Topic: Close Reading: Developing Phonemic Awareness, Grade 1

LESSON OBJECTIVE(S)
Through small reading groups, the practice of decoding, dictation and spelling, will help students
to develop phonemic awareness by identifying initial and final /ch/ sounds and pictures whose
names begin or end with /sh/. Students will practice phonics and understand to associate ch
with /ch/. There will be five rotating stations to practice decoding, sentence building, sight
words, and vowel sounds. Students will practice substituting letter-sounds and decoding words
accurately and fluently and write words and sentences from dictation with 80% accuracy.
CCLS / +NYS STANDARDS AND INDICATORS
English Language Arts Standard(CSS): Demonstrate understanding of spoken words,
syllables, and sounds (phonemes). (RF.1.2)
CCSS.ELA-LITERACY.RF.1.2.C: Isolate and pronounce initial, medial vowel, and final sounds
(phonemes) in spoken single-syllable words..
Indicator: This will be evident when the students practice phonemic awareness by blending and
isolating the /sh/ sound.
English Language Arts Standard(CSS): Know and apply grade-level phonics and word
analysis skills in decoding words. (RF.1.3)

CCSS.ELA-LITERACY.RF.1.3.A: Know the spelling-sound correspondences for common

consonant digraphs.
Indicator: This will be evident when the students decode words with the sound /sh/.
ENGAGING THE LEARNER(S)
Children will put together the poem, Wish Upon a Star. Then students will find the setting of the
book, The Songbird.
MATERIALS

SMARTBOARD
The Songbird
Wish Upon a Star, Poem
The Patch-it-up Shop
/ch/ Ladder Chart
Superkids Student Book for Units 1-2
Sound-Spelling Cards
Superkids figures

Color Overlay
Ice Cream Writing Paper
Expo Marker
Stickers
Station 1: Snowman Family
Station 2: Cut and Paste /ch/, /sh/, and /th/
Station 3: Stamp and Write Sight Words
Station 4: Sensory Table
Station 5: Guided Reading Groups
Smartkids Computer Software
Intervention Activities Tracking Sheet
Red, green. and blue crayons
LEARNING STRATEGIES

Group discussion
Collaborative learning
Cooperative learning
Direct instruction
Guided reading
EXCEPTIONALITY

The struggling reader will receive scribed notes.

The struggling reader will receive colored overlay.

DIFFERENTIATION OF INSTRUCTION

Visual learners will be stimulated by Superkids figures and the sound spelling cards.
Auditory students will hear spoken-word in listen and retell of the story.
Social Interaction learners will be engaged by the social interaction of working in groups
Kinesthetic learners will be engaged by rotating stations.
Linguistic learners will be engaged in the writing activity.
Providing an individual computer and headphones for students who have difficulty with a
lot of sensory input lets them process at their own speed while practicing reading through
the Smartkids software.
Students can draw their observations, ideas, or notes when appropriate.
Drawing words and concepts to clarify meaning.
DEVELOPMENTAL PROCEDURES

1. Teacher will read the poem, Wish Upon a Star, and randomly call on students to place the
lines of the poem in correct order.
2. Teacher will read the book, The Songbird, by Cricket Rohman, and discuss the setting of
the book.

3. Teacher will briefly review the stations that were modeled prior to lesson:
Station 1: Snowman Family
Station 2: Cut and Paste /ch/, /sh/, and /th/
Station 3: Stamp and Write Sight Words
Station 4: Sensory Table
Station 5: Guided Reading Groups
4. Remind students that when they finish a station, they place their work in the finished
basket. Teacher will assign students to the appropriate rotating stations.
5. In the guided reading group, children will practice substituting letter sounds and decoding
words accurately and fluently. They will write words and sentences from dictation and
practice handwriting using sentences from the board. Substituting the sounds /ch/. Chop,
chip, chick, and check.
6. Students will write the sentence on the Ice Cream Writing paper, She got gum on her
chin.
7. Children flip through the book and explain that they will use their Student Books to learn
about new sounds for letter and to practice reading and writing new words.
8. Introduce book and read the title aloud to them, The Patch-it-up Shop.
9. Dicuss the multiple meanings of patch and relate to the previous titles.
10. Guided reading and comprehension. We will read the story to find out more about what
Doc fixes in her shop.
11. Take a picture walk of the book.
12. Read the story and ask comprehension questions and determine important ideas for each
page.
13. Page 17 determine important ideas and understand characters. What happened to Docs
sing? What happened next? How do you think Doc feels when the sign falls and the step
breaks?
14. Page 18 monitor comprehension and recognize plot. When I read the shelf titled, I didn't
know what that meant. What problem is doc having? What does Doc decide to do?
15. Page 19 draw conclusions and develop vocabulary. How does Doc fix the step? Look at
the picture clues. Doc used a peg to prop up the shelf. point to the peg in the picture.
What is a peg? What does prop up mean?
16. Page 20 recognize the plot. Does Doc still have a problem with her patch-it-up shop?
How do you know? Read the signs on the door and walls of the shop. Why do you think
Doc put the signs up?
17. Review and discuss the story. What kinds of tools and other materials will Doc use to fix
things people bring to the shop? Look for picture clues on page 20. Who fixed Docs
problem? Would you like to have a patch-it-up shop?
18. For story follow-up, review words: pinch, punch, patch, pitch. I can pitch and catch.
19. Using Student Book Page 12, have children underline the sentences about the story. Have
children look at the picture in the top row and listen as you read. Figure out which
sentence describes what happened in the story.
20. Review multiple-meaning words. Using Student Book page 13 and red, green, and blue
crayons, review the meaning of patch. Have students point out the word patch and
explain that the pictures show different meanings for the word. Point out that each
definition is in a different color: red, green, blue.

21. Using context clues have students identify the meaning of patch in each sentence and
color the box with the word patch using the same color as the correct meaning.

ARTIFACTS AND ASSESSMENT

The teacher will observe the students working in their groups.
Teacher will monitor students work in their SuperKids student book.
Teacher will keep a running list of the activity and student progress.
INDEPENDENT PRACTICE

Following the lesson, Sound-Spelling cards will be displayed and each child will have to look at
the picture on each card and read aloud the word under the picture.
FOLLOW-UP: DIRECT TEACHER INTERVENTION AND ACADEMIC
ENRICHMENT
Direct Teacher Intervention: Students who did not easily meet the lesson objective will review
with the teacher.
Academic Enrichment: Students who easily met the lesson objective will find other /sh/ words
around the room.

REFERENCES
Grade 1 ELA Common Core Standards (2015).
Retrieved from:
https://www.engageny.org/resource/new-york-state-p-12-common-core-learningstandards-for-english-language-arts-and-literacy
Rohman, C. (1996). The Songbird. Thousand Oaks, CA: The Sage Publications Company.
Superkids Reading Program. (2012). Superkids: Lesson 155. Middleton, Wisconsin: Rowland
Reading Program.