A place for students with learning differences

Lesson Plan

Each part of the lesson described below has a range between 2 and 15 minutes. The average time of each 
lesson is 5 to 7 minutes.

• Item 1

  Quick Drill: Students practice sounds for vowels, consonants,welded sounds. Quick Drill establishes, reinforces, and reaches soundautomaticity and is part of every lesson.

• Item 2

  Teach and Review Concepts for Reading: Students use magneticletter tiles, syllable, prefix, and suffix cards on a magnetic white board.Students are taught word structure, letter patterns, and the six syllabletypes and their exceptions.

• Item 3

  Word Cards: Students are presented whole words (notsegmented) to practice concepts and demonstrate understanding ofconcepts.

• Item 4

  Word Lists: Student reads word lists to demonstrate automaticity and fluency. Students independently read single words to test automaticity and fluency.

• Item 5

  Students practice new decoding skills in the context of sentences by reading sentences in meaning phrases or chunks. Students answer questions that demonstrate comprehension and understanding of key vocabulary words.

• Item 6

  Sounds in Reverse: Students demonstrate automatic letter naming when given a sound prompt by Wilson Practitioner. Sounds in Reverse strengthens the alphabetic principle by connecting a sound to a letter or letters.

• Item 7

  Teach and Review Concepts for Spelling: Students use a specific process to spell words. After students hear a word from their Wilson practitioner, the student repeats the word and identifies the base word. Then the student spells that base word, writing the letters on their magnetic board as they spell the words. When finished with the base word the student adds the suffix and then says the entire word with the suffix. For multisyllabic words the student follows a similar process, but the student spells the base word one syllable at a time. Students practice encoding words with taught syllable types, letter patterns, vowel sounds, prefixes and suffixes.

• Item 8

  Written Work Dication: Using taught word structures and encoding skills, students spell sounds, prefixes, suffixes, words, phrases and sentences. After sentences are written, students apply proofreading skills on each sentence.

• Item 9

  Controlled Test Passage Reading: Student uses decodable text to improve reading fluency and understanding of content. Student utilizes a mental model or picture to determine level of comprehension and places where the mental model is incomplete or confusing. Reading fluency is measured and tracked.

• Item 10

  Listening/Reading Fluency and Comprehension: The student uses an enriched less controlled text for narrative and informational text. Students practice reading different types of informational text. Students practice deconstructing informational texts by using a graphic organizer. The graphic organizer is used to write a summary of the informational text.