1. The Structure of
Lesson
Planning

2. Master Lesson Plan
The Master Lesson Plan is the overall, big picture of the lesson components.
It provides a specific emphasis for daily lessons.
Example: Master Lesson Plan for Alphabet, the emphasis could be sequencing, recognition, accent , or alphabetizing

3. Rationale
to vary the emphasis and practice of the new information being presented.
to vary the media though which the information is being practiced.

4. Master Lesson Plan Alphabet varies daily New Learning varies daily
Fluency varies by needs of students
Comprehension Skill varies weekly
Phonological awareness depends on new learning
Spelling depends on new learning
Master Lesson Plan provides what will be covered in the daily lesson cycle.
Alphabet – Sequencing, Recognition, Accent, Alphabetizing
New Learning – Grapheme introduction, Syllable division, Affix, Concept
Fluency – Rate selection, emphasis on prosody
Phonological Awareness – emphasis based on new learning, practice accuracy and automatically manipulating sounds
Spelling- emphasis based on new learning, derivatives, spelling situation, spelling formula

5. Daily Lesson Plan
The Daily Lesson Plan is the daily plan for each component of the Master Lesson Plan.
Key elements for the individual parts of the lesson:
1. Emphasis
2. Preparation
3. Practice
4. Closure
EPPC
Your teaching decisions impact student learning. When implemented correctly these decisions will increase the probability of learning. For each of the Components of the Master Lesson Plan a Daily lesson plan that includes an emphasis, preparation, practice and closure will need to be implemented.
You will be expected to identify these key elements for each part of the Master Lesson Plan when you observe the lab class. (raise level of concern)

6. Emphasis: Sequence with Alphabet Strip
The objective that fits the day’s
category from the Master Lesson
Plan.
Ex Alphabet Lesson 1
Emphasis: Sequence with Alphabet Strip
Consider what is to be taught. The emphasis is already given to you in your lesson.
This is a conscious professional decision constructed to be cumulative and specific to build a foundation for later lessons.
Be aware of the objective because it will impact your decisions for the preparation, practice, and closure.

7. Preparation
An interactive resurface or review of a definition or previously presented material that is necessary for a successful practice of the concept or skill in the day’s activity.
The preparation must also include the procedures for students to follow during practice.
The preparation is sometimes given to you as in Alphabet lesson 3. My before hand is my left hand, my after hand is my right hand, the I letter is A, the F letter is Z. The two middle letters are M and N, How many letters are in the alphabet, 26. Touch and name alphabet strip.
Each part of the preparation is important to student success. When the preparation is not given to you, it will be necessary for you to consider the needs of your students as you decide the appropriate prep needed.
In Lesson 3- Phonemic Awareness, you will notice the Preparation is not given to you. Here it will be important to prepare the students by reviewing the previous sounds and the new sound from the new learning before asking them to practice. This repetition is essential for our children.
Procedures are given for phonemic awareness in this lesson. Many, but not all of the lessons will have the procedures written for you. It is your job to make sure the procedures are visible to the students and that they are reviewed. These procedures are what help are children transfer their learning when they are not in class with us.

8. Practice
A multisensory application of the concept and / or practice of the skill that is the emphasis of the day.
Practice is provided for you in most lessons. It provides practice of the new skill as well as previous skills. It provides the repetition our students need to absorb the concepts and build a foundation for future lessons.
This practice is meant to be done in small increments and not prolonged. Think quality not quantity. It is our experience with training teachers to become therapists that they often have difficulty letting go of the idea that the student must practice to mastery. Our students are variable in their ability to show mastery. Distributed practice of the new skill is provided throughout the lesson, as well as the lessons that follow. This distributed practice, instead of massed practice, increases the probability of retaining information, making this “forgetting resistant”.

9. Closure
An interactive, multisensory review, restatement, or extension of the practice activity.
Closure will sometimes be given to you as in Lesson 3 Concept Discovery.
Ex. All vowels make at least two sounds. On board you write “I did it.” V = 2 ( ) Most often you will need to write your own closure.
Closure resurfaces the emphasis and checks for understanding. It can also help the student associate or assimilate the new learning with prior information.

10. presentation of activities.
Daily Lesson Cycle
It is the ordered daily
presentation of activities.
The Daily Lesson cycle is the sequence you deliver the parts of instruction.
During Books 1 & 2 the Daily Lesson Cycle remains the
same.
Beginning in Book 3 the Daily Lesson Cycle changes 2 days a
Week.

11. Daily Lesson Cycle Books 1 & 2
The Daily Lesson Plan is
controlled by the Daily Lesson
Cycle.
During Books 1 & 2, the Daily
Lesson Cycle remains the
same.
Book 1 and 2 provide a solid foundation before the cycle changes in Book 3.

