The instructional plan summarizes a 30-minute small group reading lesson for 2nd grade students performing below grade level. The lesson uses a direct instruction model to review spelling sounds -eer and -ear, read a story about John Muir applying comprehension questions, and practice spelling words containing the target sounds. Formative assessment of students' phonics skills and reading comprehension will take place during the lesson through observation. The goal is to provide explicit phonics instruction and guided reading practice to help students improve their reading skills.

1. WWU Teacher Education Outreach Programs - EOT Instructional Plan – January, 2007
DIFFERENTIATED INSTRUCTIONAL PLAN
Teacher: Flora Johnson Date: 2/25/2013 Grade: 2 # Students: 5-6
Subject/Lesson Title: Small Group: Yellow Lesson Time: 30 minutes
Instructional Model Direct Instruction (I do, We do, You do) Instructional Level: I– D –M
Instructional Developing Mastery
Curriculum Context/Long Term Goals:
Small group: Yellow. Students in yellow group are not yet reading at grade level
benchmark. They need more explicit phonics instruction and reading practice. In this small
group lesson, I will review the focus spelling sounds of the week (-eer, -ear) by engaging
the group in reading words containing those sounds. We will then read a story from the
Strategic Intervention guide and discuss. The goal of this time is “time on text”. With the
remaining time, the students will practice their spelling words on white boards.
EALRs/GLEs:
1.1.2 Understand and Apply phonological awareness and phonemic awareness.
Short Term Learning Targets (Cognitive & Behavioral Objectives) for This Lesson:
Students will read words containing –eer and –ear.
Students will read the story about John Muir and respond to comprehension questions.
Students will correctly categorize –eer and –ear spelling words.
Assessment Plan:
Pre-Assessment:
The pre-assessment was a spelling pre test using white boards as an introductory lesson.
This included explicit phonics instruction.
Formative Assessment:
Formative assessment will take place as I observe students as they engage in the various
activities.
Summative Assessment:
Summative assessment will be the Friday spelling test.
Time: INSTRUCTIONAL SEQUENCE
5 minutes Opening

2. WWU Teacher Education Outreach Programs - EOT Instructional Plan – January, 2007
Set/Hook:
Today we will practice
Activating Prior Knowledge:
You practiced yesterday with spelling words
Communicating & Understanding Learning Targets:
The goal is to use our white boards to manipulate word sounds and spellings
with our spelling words.
Learning Experiences
(Student and teacher actions and interactions during: Instruction, Checking for Understanding, Questioning
Strategies, Guided Practice, Discovery, Transitions and Independent Practice.)
5 minutes
15
minutes
Teacher Tasks
Practice Sounds
I write the sound, eer and underline it. I
say “sound? -eer. I write ch at the
beginning and say, “word? cheer” (cheery,
cheerless, cheerful)
I write the sound, -ear and underline it. I
say “sound? -ear. I write cl and the
beginning ad say, “word? clear”
Follow the same procedure with:
fear, spear, near (nearly), shear, year,
smear, weary, tears, hear
Group Read
Have the students open their books to the
Table of Contents to find the chapter 19
story. (The focus skill for the week is to
Use Resources like a Table of Contents.)
Review the vocabulary for the story about
John Muir.
committee
crop
earn
experiments
provide
supplies
Read the Story
Remind students to use their tracking
finger.
Begin Chorus Reading pages 192-193
Student Tasks
Students will watch, and respond to
questions. They will say “-eer”, “cheer”
etc.
Students look up the page number and
find the story.
Students will share what they know about
a word‟s meaning.
Students will follow directions for the
various types of reading while tracking
with their finger.

3. WWU Teacher Education Outreach Programs - EOT Instructional Plan – January, 2007
10
minutes
all together. Discuss Stop and Think
question 2.
Continue Reading pages 194-195, this
time have the students “whisper
read.” Discuss Stop and Think
question 3.
Chorus Read page 196. Discuss Stop
and Think question 5.
Whisper read page 197.
Chorus Read page 198. Discuss
question 7.
Review the Think Critically section on
page 199. The story sequence, John
Muir‟s character, story main ideas.
Spelling
Have them write a T shape with –eer on
the left and –ear on the right.
“We are going to play a game. I will give
a clue to one of our spelling words and
you can write the word in the appropriate
column.”
“I am thinking of a word that ends
with /ir/ and:
its something we do at a football
game. (cheer)
that names a part of a bike. (gear)
that means “twelve months.” (year)
that means “to be close to
something.” (near)
that is the opposite of front. (rear)
that is something you do with your
rears. (hear)
that describes the sky on a sunny
day. (clear)
that describes what you do when you
turn a bike‟s handlebars. (steer)
that means “being scared of
something.” (fear)
that means a large animal with
antlers. (deer)
They will answer the comprehension
questions when called on.
Whisper Read: Students will read in a soft
voice. Once the reach the end of page 195
ask them to begin again so that I can hear
them read.
Students will participate in the discussion.
Have students retrieve white boards.
Students make the chart
Students check the list of words for an
appropriate word. They check the proper
spelling and write the word in the correct
column.
Closure:
Thank students for their attention and good work. Have them put back their
whiteboards and work on the menu items (independent work).

4. WWU Teacher Education Outreach Programs - EOT Instructional Plan – January, 2007
Management Issues:
Perhaps some chattiness and redirection may be needed. is the only issues expected h
Accommodations/Modifications for Diverse Learners (GIFTED/ELL/IEP/504,Etc.)
This small homogonous reading group is selected based on the skills needed. This group needs
additional phonics support and practice applying phonics skills in reading appropriate texts with
support.
Instructional Materials, Resources, and Technology – Learning Environment:
Whiteboards and markers for each student.
StoryTown „s Strategic Intervention teacher manual.
Student books “Balancing Act” for each student.
Students will be at the table.
Self-Reflection of Teaching:
Thinking About This Lesson:
Thinking Ahead: