Blank Lesson Plan Template - Children's Learning Institute

Lesson Plan Template
Week-at-a-Glance Lesson Planner
DEVELOPING TALKERS: PRE-K/HABLEMOS JUNTOS: PRE-K
Unit: ________________________________________ Dates:__________________________
Topic for the Week: ____________________________
Notes on introducing the topic for the week: _________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
Component Monday Tuesday Wednesday Thursday Friday
Tier 1 Read
Aloud
15 min.
Narrative Text
Title and author:
Narrative Text
Title and author:
Informational Text
Title and author:
Informational Text
Title and author:
Review Day
Teacher choice
from M‐Th
Suggested
Center
Extensions
2 min.
Tier 2 Small
Group
15 min.
Teacher
Log
Plan related center and extension activities. Each day, spend 2‐3 min. in whole‐group introducing these or other
related center activities or cognitive transition that extend the learning about the current unit and topic of study.
Science Center
________________________________________________________________________________________
________________________________________________________________________________________
Library Center
Remember to place the text in the classroom library after the second read aloud.
________________________________________________________________________________________
________________________________________________________________________________________
Writing Center
________________________________________________________________________________________
________________________________________________________________________________________
Cognitive Transition
________________________________________________________________________________________
________________________________________________________________________________________
Plan the explicit Tier 2 activities well in advance to prepare materials such as picture vocabulary cards and explicit
teaching activity materials. Clipart libraries are available online and through Microsoft Office software if you click on
the dropdown for “Insert.”
1. Review Narrative
COM
2. Find VOC
3. Explicit COM
Activity
4. Review VOC
1. Review Narrative
COM
2. Find VOC
3. Explicit VOC
Activities
4. Review VOC
1. Review Info.
Text COM
2. Find VOC
5. Explicit COM
Activity
3. Review VOC
1. Review Info.
Text COM
2. Find VOC
5. Explicit VOC
Activities
3. Review VOC
VOC CBM
1. Choose
Text to
review
COM
2. Reteach 2‐
3 Explicit
VOC
3. Review all
12 VOC
After completing the lessons for each day, complete the Implementation and Anecdotal Notes Log. This records
students who may require more practice and informs Review Day instruction.

Tier 1 – Mon. & Tues.
Whole Group Narrative Read Aloud
DEVELOPING TALKERS: PRE-K/HABLEMOS JUNTOS: PRE-K
Circle days lesson will be taught:
Wk 13 VOC Review 14 VOC Review 15 VOC Review 16 VOC Review
CBM Day
CBM Day
CBM Day
CBM Day
Day 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80
LANG CBM
Checklist
Materials
Before
Reading
During
Reading
Book: ______________________________________
Equity Sticks
Other: _________________________________________________________
MONDAY: Day 1 of Narrative Book
Set purpose for listening with the Guiding
Question about a decontextualized topic.
Put the question on sticky note in your
book:
____________________________________
____________________________________
___________________________________?
TUESDAY: Day 2 of Narrative Book
Set purpose for listening with the Guiding
Question about a decontextualized topic.
Put the question on sticky note in your
book:
____________________________________
____________________________________
___________________________________?
Write Vocabulary Elaborations on sticky notes in the text for 6 target vocabulary words. This
includes: (1) a child‐friendly definition, (2) using the word in a contextualized sentence, and (3)
may include quick act‐it‐out, if appropriate.
word 1: __________________________________________________________________
word 2: __________________________________________________________________
word 3: __________________________________________________________________
word 4: __________________________________________________________________
word 5: __________________________________________________________________
word 6: __________________________________________________________________
Ask Day 1 Check Understanding Questions
on stickers in text. Includes contextualized
[CQ] and decontextualized questions [DQ].
You might plan key questions here or write
on sticky notes in the text.
Ask Day 2 Check Understanding Questions
on stickers in text. Includes contextualized
more decontextualized questions [DQ].
You might plan key questions here or write
on sticky notes in the text.
After
Reading
Draw an equity stick. Ask 2‐3 children the
Guiding Question. Provide scaffolding.
Draw an equity stick. Ask 2‐3 children the
Guiding Question. Provide scaffolding.

