Spring 2016_Phonics/ Word Study

Immersion I Lesson Plan Format

Name:
Kain Lucero
School: Riverview
Grade Level: 2nd grade ESL classroom 1st grade level
Number of Students
in Class: ESL classroom
Unit: Phonics
Lesson Duration: 30-35
minutes
Day, Date, and Time of Lesson: [if taught in field study]
1. Objective(s): By the end of this lesson students can identify consonant
digraphs and apply these digraphs to create new words. (For example, dish to
mesh.)
2. Colorado Academic Standards:
Content Area: Reading, Writing, and Communicating
Standard: 2. Reading for All Purposes
Prepared Graduates:

Interpret how the structure of written English contributes to the pronunciation

and meaning of complex vocabulary
Grade Level Expectation: First Grade
Concepts and skills students master
3. Decoding words require the application of alphabetic principles, letter sounds,
and letter combinations
Evidence Outcomes
Students can:
a. Know and apply grade-level phonics and word analysis skills in decoding words. (CCSS:
RF.1.3)
b. Know the spelling-sound correspondences for common consonant digraphs (two letters
that represent one sound). (CCSS: RF.1.3a)

3. Learning Target(s): I can blend digraphs to make words.

4. Assessment: Formative assessment: We will use a ball to pass back and forth
with each student to make words using the digraphs, sh, ch, th

5. Materials: Blend board

Digraph cards (sh, th, ch)
Vowel cards
Consonant Cards
Ball
High Frequency notecards
Warm up book (A Hat for Sam)
New book (Wake Up!)

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Spring 2016_Phonics/ Word Study

6. Essential Questions or Big Picture Statement: We are learning that two
letters can make one sound.
7. Introduction/Anticipatory Set: Begin with high frequency words, then move
to reading a warm up book.

8. ****Step-by-Step Lesson Process:**** (8 minutes)

1.) As students come in begin with their high frequency words. One student will
bring in the basket containing their high frequency words.
2.) Have each student read the high frequency word to you. If they read it correctly
give them a tally on the card.
3.) Students will proceed to read one of the two warm books that contain ideas we
are learning. The book will have words that have digraphs, blends, etc.
4.) Phonemic awareness: we will orally delete and add phonemes to create new
words containing digraphs and blends. Teacher will say, If I have the word thing
and I change the th to spr what do I have? Team to scream. Cream to dream.
Flip to chip. Flop to shop. Then proceed to direct instruction.
DIRECT INSTRUCTION OR OTHER INSTRUCTION OF THE CONTENT: (4
minutes)
5.) I will begin by saying digraphs are two letters that make one sound.
6.) Students will then repeat what I said and separate their hands and bring them
together as we say. Digraphs are two letters that come together to make one
sound.
7.) I will then use the digraph cards.
8.) I will sound out the digraph first.
9.) Then the students will sound out the digraphs next.
MODELING: (6 minutes)
10.) Use the blend board using digraphs, consonants, vowels, to create words and
nonsense words.
11.) Example: sh-i-n then d-i-sh, f-i-sh, ch-i-p, ch-o-p, th-i-n, th-u-n, m-e-sh
12.) Each student will go through the blend board.
CHECK FOR UNDERSTANDING OF THE CONTENT, GUIDED PRACTICE: (7
minutes)
13.) We will use a ball game to check for understanding.
14.) Students will stand up and push in their chairs.
15.) I will say I have shin change the, sh to th. Then toss the ball to the student as
they change the word.
16.) After they change the word, I will ask them if they can think of another word
that has th in it. After the student comes up with a new word the student will pass
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Spring 2016_Phonics/ Word Study

the ball back to the teacher.
17.) Precede this step using blends. If I have the word flat change the fl to bl. Then
ask can you think of another word that has bl? Black to shack. Flat to chat.
CLOSURE (5 minutes): After blend board we will then proceed to read our new
book for the week. After they read to a certain page the children can walk back to
their class.
DIFFERENTIATION: ADDITIONAL HELP: If a student needs additional help we can
use the blend board to help gain a better understanding of digraphs and digraphs. A
list of digraphs and blends is on the board if they need more reference. Students
who need more challenges are asked to come up with a list of words that have
digraphs and blends and then to come up with a rhyming word using that blend or
digraph.
ASSESS: The ball game is a good way to assess how the students are grasping this
concept.

Teaching this lesson opened my eyes to the differentiation of each student. Some students
in the group were at different levels than others and it was hard at times to make sure each
student was actively engaged in the lesson. I took a small group of students that struggles more
in the everyday class; therefore, they could receive more help and practice.
This lesson was fun to teach because I felt like I knew a lot about the content I was
teaching. I felt extremely comfortable instructing the students and relying information in simple
direction. The students seem to respond well! Most of the students were on task and actively
engaged during the lesson. There was only a few times when I had to get one individual on task
multiple times. The children responded well to the content of the lesson and I believed gain a
better understanding of what digraphs and blends are. We went over digraphs and blends on the
blend board and then midway through the lesson one of the students asked what a digraph was. I
didnt feel too good about myself because he was asking something we were going over. I then
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Spring 2016_Phonics/ Word Study

gave him the definition and then he knew exactly what the class and I were talking about. I think
he just got confused with the name but he understood what it was. I also thought my time
management went very well. I managed the time really well because I was finished with my
lesson with one minute to spare before they had to go to recess. Time management was difficult
me for one of my previous lessons and I am glad I am making improvements with each lesson.
With more practice I am confident I will improve in different areas each time. Another thing that
I thought went well was the active interaction during the lesson. I had students come up to the
board and write digraphs and blends; therefore, they can get out of their seat and move around a
little bit. I also used the ball game, which they are extremely comfortable with and respond really
well to this activity. Overall I thought my lesson went well; however, there are things that didnt
go quite as well as I wanted. For example, I could have been more organized when instructing
my lesson. There were times when I had to pause and look at my lesson plan to make sure I was
forgetting anything. Also, there was a moment when I did forget something in my lesson plan
then I had to go back later and include this information during the lesson. There was one boy
who was a student who was off task a little more than I liked and I should have done a better job
keeping him engaged throughout the entire lesson. Another thing that didnt go quite as well as I
wanted was I felt the content was repetitive for the students. The students responded well but I
felt like some of the activities were too easy; however, this group of students needed a lot of help
and repetition so it was actually good in a way.
The way I would change this lesson if I were to change it again is I would be much more
organized and have things ready to go before the instruction of lesson. I would think more about
the lesson and think about things I could change during the lesson if the students werent
responding in a way I would like them too. I would implement one more movement activity
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Spring 2016_Phonics/ Word Study

because this group of students enjoys these types of activities. This lesson helped me understand
the importance of organization and to always be over prepared in teaching a lesson to students.
I learned a lot about my students. The first thing I learned was that coming with to
instruct this group in a different room gave them a different feel then going in the ESL
classroom. I noticed it kind of gave them some extra juice and were excited to be in a different
room. I also learned this particular group of students loves and responds well to interactive
movement activities. We played the ball game and the students were extremely engaged and I
would like to incorporate more movement activities with this group. I also learned these students
really need and help and for teachers to care about them. One particular student thinks no one
cares about him and I pulled him aside and told him I cared about him and a lot of people care
about him as well. I learned what works well for this group of students and to show students I
care about them.

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