EFFECTIVE INSTRUCTIONAL DESIGN – STANDARDS-BASED LESSON PLAN

Elements of the Lesson Evidence that Documents the Elements

I. Standard CCSS.RF.1.2
Common Core State Standards Phonological Awareness: Demonstrate understanding of spoken
Or Essential Elements words, syllables, and sounds (phonemes).
a. Distinguish long from short vowel sounds in spoken single-
syllable words.
b. Orally produce single-syllable works by blending sounds,
including consonant blends.
c. Isolate and pronounce initial, medial vowel, and final
sounds in spoken single-syllable words.
d. Segment spoken single-syllable words into their complete
sequence of individual sounds.
CCSS.RF.2.3
Phonics and Word Recognition: Know and apply grade-level
phonics and word analysis in decoding words.
1. Distinguish long and short vowels when reading regularly
spelled one-syllable words.
2. Know spelling-sound correspondences for additional
common vowel teams.
3. Decode regularly spelled two-syllable words with long
vowels.
4. Decode words with common prefixes and suffixes.
5. Identify words with inconsistent but common spelling-
sound correspondences.
6. Recognize and read grade-appropriate irregularly spelled
words.

II. Objectives/Targets and I can statements I can…

What am I going to teach? I can read words that begin or end with sh, ch, th, and wh.
What will the students be able to do at the end of the lesson? I can spell words that begin or end with sh, ch, th, and wh.
What formative assessments are used to inform instruction?
What challenges might students encounter?
 Some challenges that the students might encounter are the level
of the words being higher than their grade level and their ability to
pronounce the different digraphs.

III. Lesson Management: Focus and Organization
What positive strategies, techniques and tools will you see?
What ideas for on task, active and focused student behavior?
The teacher will remind the students (if needed) of the Point
Reinforcers (Individual) and Bingo Chip Reinforcers (Group) for
appropriate student behavior.
The students will show on task, active, and focused student
behavior by following teacher instruction, answering questions,
reading words, and spelling words.

IV. Introduction: Creating Excitement and Focus for the Lesson Target
What will you do to generate interest?
How will you access prior knowledge?
What will you practice/review?
Video: “Transformer H”
https://www.youtube.com/watch?v=DAxoDKdKn3w
Review the “H Brothers” (sh, ch, th, and wh) and the sounds they
make (possibly use the pictures of the “H Brothers”).

V. Input: Setting up the Lesson for Student Success 1. The teacher will ask the students about the “H Brothers”
and the sounds that each of them make to determine how
Task analysis: much they remember (Review as needed).
• What information does the learner need? If needed, how will it be 2. The teacher will then show the students the Houses that
provided? the H Brothers live in.
• What are the step-by-step procedures of the lesson? How is the 3. The teacher will tell the students that the H Brothers each
lesson scaffolded? have their own families, and we need to help them to the
Webb’s Depth of Knowledge correct house.
• Recall/Reproduction 4. The teacher will then take out the popsicle sticks and have
• Skills/Concept each of the students take one, taking one as well.
• Strategic Thinking 5. They will go around one at a time (the teacher starts) to
• Extended Thinking read the word on their popsicle stick and place the
popsicle stick under the corresponding rooftop. For
Accommodations: Differentiating to meet students’ needs example, the teacher has “chap”, will say the word, will
• Remediation/Intervention place the word under the “ch” roof, while saying “I am
• Extension/enrichment thinking that ‘chap’ belongs under the ‘ch’ roof because it
Methods, Materials and Integrated Technology begins with the ch sound.”
 • Instructional techniques
• Engagement strategies
• Materials and Integrated Technology list
VI. Modeling: I Do
SHOW/TELL (Visual/Verbal Input)
6. The teacher will help the students as they go if they get
stuck on reading a word.
7. The teacher will go through each word under each roof to
determine if the students placed them correctly.
8. The teacher will then provide the students with playdough
and ask them to each pick at least one word from each H
Brother to spell out with their playdough, saying each
word as they go.
Webb’s Depth of Knowledge:
1. Recall/Reproduction: The students will recall the letter-
sound relationships and the blend families.
2. Skills/Concept: The students will organize the words into the
corresponding blend family (“chap” to “ch”).
3. Strategic Thinking: The students will justify why they placed
a given word under a specific blend family.
4. Extended Thinking: The student will create the letters and
words with playdough to practice spelling and reading.
Accommodations:
One of the students is in 1st grade while the others are in 2nd
grade, so he will need more modeling than the other two boys,
such as spelling the words for him to copy with playdough. The
teacher will also provide him with the 3 letter words to work on
instead of the 4 letter words.
Methods, Materials, and Integrated Technology:
1. Rooftop/H Brothers
2. Popsicles sticks with H Brother words
3. Playdough
The teacher will take the first popsicle stick, say the word, think
aloud, and place the popsicle stick under the correct rooftop. The
teacher will then ask the students why the word goes under that
 HOW/WHAT (Questioning and Redirecting)
VII. Checking for Understanding
Samples of questions to be asked
Ways in which students will respond and be engaged
Formative assessment strategies to be implemented
VII. Guided Practice: We Do
What do the teacher and student do together?
How will a gradual release of responsibility be accomplished?
IX. Collaborative (You Do Together) and/or Independent Practice (You
Do)
What practices will be demonstrated/modeled?
X. Closure
How will the ‘I can’ statement(s) be reviewed?
How will students be involved?
What connections to future learning will occur?
XI. Assessment
What evidence supports that the objective(s) were met?
What do my students know, understand and are able to do?
What formative assessments will be used to inform instruction?
rooftop and not the others (i.e. “Where is the “ch” sound in the
word “chap”?)
“What two sounds does the ‘TH’ Brother make?”
“What sound does the ‘SH’ Brother make?”
“What sound does the ‘CH’ Brother make?”
“What sound does the ‘WH’ Brother make?”
The students will respond and be engaged by saying the sounds,
sounding out the words, saying the words, and spelling the words.
The teacher takes another stick and they repeat the process with
the students.
The students place the words under the corresponding “H
Brother” Rooftop with needed help from the teacher. They will
then spell at least one word from each category with playdough,
with help from the teacher as needed.
The “I Can” statements will be reviewed by the teacher asking the
students to read at least 2 of the words that they spelled with
playdough.
The students will be able to leave the resource room with further
experience and practice with the digraphs sh, th, wh, and ch, with
the hope that they will be able to read and/or say at least a few
more words than they could before the lesson.
(Edited by Elementary Team, 2014)
Revised July 2016
Lesson Modified and Rooftops Downloaded From:
www.inmyworld.com.au/sight-words-and-word-families-week-2/