Tier 2 – Mon.
Small Group Targeted Language Activities
DEVELOPING TALKERS: PRE-K/HABLEMOS JUNTOS: PRE-K
Materials
Review the Book
Find, Define, and
Discuss
Vocabulary
Explicit Activity
MONDAY: Day 1 of Narrative Book
Book: __________________________________
Vocabulary cards might use a clipart picture or a hand‐drawn sketch. You may choose to write
the word on a sentence strip and place picture to right, like a letter wall card.
o word: ______________
o word: ______________
o word: ______________
Explicit Comprehension Activity materials: _______________________________
__________________________________________________________________
To review book, you might use an open‐ended prompt: What do you remember about this book? or What
did you learn from this book? or Tell me about this book.
Review the Guiding Question. Provide opportunity to practice; repeat same Tier 1 question. Provide
scaffolding as needed.
Guiding Question Day 1: ______________________________________________________________
_________________________________________________________________________________?
Day 1 Target Words
1. Name word: The word is ______. Can you say ____ with me?
2. Find word: This word is in our book. Read sentence in the book with target word.
3. Define word: Remember, ______ means _____. Give child‐friendly definition.
4. New context for word: Show the vocabulary card. This is a picture of ______.
5. Discuss word: Ask children to discuss vocabulary card with open‐ended prompt.
COM‐1 Describe Characters & Setting
COM‐2 Event Sequence
COM‐3 Story Retell
COM‐4 Storytellers
Explicit Comprehension Activities Menu
Selected Activity: COM‐___
Notes for implementing the explicit comprehension activity:
COM‐5 Concept Sort
COM‐6 Cause & Effect Pictures
COM‐7 Using Your Five Senses
COM‐8 Venn Diagram
Vocabulary
Shuffle & Review
Mix 3 vocabulary cards and quickly review vocabulary definitions
1. Ask: What’s the word that means__________? (insert definition)
2. Show: Vocabulary card.
3. Confirm Definition: Yes ____ means ____.
4. Children repeat: Say _____. (target word)

Tier 2 – Tues.
Small Group Targeted Language Activities
DEVELOPING TALKERS: PRE-K/HABLEMOS JUNTOS: PRE-K
Materials:
Review the
Book
Find, Define,
and Discuss
Vocabulary
TUESDAY: Day 2 of Narrative Book
Book: __________________________________
Vocabulary cards might use a clipart picture or a hand‐drawn sketch. You may choose to write
the word on a sentence strip and place picture to right, like a letter wall card.
o word: ______________
o word: ______________
o word: ______________
Explicit Comprehension Activity materials: ______________________________
_________________________________________________________________
To review book, you might use an open‐ended prompt: What do you remember about this book? or
What did you learn from this book? or Tell me about this book.
Review the Guiding Question. Provide opportunity to practice; repeat same Tier 1 question. Provide
scaffolding as needed.
Guiding Question Day 2: ______________________________________________________________
_________________________________________________________________________________?
Day 2 Target Words
1. Name word: The word is ______. Can you say ____ with me?
2. Find word: This word is in our book. Read sentence in the book with target word.
3. Define word: Remember, ______ means _____. Give child‐friendly definition.
4. New context for word: Show the vocabulary card. This is a picture of ______.
5. Discuss word: Ask children to discuss vocabulary card with open‐ended prompt.
VOC‐1 Examples & Non‐Examples
VOC‐2 Act‐It‐Out
VOC‐3 Asking Questions about Pictures
VOC‐4 Semantic Web
Explicit Vocabulary Activities Menu
Word 1: _________________ Selected Activity: VOC‐__
Notes for implementing the explicit vocabulary activity:
VOC‐5 Word Associations
VOC‐6 Draw & Write
VOC‐7 Talk about Pictures
VOC‐8 How Much Can You Tell Me?
Explicit Activity
Word 2: _________________ Selected Activity: VOC‐__
Notes for implementing the explicit vocabulary activity:
Word 3: _________________ Selected Activity: VOC‐__
Notes for implementing the explicit vocabulary activity:
Vocabulary
Shuffle &
Review
Mix 3 vocabulary cards and quickly review vocabulary definitions
1. Ask: What’s the word that means__________? (insert definition)
2. Show: Vocabulary card.
3. Confirm Definition: Yes ____ means ____.
4. Children repeat: Say _____. (target word)

