Beruflich Dokumente
Kultur Dokumente
Pre-Planning
TOPIC
Name
Subject
Grade Level
Date/Duration
Standards/
anchors/
competencies
PA/Common
Core/Standards
(Plus any others
as may be
required)
Formative
AND/OR
Summative
Assessment
Evidence
Phonics
Michaela Plute
English Language Arts
25 First grade students
1 or 2 classes
CC.1.1.1.D: Know and apply grade level phonics and word
analysis skills in decoding words.
Identify common consonant diagraphs, final-e, and
common vowel teams.
Decode one and two-syllable words with common
patterns.
Read grade level words with inflectional endings.
Read grade-appropriate irregularly spelled words.
CC.1.1.1.C: Demonstrate understanding of spoken words,
syllables, and sounds (phonemes).
Distinguish long from short vowel sounds in spoken
single-syllable words.
Count, pronounce, blend, and segment syllables in
spoken and written words.
Orally produce single-syllable words, including
consonant blends and digraphs.
Isolate and pronounce initial, medial vowel, and final
sounds (phonemes) in spoken single-syllable words.
Add or substitute individual sounds (phonemes)
in one-syllable words to make new words.
Formal Evaluation
The 1st grade students will be given a worksheet for
independent practice on rimes and onsets and I will
grade my students on being able to achieving my
objective of 80% accuracy on the assessment. The
worksheet will have flower petals with onsets on them,
and the students will have to match the onsets to make
words with the rimes: -at and -ig. This will be a partner
assessment.
For ELLs: The students will be given a worksheet on
rimes and onsets from the lesson, and will be required
to match them with 80% accuracy just like their fellow
classmates. The worksheet will have the same onsets
and rimes, the only differences are, the worksheet for
the ELLs will have a picture of the word they are trying
to create and the word will be written in the childs
native language on the sheet.
Informal Evaluation
During the independent/ group practice, the students
will work on different parts of the word (onset and rime)
CK
Objectives
A-B-C-D
Bloom's Taxonomy
Webb's Depth of
Knowledge (DOK)
Step-by-Step Procedures
RATIONALE for the
CK
Learning Plan
DETAILS
Introduction
Activating Prior Knowledge
I will ask the students if they are able to identify what
onsets, rimes, and syllables are. I will give them
examples of words so they are able to practice the skill
they are learning. I will clap out the syllables of the
words with the students and produce the onset and rime
within each word. I will give more examples and ask the
students shout out the answers together, in unison. I
will ask all my students to think of more examples of
words with onsets and rimes from books they have read.
I will ask them, What books do you read with your
family that has onsets and rimes?
For ELLs: I will give the ELLs visuals of the words we are
learning and practicing and while they will identify the
onset and rime with their peers in English (parroting with
a peer after the class says it), they can tell us the letter
of the onset or letters of the rime in their native
language and number of syllables. I would ask my ELLs if
they have read any books in their native language with
their family. The child can either provide me with an
example of their own, or parrot with a buddy as we read
through the list of words their fellow classmates have
provided.
Change 3 SIOP: I will use think-alouds when I go over the
example. How I knew how many syllables the word had
and how to split up the word correctly into onsets and
rimes. I will model think-aloud and require my students
to do it for (5-10 seconds) before they respond in unison
to the examples I give them to practice.
Hook/Lead-In/Anticipatory Set
I will read a book to my students on rimes and onsets. I
would read a book called, The Sneetches and other
stories by Dr. Seuss. After I have read the story, I will
have my students work in pairs to write a list of
onset/rime words they found in the story and the words
Explicit
Instructions
Big Ideas
Essential
Questions
Lesson Procedure
Must include
adaptations &
accommodations
for students with
special needs
Accommodations,
Modifications
Syllable
Students will look at the word wall for the lessons
vocabulary.
For ELLs: The student will go into their in class folder and find
pictures of their vocabulary in there. The pictures will also
have the words in the childs native language on them. A
buddy in the class who had the same native language as the
early staged ELL students, will help the student recite the
vocab in their native language after the child parrots the
classmates in reading the vocabulary in English first.
Pre-Assessment of Students
I will ask the students if they are able to identify what
onsets, rimes, and syllables are. I will give them
examples of words so they are able to practice the skill
they are learning. I will clap out the syllables of the
words with the students and produce the onset and rime
within each word. I will give more examples and ask the
students shout out the answers together, in unison. I
will ask all my students to think of more examples of
words with onsets and rimes from books they have read.
I will ask them, What books do you read with your
family that has onsets and rimes?
