters
within words—as a basis for reading and spelling. The development
of symbol imagery improves word recognition, spelling, and reading
fluency skills.
● Also decoding, blending, and manipulation of CVC words
How will you ensure that students At the end of the portion of the lesson, the teacher will ask students to raise
actively take-in information? their hands to identify an individual name and the sound of the letter. The
student will air-write and say the sound of the letter and name. The student
then will be asked if they want to go over any letters or questions.
How will you vary your approach to Introducing the vocabulary through auditorily and visuals, it will allow for
make information accessible to all different types of learners to begin to understand the new vocabulary words
students? How will you presented at the beginning of the lesson.
differentiate your instruction for all
your learners?
Which potential misunderstandings Students may confuse consonant sounds and vowel sounds and names. The student
will you anticipate? may also find it difficult to form visual imagery and therefore, may not air write
appropriately.
Why will students be engaged and The instructor will encourage student engagement by permitting students to
interested? use classroom resources as references. They will capture student interest
through the use of commonplace examples and a group project. The
instructor will also maintain student interest by permitting students to ask
questions about topics of interest.

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 TIME TEACHER STUDENTS MATERIALS, STRATEGIES, &
15 The teacher will introduce Students will repeat the teacher's TECHNOLOGIES USED
min consonants and vowels by consonant and vowel sounds by - Whiteboard for students
having the students repeat after air-writing them. They will also who have difficulty with
the teacher. The teacher will learn how to air-write and say the air writing such as
demonstrate air-writing by having letter name and sound as they students with disabilities
to write with the index finger in write with their index finger in the or forming mental
the air and saying the sounds of air. Students will be asked to picturing.
each letter. This will help visualize and recall the sound - IPAD, students with
and name of the letter by taking special needs.
a mental picture with their eyes.
The student can then raise their
hand if they have any questions
that will be used to guide the
inquiry model through the seven
phases.

GUIDED PRACTICE (15 minutes – suggested)

How will you clearly state and ● Teach students to respect teachers, peers, elders, and others by
model behavioral expectations? listening without interrupting.
● every day, be prepared. Bring textbooks, notebooks, pens, pencils,
and erasers. Focus and motivation are crucial in class.
● Zero tolerance for bullying, harassment, taunting, hostility, physical
assault, and class disruption.
● Rude or unparliamentary remarks, disrupting class, and damaging
school property are prohibited.
● Using positive reinforcement to change bad conduct. It's a
reinforcing stimulus that encourages learners' behavior, conduct,
and etiquette. Rewards, praise, pats on the back and thumps up
are positive reinforcements.
● Role-playing rules; students act out examples and non-examples of
each class rule. Help kids develop compassion, self-
consciousness, self-control, social awareness, relational skills, and
credible decision-making. Teachers can enhance student conduct
through positive class rules.
● Regular routines, assignments, and activities keep students
engaged and distracted. Teachers must be proactive and ensure
classroom discipline and decorum.
How will you integrate the While modeling how to properly air write in the air with the index finger,
academic language? students will also learn the sounds by positioning their tongues correctly to
say the sound. When presented with CV or CVC words, the student can
then retrieve or connect sounds.
How will you ensure that all Each consonant and vowel will be presented several times in order for the
students have multiple student to understand the name, sound, and air-wiring, form a mental
opportunities to practice? picture and correctly position their tongue in order to pronounce the name
and sound.

How will you scaffold practice The student will be put into groups to practice each name and sound. They
exercises from easy to hard? will also have opportunities to demonstrate this individual as teachers will
go around the room and ask students. This portion is good practice for each
student to communicate and help one another in the lesson.
How will you monitor and correct The teacher and their aides will go around the room and ask each group or
student performance? individual the name and sound of each letter. If they make a mistake the
teacher or the aides will model the correct name and sound.

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 Why will students be engaged and Students will be engaged and interested as they will be curious to read
interested? books that are in the classroom. Also, if they correctly identify all letter
names and sounds, the students will play tick-tack-toe with CV or CVC
words.
TIME TEACHER STUDENTS MATERIALS, STRATEGIES, &
15 The teacher will explain to Students will practice saying TECHNOLOGIES USED
min students that they must create each letter's name and sound by In this portion of the lesson, each
groups of 4-5 students to work air writing with their index group will get a worksheet that
on the activity. The teacher fingers. If they make a mistake or will have each letter for air
models name, sounds, and air- require assistance, the teacher writing.
writing for students to follow. or aides will assist them.