Tier 1 – Wed. & Thurs.
Whole Group Informational Read Aloud
DEVELOPING TALKERS: PRE-K/HABLEMOS JUNTOS: PRE-K
Circle days lesson will be taught:
Wk 13 VOC Review 14 VOC Review 15 VOC Review 16 VOC Review
CBM Day
CBM Day
CBM Day
CBM Day
Day 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80
LANG CBM
Checklist
Materials
Before
Reading
During
Reading
Book: ______________________________________
Equity Sticks
Other: _________________________________________________________
WEDNESDAY: Day 1 of Narrative Book
Set purpose for listening with the Guiding
Question about a decontextualized topic.
Put the question on sticky note in your
book:
____________________________________
____________________________________
___________________________________?
THURSDAY: Day 2 of Narrative Book
Set purpose for listening with the Guiding
Question about a decontextualized topic.
Put the question on sticky note in your
book:
____________________________________
____________________________________
___________________________________?
Write Vocabulary Elaborations on sticky notes in the text for 6 target vocabulary words. This
includes: (1) a child‐friendly definition, (2) using the word in a contextualized sentence, and (3)
may include quick act‐it‐out, if appropriate.
word 1: __________________________________________________________________
word 2: __________________________________________________________________
word 3: __________________________________________________________________
word 4: __________________________________________________________________
word 5: __________________________________________________________________
word 6: __________________________________________________________________
Ask Day 1 Check Understanding Questions
on stickers in text. Includes contextualized
[CQ] and decontextualized questions [DQ].
You might plan key questions here or write
on sticky notes in the text.
Ask Day 2 Check Understanding Questions
on stickers in text. Includes contextualized
more decontextualized questions [DQ].
You might plan key questions here or write
on sticky notes in the text.
After
Reading
Draw an equity stick. Ask 2‐3 children the
Guiding Question. Provide scaffolding.
Draw an equity stick. Ask 2‐3 children the
Guiding Question. Provide scaffolding.

Tier 2 – Wed.
Small Group Targeted Language Activities
DEVELOPING TALKERS: PRE-K/HABLEMOS JUNTOS: PRE-K
Materials
Review the
Book
Find, Define,
and Discuss
Vocabulary
Explicit Activity
WEDNESDAY: Day 1 of Informational Book
Book: __________________________________
Vocabulary cards might use a clipart picture or a hand‐drawn sketch. You may choose to
write the word on a sentence strip and place picture to right, like a letter wall card.
o word: ______________
o word: ______________
o word: ______________
Explicit Comprehension Activity materials: _______________________________
__________________________________________________________________
To review book, you might use an open‐ended prompt: What do you remember about this book? or
What did you learn from this book? or Tell me about this book.
Review the Guiding Question. Provide opportunity to practice; repeat same Tier 1 question.
Provide scaffolding as needed.
Guiding Question Day 1: __________________________________________________________
_____________________________________________________________________________?
Day 1 Target Words
1. Name word: The word is ______. Can you say ____ with me?
2. Find word: This word is in our book. Read sentence in the book with target word.
3. Define word: Remember, ______ means _____. Give child‐friendly definition.
4. New context for word: Show the vocabulary card. This is a picture of ______.
5. Discuss word: Ask children to discuss vocabulary card with open‐ended prompt.
COM‐1 Describe Characters & Setting
COM‐2 Event Sequence
COM‐3 Story Retell
COM‐4 Storytellers
Explicit Comprehension Activities Menu
Selected Activity: COM‐___
Notes for implementing the explicit comprehension activity:
COM‐5 Concept Sort
COM‐6 Cause & Effect Pictures
COM‐7 Using Your Five Senses
COM‐8 Venn Diagram
Vocabulary
Shuffle &
Review
Mix 3 vocabulary cards and quickly review vocabulary definitions
1. Ask: What’s the word that means__________? (insert definition)
2. Show: Vocabulary card.
3. Confirm Definition: Yes ____ means ____.
4. Children repeat: Say _____. (target word)