For ELLs: I will give the ELLs visuals of the words we are
learning and practicing and while they will identify the
onset and rime with their peers in English (parroting with
a peer after the class says it), they can tell us the letter
of the onset or letters of the rime in their native
language and number of syllables. I would ask my ELLs if
they have read any books in their native language with
their family. The child can either provide me with an
example of their own, or parrot with a buddy as we read
through the list of words their fellow classmates have
provided.
Modeling of the Concept
I will talk to the students about what syllables, onsets,
and rime parts of the word are. I will do some examples
with the students and then I will have the students
provide the answers in unison. SEI: for syllables we will
use the gestures of clapping them out. To split up by
rimes and onsets, we will say the onset part then make a
slash mark with our arms and then say the rime part to
visually break up the word using hand gestures.
I will introduce a book called, The Sneetches and other
stories by Dr. Seuss to talk about onsets and rimes.
The students will split into pairs to write down all the
words they can remember from the story that were
onset/rime words and provide the word that it rhymed
with.
Students will then take the words they came up with and
make a t-chart of words that are real and words that are
made up.
We will come back together as a group and talk about all
the words and make a t-chart as a class. SIOP: We will
use the think-aloud concept in order to determine why
we are putting the words on different sides. I will ask my
students if they know what the words that are made up
are or if they could think of what they might be. If they
are unable to do so, they will go in the made up
column.
SEI: I will write the words in the native languages of the
ELLs next to the English word as a visual as well.
I will then have a group of flash cards for seven easy and
3 challenging sight words that will both encourage and
challenge the students.
I will ask the students to point out how many syllables
there are in the words, if the word has an onset or a rime
as well. SEI: as a group we will clap out the syllables to
make sure our answers are correct as a way of selfcheck. I will help the students with this if they need
more instruction on the topic.
Based on how well the students do with this I will
provide them with more instruction or introduce the
onset/rime game.
We will do an example first, so the students understand
the concept. I will have an ar rime card and a pile of
possible onsets that can go with it. (Each group will be
provided with the pile of onsets to use with their
activity). One student from each group will tell me one
word they can make with the possible onsets and the
rime I have.
The students will then work in groups but also
individually to match onsets with the rimes (from the
onsets and rimes I provide to them) under the
categories of rimes (at, et, ot, ut, it), in 5 groups of 5 so
each student will have a rime group of their own.
Since I will only provide enough onsets for the entire
group, the students must take turns making their words.
I will have a pile of onsets that can be matched to rimes
to make new words so that the children can understand
the differences between onset and rime.
The children will then find the words that they make with
the onset and rime in the pile they have. I will have
words that correspond with the rimes. Whether it be at,
-et, -it, -ot, -ut, I will not tell them if the word they made
was correct. It will be self-check. I will provide the words
in the native language of different ELL students.
After the children have finished and have 5 cards under
their initial rime card, they will tell their fellow students
in their group and I what words they have made.
I will ask the students to tell the class what word they
made from the list of onsets and rimes. (I will hear from
one student from each group, each group with have a
at, -it, ot-, et-, and ut person each person will give me
one word). A buddy in the ELLs groups can read the
words the ELL student has created and she/he can
repeat after them.
SEI: As a group we can also make Venn Diagrams to
compare the different rimes and onsets. Say we
compared the rimes at and et on one Venn diagram in
the middle we can have the onsets that the words share
in common. (bat, bet, sat, set, etc.). This can be used
as another visual/learning tool as well as a graphic
organizer.
I will give the students positive praise for correct
answers and encouragement and help for parts that
they have problems with.
We will review onsets, rimes, and syllables once more to
make sure the students have a thorough understanding
before we do the phonics worksheet and games on
rimes and onsets.
The groups that we had for the whole class game will be
the groups for the rime/onset games we play for our
formative assessment. I will use this to judge if my
students have really understood the material.
The onset/rime worksheet will be given for homework.
Transition
I will transition from syllables, onsets, and rimes as a
way of breaking down words to understand and
pronounce them. SEI: in order to determine syllables we
will clap or slap our legs. To have them practice this
skill I will give the students sight words based on the
Drill Sandwich Activity where there are 3 words that are
unknown to the child and 7 words that the child does
know well (maybe from the word wall). We will play the
game to help with the parts of a word and a worksheet
on rimes and onsets as well.
Guiding the Practice
I will have the students play the game I have about
onsets and rimes to identify different parts of a word.
The students will be split into 5 groups of 5. They will
receive one rime group per student in the group and a
pile of onsets for the group to share. We will make 5
words for each rime and a pile of words will be given to
the children to self-check their work of their particular
rime after the activity has been completed period.
I will provide an example to the students using the ar
rime and I will walk around when children are working to
provide additional assistance and guidance.
Providing the Independent Practice
Materials
(reading,
technology,
equipment,
supplies, etc.)
Closure