Date: November 3, 2016

Grade: Kinder/1st
Instructor: Summer Wineteer (Miss Wineteer)
Small Group Lesson (5 students)
Name of the Lesson:
Systematic Instruction in Phonological Awareness, Phonics, and Sight Words (SIPPS) Lesson 18- Blending, Segmenting, and High Frequency Words.
Prior Knowledge:
Students have been working on blending and phonemic awareness through phonics games, reading sight words before coming into the classroom,
rhyming words with one another, and learning different diagraphs. The assigned SIPPS groups have worked together before, so students are aware of
the general process and enjoy working with the program.
Goals/Objectives:
Students will work on blending and sequencing letters to form words.
Students can retell what they have read.
Students can match and read sight words.
Common Core Standards:
CCSS.ELA-LITERACY.RF.1.2.C- Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
CCSS.ELA-LITERACY.RF.1.2.B - Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
CCSS.ELA-LITERACY.SL.1.1.A - Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the
topics and texts under discussion).
CCSS.ELA-LITERACY.RL.1.7 - Use illustrations and details in a story to describe its characters, setting, or events.
CCSS.ELA-LITERACY.RF.1.2.D - Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).
Materials:
SIPPS handouts including: list of words to blend, blending worksheets with spaces for the sounds, high frequency word cards, 1 mini book for each
student, 1 story printout for each student, paper for student writing, Halloween finger for tracking.
Adaptations & Accommodations:
SIPPS groups have been chosen using an assessment to differentiate the groups so that each group is at a similar level. The groups read different
stories and use different words for their practice in blending. Most of my small group consists of English language learners, and one student has
speech problems. I chose a lesson that will enable all students to succeed.
Procedure:
Steps of the lesson: learning activities

Student activities and expected

Supervisor Observations

and key questions

reactions/responses

Introduction/ Activating Prior

Knowledge:
Remind students about their reading
groups. Ask students how they should
sit when they are reading. Talk about
what the expectations are for when we
read, sound, and blend words together.

1. Students will respond, Our feet on the floor,

hands on the table, and sitting up straight.

Say, Today we are going to work on

more blending and phonics. We will then
track using our finger while reading a
story together.
Instruction/ Modeling:
Say, We are going to reread our last
story in our heads on in a whisper voice.
Make sure you use your finger to track
where you are while you read.
Guided Practice:
Blending:
We are going to start by blending some
words. I am going to sound out words,
and you are going to play word doctor.
When I say blend, we are going to
blend the whole word together.
Remember to follow my finger while I
track.
Three Parts:
sat say sounds, say blend
Sam say sounds, say blend
ham say sounds, say blend
him say sounds, say blend
fan say sounds, say blend
fin say sounds, say blend

Students flatten their books in front of them, and

track with their finger while reading the story. They
have already read this story and have practiced the
words before.

Students will listen to me blend the words and blend

the words together while following along with my
tracking.
Students will say:
sat
Sam
ham
him
fan
fin

Two parts:
if say sounds, say blend
an say sounds, say blend
am say sounds, say blend
at say sounds, say blend
it say sounds, say blend
in say sounds, say blend

if
an
am
at
it
in

Segmenting:
We are going to segment words now. I
am going to tell you the word, and I want
you to repeat the word, and then sound
out the word for me.
Students will say:
Say _______, sound _______
fit
ant
ran
sit
fan
rat

High frequency words:

We are going to look at our high
frequency words. If I say read, you read,
if I say spell, you are going to spell the
word.
Words: is, me, the, can, you, and, I, see,
yes, on, we.
Introducing a new high frequency word:
Pass out Halloween fingers.
The new high frequency word that we
are going to learn is under.

fit, f-i-t, fit

ant, a-n-t, ant
ran, r-a-n, ran
sit, s-i-t, sit
fan, f-a-n, fan
rat, r-a-t, rat

Students will read and spell each word to practice

their high frequency sight words to prepare them for
their new high frequency word.

Say under
Can we spell under?

Under
u-n-d-e-r

Read the sentence, My crayon fell under

your desk.
Have students find the word under in
the sentence and say under while they
circle with their finger.
Introduce new story:
The story that we are going to read
together today is called, The Ant, the
story is about an ant and the different
places it goes.

Students circle the word under with their finger and

say under.
Students will examine the pictures on the story poster
and talk with their partner about their predictions.

Make connections with students by

asking where/when they have ever seen
an ant.
Students say, I predict
Look at the pictures, and talk with the
person next to you to about what the
story might be about. What do you
predict will happen?

Students will read the story along with me.

Read the story from the storyboard with

the students.
Pass out books to students.
Remind them how we sit while we read.
Tell the students that we are going to read
the story together from the mini books
using tracking, so we will all only read
the word that our finger is on.

Students read the story together.

Reread the line if students are not reading

together or mispronounce a word.
Remind students of how our voices sound
when there is a question mark at the end
of a sentence.
Ask students what happened in the story. Students will talk about the ant and the man.

Closure:
Students will read their mini book by
themselves in their head or in a whisper
voice.
Independent Practice:

(SIPPS stories do not have a clear beginning, middle

and end, so answers will vary)
Students read mini books one more time.

Students will take home the story print

out and are encouraged to practice it at
home before our next lesson.
We will continue to work on phonics
together during class to build stamina in
reading and writing.
High frequency words/ sight words are
placed on the door to the classroom as an
assessment when students come into
class throughout the day.
Evaluation: I will ensure that all students are blending and sequencing letters to form words, retelling information from the short story that they read,
and identifying their sight words.
Informal Assessment:
I will listen to each student as they read to hear how they are pronouncing words, and if there are any words that they have difficulty with. When
students circle the word under, I will make sure they are identifying the word and can correctly read it.