Tier 2 – Thurs.
Small Group Targeted Language Activities
DEVELOPING TALKERS: PRE-K/HABLEMOS JUNTOS: PRE-K
Materials
Review the
Book
Find, Define,
and Discuss
Vocabulary
THURSDAY: Day 2 of Informational Book
Book: __________________________________
Vocabulary cards might use a clipart picture or a hand‐drawn sketch. You may choose to write
the word on a sentence strip and place picture to right, like a letter wall card.
o word: ______________
o word: ______________
o word: ______________
Explicit Comprehension Activity materials: ______________________________
_________________________________________________________________
To review book, you might use an open‐ended prompt: What do you remember about this book? or
What did you learn from this book? or Tell me about this book.
Review the Guiding Question. Provide opportunity to practice; repeat same Tier 1 question. Provide
scaffolding as needed.
Guiding Question Day 2: ______________________________________________________________
_________________________________________________________________________________?
Day 2 Target Words
1. Name word: The word is ______. Can you say ____ with me?
2. Find word: This word is in our book. Read sentence in the book with target word.
3. Define word: Remember, ______ means _____. Give child‐friendly definition.
4. New context for word: Show the vocabulary card. This is a picture of ______.
5. Discuss word: Ask children to discuss vocabulary card with open‐ended prompt.
VOC‐1 Examples & Non‐Examples
VOC‐2 Act‐It‐Out
VOC‐3 Asking Questions about Pictures
VOC‐4 Semantic Web
Explicit Vocabulary Activities Menu
Word 1: _________________ Selected Activity: VOC‐__
Notes for implementing the explicit vocabulary activity:
VOC‐5 Word Associations
VOC‐6 Draw & Write
VOC‐7 Talk about Pictures
VOC‐8 How Much Can You Tell Me?
Explicit Activity
Word 2: _________________ Selected Activity: VOC‐__
Notes for implementing the explicit vocabulary activity:
Word 3: _________________ Selected Activity: VOC‐__
Notes for implementing the explicit vocabulary activity:
Vocabulary
Shuffle &
Review
Mix 3 vocabulary cards and quickly review vocabulary definitions
1. Ask: What’s the word that means__________? (insert definition)
2. Show: Vocabulary card.
3. Confirm Definition: Yes ____ means ____.
4. Children repeat: Say _____. (target word)

Vocabulary: CBM
Weekly Target Vocabulary Assessment
DEVELOPING TALKERS: PRE-K/HABLEMOS JUNTOS: PRE-K
PROCEDURE:
To prepare this weekly CBM, review your Tier 2 lessons from Tuesday and Thursday. Identify the 3 target vocabulary words
you taught in the explicit activities on those days.
o Record those words in spaces 1 – 6 below with the child‐friendly definition of each word.
Ask the child about the target vocabulary word from the books: (Child’s name), what does _______ (target word) mean?
o Record the child’s response verbatim. Prompt the child to see if they know anything else about the word.
Mark whether the child’s responses indicate that they know a lot, a little, or nothing about the target word:
0 – Knows Nothing (incorrect)
1 – Knows a Little (partially correct or ambiguous or related topic)
2 – Knows a Lot (fully correct)
Continue this procedure with all the target words for all the books you read that week.
When finished, highlight scores of zero. If multiple children do not know a word, consider reteaching.
VOC TARGETS
1. word: _________
(
_ )
2. word: _________
(
_ )
3. word: _________
(
_ )
4. word: _________
(
_ )
5. word: _________
(
_ )
Child 1:
_____________
Child 2:
____________
Child 3:
____________
Child 4:
____________
0 1 2 0 1 2 0 1 2 0 1 2
0 1 2 0 1 2 0 1 2 0 1 2
0 1 2 0 1 2 0 1 2 0 1 2
0 1 2 0 1 2 0 1 2 0 1 2
0 1 2 0 1 2 0 1 2 0 1 2
6. word: ________
(
_ )
0 1 2 0 1 2 0 1 2 0 1 2

