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OTTAWA UNIVERSITY
TEACHER EDUCATION DEPARTMENT
LESSON PLAN OUTLINE
Level 1
Name: Joel McGhee Grade Level: 1st
Date: 10/7/12 Approximate length of time: 30 mins
School: RES Subject: Reading
Title: Letters and Sound Dots
Unit Goal: Practice words with ick and ack endings
STANDARD, BENCHMARK, INDICATOR(S):
Common Core State Standards - 1st Grade
CCSS.ELA-Literacy.L.1.2e - Spell untaught words phonetically, drawing on phonemic awareness
and spelling conventions.

Kansas State Standards - 1st Grade
1.1.6 - The student uses knowledge of letter-sound correspondences when reading unknown words
1.1.15 - The student spells most words like they sound in students writing.

WHAT IS (ARE) THE LEARNING OBJECTIVE(S) FOR THIS LESSON?
The student will be able to use, apply, and construct words
HOW WILL YOU ASSESS STUDENT LEARNING?

Informal Assessment:
- Observation
- Conversation
- Discussion
WHAT MATERIALS, EQUIPMENT, AND RESOURCES ARE NECESSARY TO TEACH THIS
LESSON?
Materials
- 25 sets of letters
- 25 sound dot strips
- List of words ending in ick and ack
Questions for understanding
What sound does make?
What sound do the letters ck make when they are together?
Select the letter that makes a sound?
Use in a sentence?
What is the definition of ?
How would we make stand for more than one?
Idea came from:
- collaboration with cooperating teacher
- state standards
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WHAT ADAPTATIONS AND MODIFICATIONS WILL BE CONSIDERED?

Students could be given a longer length of time to construct words.
Higher level students could be asked to create words without the use of the sound dots.
A student could be a sound leader for each word helping students to determine the correct letter.
WHAT EVIDENCE-BASED INSTRUCTIONAL STRATEGIES WILL BE USED?

Practice - students will practice using their phonetic sounds to create words that are presented.
Kinesthetic Activity - students will engage with manipulatives to create their words.
WHAT QUESTIONS NEED TO BE CONSIDERED DURING THE LESSON?
What pre-requisite skills and/or knowledge are required for this lesson?
- Identify letters
- Identify letter sounds
- Creating words using letter sounds
How will you check for understanding throughout this lesson?
- Observation
- Having students read words using letter sounds
- Demonstration of skill - creating words using letter sounds
FOCUSING EVENT (BASED ON THE PRE-REQUISITE SKILLS AND/OR KNOWLEDGE)
Mini-lesson on procedures for letters and sound dots
- letters are to remain on the desk unless being used
- place letters on dots according to sounds
- not to be folded
- when finished all letters and sound dot strips need to be placed back in the envelope
- write your name on the front of your sound dot envelope
Pass out envelopes containing letters and sound dots
Put your letters in alphabetic order or ABC order.
- give students time to put letters in order
PURPOSE (THE WHY OF THE LESSON)

We are going to be using the sounds that our letters make to create words. This will help us to
figure out words while we are reading or when writing our own words. The sounds that our
letters make are often a good clue to how the words are spelled.
DELIVERY OF INFORMATION
We will be using our letters and sound dots just like we use our letter boards at the rainbow table.
You should place the letter or letters on each dot that create the sound that you hear. Each letter
or letter combination will make a certain sound. If you get stuck work slowly through the word
saying the sounds quietly to yourself.
We will be working with words that end ick, ack, and the other letter combinations that we have
covered since the beginning of the school year. You may also be asked to create a high frequency
or sight word.
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MODELING/DEMONSTRATION/SKILL CUES
Walk students through the process of spelling lick on the sound dots.
Sound out each of the letters or combination while pointing to them showing students the sounds
that each makes.
GUIDED PRACTICE
Have a student be sound leader for several words.
- flick
- tick
- all students should be working to create words on their sound dots
Check to make sure that students are understanding the process that they are being asked to
follow.
INDEPENDENT PRACTICE/EXTENSIONS AND REFINEMENTS
Provide students with a variety of words from ick and ack list, along with high frequency and
previously learned patterns.
Allow students time to create words.
Walk around to make sure that students are putting words together.
Select a student to lead each word through the sounds to create the words.
CLOSURE/WRAP-UP (ENDING THE LESSON)
How can letter sounds help us to figure out how a word is spelled?
What can you do to spell or figure out a word if you are unsure of what it is?
By breaking words down to their letter sounds we can figure out what the words are and how to
spell them.
This skill can help us to determine new words and words that we struggle with reading.
Make sure to clean up all of your letters and place them back in the envelope. Put your name on
the front of the envelope. Close your envelope and place your letters in your desk.
REVIEW, EVALUATE, AND REFLECT
Based on the information obtained from planning, teaching and assessing this lesson, respond to
the following questions:
What data do you have to support the instruction?
What indications do you have, in addition to the data, that your instruction was successful?
What do you perceive as the strengths of your instruction?
What would you change when teaching this lesson again?
What have you learned about content, teaching and learning from teaching this lesson?

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