12. Daily Lesson Cycle Books 1 & 2
1. Alphabet
2. Reading Decks
3. New Learning
Application of New Learning
4. Instant Words
5. Sentences
6. RAP Pages
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Let’s consider the parts of the Lesson cycle. (Go over each one on slide 12 and 13)
This lesson cycle provides the structure our children need through - ordered daily presentations, precise procedures, and rapid rotation of activities.
The parts of the lesson cycle should be alternated in the same order every day until you reach Book 3. We will discuss those changes when you come back for a seminar in the fall.
The asterisk line represents the mid-point of the lesson. We will refer back to these slides when I talk about the timing and pacing.
First half of lesson – takes 30 min. of a 1 hour class
takes 25 min. of a 45 min. class

13. Daily Lesson Cycle Book 1 & 2
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7. Spelling Deck
8. Phonological Awareness
Segmentation
Manipulation
9. Spelling Practice
10. Review
11. Comprehension Skill
Second half of lesson - takes 30 min. of a 1 hour class
takes 20 min. of a 45 min. class, with Comprehension Skills on Friday

14. Daily Lesson Cycle Books 3 - 7
Beginning in Book 3, the Daily Lesson Cycle changes.
2 days a week, the ‘look’ of Daily Lesson Plan changes.

15. A-Days /Books 3 - 7 1. Alphabet 2. Reading Decks 3. New Learning
Application of New Learning
4. Instant Words
5. Sentences
6. RAP Pages
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First half of lesson – takes 30 min. of a 1 hour class
takes 25 min. of a 45 min. class
The “A” days remain the same as they were in Books 1 and 2.

16. A-Days / Books 3 - 7 7. Spelling Deck 8. Phonological Awareness
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7. Spelling Deck
8. Phonological Awareness
Segmentation
Manipulation
9. Spelling Practice
10. Review
11. Comprehension Skill
Second half of lesson - takes 30 min. of a 1 hour class
takes 20 min. of a 45 min. class, with Comprehension Skills on Friday

17. B-Days /Books 3 - 7 1. Reading Decks 2. Instant Words 3. Rate Packet
4. Spelling Deck
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5. Spelling Practice
6. Review
7. Comprehension Skill
8. Connected Text with Comp. Mystery
The “B” days change to incorporate Rate and Connected Text practice. This will be presented to you again in depth this fall. The asterisk represents the half way point in the lesson.

18. Structure of the Daily Lesson to Facilitate Timing and Pacing
Student’s constructive use of time impacts learning and achievement.
Time in classroom
Allotted time (regularly scheduled)
Time on task (depends on lesson format)
Engaged learning time (time attending to relevant instructional activities)
1) All teachers should be concerned with increasing the amount of time their students spend actively engaged in learning, because student’s constructive use of time impacts learning and achievement. Minimize distractions – interruptions, tardiness, being prepared, materials, bird walking
2)Classroom time-
Allotted time is the set class time, maximize this by encouraging students to be on time and you be prepared to start on time.
Time on a task is how much time you spend on each part of the lesson. Being teachers, you will be tempted to spend more time on the new learning because you expect them to master it that day. It won’t happen. They need opportunities for repetition and if you stay on the new learning they will miss the repetitions embedded throughout the lesson.
Engaged learning time is the time spent attending to relevant instructional activities.
1)Constant interactions between the therapist and students happen throughout the lesson. There is no “down time”. To help encourage interaction dignify student responses. This will encourage students to participate. Instead of “No” retrain yourself to ask the student questions to lead them to the correct response.
2) Monitor and guide student work and give immediate feedback.
3) You will be tempted to do most of the talking. Work hard to transfer that responsibility to the students.

19. Teacher’s constructive use of time impacts learning and achievement.
Teaching behaviors
Gaining Attention
Questioning
Guided and Socratic
Preparing
Involving Students
Group or Individual Responses
Monitoring Students
Instructional management
Behavior management
Teaching Behaviors -Gaining Attention -Set routine for beginning of class, classroom interactions, proximity to student, only have information on the board that is important to that part of the lesson and erase before new concept. Use Transition time routines that signal that next part of the lesson cycle.
Questioning - Guided questions are structured to lead students to a correct response. Through a sequence of questions that begin with the “known” and progress to the “unknown”, a student is able to discover the relationship of the concepts. Your job will be to model the thinking process that influences the decisions or choices being made by the student. These questions may be accompanied by chalktalk, concept cards, rules, formulas, etc. Socratic questions are followed by choices, one of which is the correct answer.
Preparing - make sure you have reviewed and determined all necessary materials and EPPC for the lesson. You do not have time to look for materials during the lesson.
Involving Students - Group Responses or choral responses are effective when teaching content that needs to be over learned. Individual Responses are effective when checking for understanding of what is being taught
Monitoring Students - guide student work and give immediate corrective feedback. This does not mean giving students the answer. Lead them to the answer. Check for understanding
Instructional management is how you pace yourself according to the needs of your students and information you need to cover. Remembering to include time for EPPC and the review. Be conscious of your time (Check slide 11 and 12 discuss half-way mark)
Behavior management – Our students often have set behaviors to mask their dyslexia and to avoid difficult tasks. Help minimize these. Lessen their distractions. These students are adept at distracting others or themselves. Pencil sharpening, bathroom breaks, drinks all can become a major event for our kids.

20. The Master Lesson Plan is the overall, big picture of the lesson components.
The Daily Lesson Plan is the daily plan for each component of the Master Lesson Plan.
Key elements for the individual parts of the lesson:
1. Emphasis
2. Preparation
3. Practice
4. Closure
The Daily Lesson Cycle is the ordered daily presentation of activities.
EPPC