INDEPENDENT PRACTICE (25 minutes – suggested)

How will you clearly state and The teacher will remind students how to appropriately work in groups.
model behavioral expectations?
How will students demonstrate The teacher and aides will go around the class and ask each student the
understanding of the academic name and sound of each letter by having them air-write.
language?
In what ways will students attempt The students will display mastery when they identify the letter name and
to demonstrate independent sound with no difficulty or hesitation.
mastery of the objective?
How will you provide opportunities Opportunities for extension will be provided by adding additional days to
for extension? review consonants and vowels and to continue student recognition.
Why will students be engaged and Students will be encouraged to learn to recognize the letter names and
interested? sounds and opportunities will be given to them if they have correctly
identified the letter names and sounds by providing them access to the
library.
TIME TEACHER STUDENTS MATERIALS, STRATEGIES, &
20 The teacher will walk around the Students will work with their TECHNOLOGIES USED
min classroom answering questions groups and use all worksheets
and assisting students in available to them. ● The worksheet
correctly positioning their containing the letter
tongues by saying the name and names.
sound of the letter. The teacher ● Aides
will also assist students in
developing mental imagery and
air writing skills. The teacher and
his or her aides will observe and
assist the students.

CLOSING (5 minutes – suggested)

How will students summarize what The teacher will ask a group to share 5-10 letter names and sounds from
they learned? the alphabet list.
How will students be asked to Each group will be required to share 5-10 letters from the alphabet and
state the significance of what they share them with the class.
learned?
How will you provide all students The teacher will provide all students with opportunities to demonstrate
with opportunities to demonstrate mastery through an individual formative assessment by the teacher.
mastery of, or progress toward, the
objective?

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 TIME TEACHER STUDENTS MATERIALS,
5 Teacher will ask each group to present A student from the group will STRATEGIES, &
mins 5-10 letter names and sounds from the answer 5-10 letter names and TECHNOLOGIES USED
alphabet. sounds for the entire group. The worksheet.

HOMEWORK (if appropriate). How will students practice what they learned?
Students will be assigned homework, including exercises on CVC words. The students' assignment will feature
images of CVC words (fat, cat, sit, cup). The students will be asked to match the word to the picture. They will
also practice handwriting with alphabet words to get comfortable with them.
COLLABORATION What other education professionals will you collaborate with to ensure all learner needs are
met?
The teacher will teach the lesson. The teacher will seek additional help by collaborating with the special
education department to identify which students have IEPs and need special accommodations. The teacher, with
other educators to, learn strategies that can better assist English learners.

SOCIAL AND EMOTIONAL SKILLS

Which of the following social and ● Critical Thinking/Problem-Solving supports the lesson because it
emotional competencies (World helps students reflect and think about the letter name and sound. It
Economic Forum, 2016), does this also enables the students to work with their classmates to complete
lesson support? the task. Critical thinking and problem-solving encourage students
● Critical Thinking/Problem to become open-minded and welcome innovative ideas.
Solving ● Creativity supports the lesson because it offers a simulation of the
● Creativity cognition in students recognizing the importance of letters in our
lives.
● Communication
● Communication will help facilitate the lesson for students and bring
● Collaboration out leadership qualities in some students. Communication supports
the lesson by encouraging students to work as a unit or team;
communication is also a fantastic way to get soft-spoken or shy
students out of their comfort zone and participate.
● Collaboration supports the lesson because it encourages student
interaction, allows students to share ideas, and allows students to
work together towards a common goal. It also allows students with
disabilities to participate in the entire classroom.

Which of the following social and Leadership supports the lesson because it encourages students to work
emotional character qualities together towards a common goal.
(World Economic Forum, 2016), Adaptability also supports the lesson because it allows students with
does this lesson support? disabilities to participate.
● Social and cultural awareness Persistence/Grit supports the lesson because students understand that
● Leadership there are always opportunities for extensions.
Curiosity supports the lesson because it allows students to become critical
● Adaptability
thinkers and take a multitude of resources to learn the lesson. Curiosity
● Persistence/Grit also offers students the opportunity to question and make bold choices.
● Initiative
● Curiosity
World Economic Forum. (2016). New vision for education: fostering social and emotional learning through technology. Geneva,
Switzerland: World Economic Forum. Retrieved from http://hdl.voced.edu.au/10707/443447.

PROFESSIONAL TEACHING STANDARDS

InTASC What InTASC standards are supported by this lesson?

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 Standard 2: Learning Differences. The lesson supports this standard as it allows the teacher to provide a safe
learning environment and opportunities to students of all abilities that help encourage students to meet high
standards.
Standard 3: Learning Environments. The lesson is supported as this standard allows the teacher to create
environments that support individual and collaborative learning and self-motivation.
Standard 4: Content Knowledge. This standard is supported because it allows the teacher to use various
resources, materials, and strategies to help students become critical thinkers and help develop learners to ensure
proficiency in the content.
Standard 5: Application of Content. This standard applies individual and group motivation to create a
collaborative learning environment.
Standard 6: Assessment. The standard supports the lesson as it helps the teacher create multiple methods of
assessment to engage learners in their growth to monitor learner progress.
Standard 8: Instructional Strategies. This standard supports the lesson because it allows the teacher to be
creative and develop various instructional strategies to encourage learners to understand the content and make
real-life connections.