Tier 1 & 2 – Fri.
Review Day Menu & Lesson Template
DEVELOPING TALKERS: PRE-K/HABLEMOS JUNTOS: PRE-K
Wk 13 VOC Review 14 VOC Review 15 VOC Review 16 VOC Review
CBM Day
CBM Day
CBM Day
CBM Day
Day 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80
LANG CBM
Checklist
Materials
Before Reading
During Reading
After Reading
Tier 1 – Whole‐Group Review Lesson Plan
Equity Sticks
Book ‐ Choose 1 book from the week: ____________________________
Set purpose for listening with a Guiding Question of your choice:
_____________________________________________________________________________?
Provide selected Vocabulary Elaborations based on student needs:
_____________ _____________ _____________
_____________ _____________ _____________
Draw an equity stick. Ask 2‐3 children the Guiding Question. Provide scaffolding as needed.
ONE or TWO explicit activities from the Tier 2 activities based on students’ needs and that are
appropriate for use in the whole group context:
Materials:
Review the Book
Tier 2 – Small‐Group Review Lesson Plan
Book: _________________________
Vocabulary cards: Review all 12 cards from the week
Explicit Activities cards: ___________________________________________
To review book, you might use an open‐ended prompt: What do you remember from this book?
Review selected Guiding Question:
_____________________________________________________________________________?
Selected Explicit Comprehension or Vocabulary activities Choose 2‐4 activities based on student
CBM data. Repeat exact activity from Tier 2 lessons used earlier in the week:
Explicit Activity
______________________________
_____________________________
______________________________
_____________________________
Vocabulary Shuffle
& Review
Mix all 12 vocabulary cards and quickly review vocabulary definitions
1. Ask: What’s the word that means__________? (insert definition)
2. Show: Vocabulary card
3. Define: Yes ____ means ____.
4. Children repeat: Say _____. (target word)

Implementation Log
Daily Implementation & Anecdotal Notes
DEVELOPING TALKERS: PRE-K/DEVELOPING TALKERS: PRE-K
Teacher Name: ______________________
School: _______________________
Narrative Text
Tier 1 Read Aloud: Day 1 & 2
Date lesson 1 completed:
Length of lesson: ~10 min. ~15 min. ~20 min. 25+ min.
Date lesson 2 completed:
Length of lesson: ~10 min. ~15 min. ~20 min. 25+ min.
Children who responded well (needed a challenge/upward extension) Children who struggled (needed things simplified/downward extension)
Review Day Notes (e.g., note vocabulary words or concepts that were difficult or unfamiliar to many students for review day lesson planning)
Tier 2 Small Group: Day 1
Date lesson completed:
Length of lesson: ~10 min. ~15 min. ~20 min. 25+ min.
Children who responded well (needed a challenge/upward extension) Children who struggled (needed things simplified/downward extension)
Review Day Notes (e.g., note vocabulary words or concepts that were difficult or unfamiliar to many students for review day lesson planning)
Tier 2 Small Group: Day 2
Date lesson completed:
Length of lesson: ~10 min. ~15 min. ~20 min. 25+ min.
Children who responded well (needed a challenge/upward extension) Children who struggled (needed things simplified/downward extension)
Review Day Notes (e.g., note vocabulary words or concepts that were difficult or unfamiliar to many students for review day lesson planning)
Informational Text
Tier 1 Read Aloud: Day 1 & 2
Date lesson 1 completed:
Length of lesson: ~10 min. ~15 min. ~20 min. 25+ min.
Date lesson 2 completed:
Length of lesson: ~10 min. ~15 min. ~20 min. 25+ min.
Children who responded well (needed a challenge/upward extension) Children who struggled (needed things simplified/downward extension)
Review Day Notes (e.g., note vocabulary words or concepts that were difficult or unfamiliar to many students for review day lesson planning)
Tier 2 Small Group: Day 1
Date lesson completed:
Length of lesson: ~10 min. ~15 min. ~20 min. 25+ min.
Children who responded well (needed a challenge/upward extension) Children who struggled (needed things simplified/downward extension)
Review Day Notes (e.g., note vocabulary words or concepts that were difficult or unfamiliar to many students for review day lesson planning)
Tier 2 Small Group: Day 2
Date lesson completed:
Length of lesson: ~10 min. ~15 min. ~20 min. 25+ min.
Children who responded well (needed a challenge/upward extension) Children who struggled (needed things simplified/downward extension)
Review Day Notes (e.g., note vocabulary words or concepts that were difficult or unfamiliar to many students for review day lesson planning)