Lesson Plan Design Template Author/Teacher: Brittany Ferrier Date: February 19, 2019
Subject: SIPPS (Systematic Instruction in Phonological Awareness, Phonics, and Sight Words)
Lesson Title/Lesson #: Lesson 14 and Lesson 44
Time Allotment: 45 Minutes
Grade Level: 1
Content Standard(s)
State standards and/or
Common Core Standards
(list)
Goals/Objectives
SMART OBJECTIVES
(aligned with the standards)
for the lesson
Academic Language
What is the oral and/or
written language used for
academic purposes? How
will you know that your
students develop and
express content
understandings?
Prior Knowledge
What are the students’
content knowledge and skills
as well as life experiences
and academic experiences
developed prior to the
learning segment? Focus on
both assets and needs of all
and focus students in the
classroom.
California Common Core State Standards
CCSS.ELA-LITERACY.RF.1.1.A
Recognize the distinguishing features of a sentence (e.g., first word,
capitalization, ending punctuation).
CCSS.ELA-LITERACY.RF.1.2.B
Orally produce single-syllable words by blending sounds (phonemes),
including consonant blends.
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.1.4.A
Read grade-level text with purpose and understanding.
CCSS.ELA-LITERACY.RF.1.4.B
Read grade-level text orally with accuracy, appropriate rate, and
expression on successive readings.
Goal of this Unit/Lesson:
Student Objective(s): Given the prior knowledge of segmentation, long and
short vowel sounds, and recognizing and producing rhyming words, students will
read a short story and practice dictation of decodable words and sight words.
Academic Language:
Fluency
Phonics
Accuracy
Phonemes
Blending
Segmentation
Blue Group
Students have been taught segmentation of first, middle and last sounds, have been
taught short and long vowel sounds. They have also learned inflectional endings of
“s’ and “ing.” Students are successfully decoding words and the consonant clusters
of “th, sh, qu_ ch, tch, ck, dge, wh, ng, sn_, st, fl_, fr_, gr_, dr_, pl_, sm_, sp, cl_, sk,
and sl.” Finally, they have also been practicing with the final –e words.
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Orange Group
Students have been recognizing words that rhyme, adding and manipulating
phonemes and blending decodable words. They have prior knowledge in sounds
like, s, n, t, m, a_, i_, r, f,u_, h,d, o_, c, k, ck, all, b, p, e, g, l, w, th (2), v, sh
Materials
What materials are needed
for the teacher and
students? Instructional
resources?
Management
How will clear learning
expectations and a positive
learning environment be
established and maintained?
Instruction
Detailed step by step
procedures.
What will you do to set the
expectations both
behaviorally and
academically for the lesson?
What will you be doing to
model your instruction?
Practice & Application
How will students practice
and apply what they have
learned?
Instructional Materials (handouts, etc.):
Story Book: The Story of Cat, Chapter 2: Cat’s Games
The Pet Fish: Part 1
Dry Erase Markers
Dictation Boards
Erasers
Technology Incorporated: Smart Board, YouTube Sight Word Practice
Clear learning expectations will be positively established and maintained by the
teacher expressing what they anticipate will happen during this lesson. The teacher
will vocalize and reemphasize the classroom rules during reading groups and what
is expected of the students in order for them to be successful. The teacher will say,
“I expect my friends to be listening while the teacher is talking. I expect that students
will have their hands in their lap and sitting cress cross and following along with the
teacher when I am teaching each reading group. I expect my friends to make good
choices and not talk to their friends while the teacher is teaching. I expect my
students to think and process information as well as, ask questions if someone
doesn’t understand something.” These expectations will be repeated if the teacher
sees students not following directions, being disrespectful, or making poor choices.
Students should also know not to disrupt the teacher during her reading group.
I do (Teacher Modeling):
Blue Group
Pass Out Story Books to all students in reading group. Have student read first
sentence silently to themselves and have them sound out words they don’t know.
After they have read the first sentence to themselves, call on students on at a time to
read a sentence of two in the story. Assist students as they read. Other students are
following along with their pointer finger as their peer reads.
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Orange Group
Asa whole group read the story of The Pet Fish. I will paraphrase the story before
we begin reading it. “This story has two parts. In this first part, Sam, Ann, and Dad
go to a fish store to buy some live fish. Sam and Ann want to keep these as pets.”
Student’s will read the story together. I will call on students to read one sentence at
a time. Support students as they read and decoding unknown words. I will tell them
the word if they are struggling with sounding out the word and divide the word into
parts so it is easier to decode.
We do (Guided Practice):
Blue Group
Students will be given a dictation board, a dry erase marker and an eraser. Students
will practice writing words that I tell them. They will have to say the word and sound
out the word. I will say each word in a sentence as well to help students put each
word in context.
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Orange Group
Students will be given a dictation board, a dry erase marker and an eraser. I will say
the word first, student will say the word, then sound the word, say the first sound and
second sound of the word, write the word, and finally say the word back to me. This
will repeat for 2 words. After, students will write a sentence.
Have students collaborate and check with their elbow partner on how they wrote one
of the words. Collaborate and support each other to write words correctly. As

Application
How will students apply what
they have learned?
Supports
How will you engage
students based on
individual and group
needs?
Closing
How will you end the
lesson?
Culminating activity or task
Assessment
Formal and informal
assessments.
How will students be
evaluated? How will you
know if the students attained
what you expected? What
evidence will be available to
show learning took place?
What will you change in the
future to support further
growth?
questions to guide critical thinking processes. For reading students can choral read
or echo read in order to collaborate and reading in unison.
You do (Independent Practice)
Students self-assess themselves during guided practice by checking for
understanding and having opportunities to read words individually without guidance
from teacher or other students. Ask students to put thumbs up or thumbs down after
reading mixed list, check for understanding.
Understanding/Learning Target: (Learning Context)
Blooms Taxonomy/ Depth of Knowledge: Questions that are student directed will
incorporate critical thinking processes and have them think why words are spelt and
sounded in this way. They will find purpose and reasoning for the activity of reading
and writing decodable words and sight words through the questions I ask them.
ELL: For ELL students I will show visuals-use a video, repeated instruction, use
corrections of sounds or offer my students additional time to understand a concept if
needed. I will also check for understanding and have students practice concept of
new sight words sounds, inflectional endings. Students will practice what they have
learned by reading a story and practice dictation. This hands-on activity will support
students in a tangible and tactile way.
Other Instructional Challenges: For my students with instructional challenges,
give brain breaks, extra processing time and direct instruction will aid my students in
this lesson. Additional guided support, framing sentence structure and breaking
apart each sight word will help students when they are writing words on their
dictation board.
Other Life Challenges: For students with life challenges off students give
additional time to process information, give direct expectations on what is desired
from the objective of the lesson also check and identify the needs of the student and
continually assess for understanding.
Thumbs up or thumbs down- heart centered to check for understanding.
Review Sight Words by using a YouTube Video. See which students are correctly
decoding words.
Also while students are reading the story check for understanding and which words
students are struggling to decode.