Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher: Amanda Asfour

Date: Oct 28

Subject/ Topic/ Theme: Phonics&Phonemic Awareness: Ending Sounds Grade: _1st_

I. Objectives
How does this lesson connect to the unit plan?
Ties into a unit on improving reading skills.
cognitiveR U Ap An E C*

Learners will be able to:

physical
development

socioemotional

Recognize words that end with the /s/ sound.

Identify ending letter sounds in words
Read words with the ch, wh, th, and sh endings.

Common Core standards (or GLCEs if not available in Common Core) addressed:
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.

Letters, their sounds

Pre-assessment (for learning):

Say a word with the ch, wh, th, and sh ending. Ask student what the last sound in the word is. Ask the
student to write or tell what those letters are.
Outline assessment
activities
(applicable to this lesson)

Formative (for learning):

As you are doing the activites with the student, if you notice the student is confused by any endings,
especially the ch, wh, th, and sh ones, explain.
Formative (as learning):
Summative (of learning):

Reading words with ch, wh, th, and sh endings in the book (out loud).
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible

Provide Multiple Means of Action

and Expression
Provide options for physical actionincrease options for interaction

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Provide options for expression and

communication- increase medium
of expression

Provide options for sustaining effort

and persistence- optimize
challenge, collaboration, masteryoriented feedback

Provide options for comprehensionactivate, apply & highlight

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection

What barriers might this

lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

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Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

Dragons Love Tacos, cups labeled with wh, sh, ch, and th, a ball to throw into them, paper spiders,
paper, markers/crayons/pencils, extra books, skittles

In hall
How will your classroom
be set up for this lesson?
III. The Plan
Time
10
min

Components
Motivation
(opening/
introduction/
engagement)

5 min

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
1. Read Dragons Love Tacos. Have student put out
1. Listen to reading. Put out a skittle when you hear
a skittle when he hears a word that ends in the /s/
a word that ends in /s/. (You can eat them when the
sound. . (Listen to reading).
activity is done).
When you get to a word with a ch, wh, th,
or sh ending say the word and ask student
what the last sound in the word is. Ask the
student to write or tell what those letters
are
2. Play Letter Toss. Teacher reads words, student
2. Play letter toss.
throws ball into the cup labeled with the letter the
word ends with. (Word Work).

5-7
min

3. Make spider words: Have student write words

that have the consonant diagraphs on the legs of the
spiders. For example, write words with th on the
legs of the th spider. (Writing).

3. Write words on the legs of the spiders.

7 min

4. Go back to Dragons Love Tacos book. Have

student look through the book and make lists of
words that have th, wh, ch, sh. (Read to
someone)

4. Look through Dragons Love Tacos and find

words that have th, wh, ch, and sh in them. Make
four lists.

5. Allow student to read a free choice book (if

students dont have books, bring several choices
for them). Before the student starts to read, look at
the cover with the student and ask the student to
predict what he/she is going to read about. Ask
him/her what he/she knows about this topic? After
reading, ask the student to tell you what he/she
learned about. (Read to self)

5. Student may choose his or her own book to read

for read to self. Before reading, student will predict
what the book will be about and tell the teacher
what he/she already knows about the topic. After
reading, he/she will tell what she/he learned.

6. To conclude by focusing on ending sounds, ask

the student what the last sound in his/her name is

6. Sound switch with the final sounds in the

students and teachers names.

7 min

1 min

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Development
(the largest
component or
main body of
the lesson)

Closure

(conclusion,
culmination,
wrap-up)

and in your name. Have the student try switching

them and seeing how funny they sound mixed up!

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)

Dragons Love Tacos Scavenger Hunt:

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wh

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th

sh

ch