ISTE Standards for Teachers What InTASC standards are supported by this lesson?
1. Learner - supports the lesson by giving the teacher the opportunity to use worksheets in the lesson to improve
student learning.
2. Leader - the educator seeks out ways to support student learning and success.
3. Citizen - supports the lesson through modeling and creating a safe learning environment for students,
understanding the community she serves.
4. Collaborator - supports the lesson by working together with students and providing them with real-world
experiences.
5. Designer - supports the lesson through the implementation of a variety of learning resources that can help
facilitate understanding of the material according to the ability of the student.
7. Analyst - the educator supports students by providing alternate ways for students to demonstrate mastery of
the material by using assessments to help guide student progress.

TPE’s What TPE’s are supported by this lesson?

TPE 1: Engaging and Supporting All Students in Learning
TPE 2: Creating and Maintaining Effective Environments for Student Learning
TPE 3: Understanding and Organizing Subject Matter for Student Learning
TPE 4: Planning Instruction and Designing Learning Experiences for All Students
TPE 5: Assessing Student Learning

LESSON REFLECTION (Pre – and Post – teaching the lesson)

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 Post-Teaching Lesson (if applicable)
● First, as an educator, I must identify The teacher will modify the lesson as see fit. If applicable,
potential hurdles to student provide devices or other resources that may benefit the
comprehension. Individual vowel and students.
consonant cards may be too little for the
entire class to see in this session,
especially for kids at the back.
○ students who may have vision
problems
○ Individual students may have
trouble with air-writing
○ Individual students with speech
problems may find the
pronunciation of letters difficult.
○ Individual students may not see
this due to disabilities.
○ Lack of attention

● To offer an excellent class, I must

prepare my lesson plan in advance, such
as gathering and arranging my
resources. I'll arrange my alphabet
cards, CVC words, and worksheets. I will
also consult with my assistants to devise
a strategy for assisting students in
groups. By having each student decode
and blend words, the educator and aids
will go around the room asking individual
students about the sounds and symbols
of the alphabet words. This will put their
knowledge to the test.

Students will be provided with worksheets

containing images of animals or figures matched
with the identifying CVC word.

REFERENCES: List any research used or quoted consistent with APA style guidelines.

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 Bell, N. (n.d). Seeing stars® program symbol imagery for phonological and orthographic processing in reading
and spelling (SI). Lindamood-Bell Learning Processes. https://lindamoodbell.com/program/seeing-stars-
program

Commission on Teacher Credentialing. (2009, October). California standards for the teaching profession.
https://www.ctc.ca.gov/docs/default-source/educator-prep/standards/cstp-2009.pdf

Commission on Teacher Credentialing. (2016). California Teaching Performance Expectations (TPE’s).

https://www.ctc.ca.gov/docs/default-source/educator-prep/standards/tpe-1-6-placemat.pdf?
sfvrsn=d9715cb1_2

Hogan, A. (2015, December 23). Behavior expectations and how to teach them. George Lucas Educational
Foundation. https://www.edutopia.org/blog/behavior-expectations-how-to-teach-them-aaron-
hogan#:~:text=Be%20clear%20with%20your%20expectations.%20Draft%20a%20list,when%20it%20is
%20time%20to%20reteach%20this%20expectation.

International Society for Technology in Education (ISTE). (2022). ISTE standards: Students.
https://www.iste.org/standards/iste-standards-for-students

Institute of International Teachers Training. (2021). Setting rules & expectations: A vital aspect of classroom &
behavior development. https://internationalteacherstraining.com/blog/setting-rules-expectations-a-vital-
aspect-of-classroom-behavior-development/

Kaplan Early Learning Company. (2022). Creating a healthy classroom environment.

https://blog.kaplanco.com/ii/creating-a-healthy-classroom-environment

Tools & Tips for New Teachers. (n.d). Cognitive development of students.
https://sites.google.com/site/toolstipsfornewteachers/cognitive-development-of-students

Tucker, G.C. (2022). What is differentiated instruction?

Understood.https://qa.understood.org/en/articles/differentiated-instruction-what-you-need-to-know

PROFESSIONAL TEACHING STANDARDS REFLECTION

InTASC Of the InTASC standards identified as being supported by this lesson, rate your performance:

Does Not Met

Developing
Effective

*Note. This is an opportunity for you to identify areas of development. It is important for you to be honest in your reflection, so
you know what areas you need to strengthen.

ISTE Standards for Teachers Of the ISTE standards identified as being supported by this lesson, rate your
performance:

Does Not Met

Developing
Effective

*Note. This is an opportunity for you to identify areas of development. It is important for you to be honest in your reflection, so
you know what areas you need to strengthen.

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 TPE’s Of the TPE’s identified as being supported by this lesson, rate your performance:

Does Not Met

Developing
Effective

*Note. This is an opportunity for you to identify areas of development. It is important for you to be honest in your reflection, so
you know what areas you need to strengthen.

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