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Lesson Plan Design

Subject: ELA Grade:1st Lesson Topic: Phoneme Blending and

Comprehension
Candidate’s Name: Carrie Creger ID # 023757118
Site Supervisor: Professor Darryl White NU Supervisor: Professor Darryl
White
Date: _11/26/2018_________________
1. Introduction: (Identify Grade Level K12 Academic Content Standard(s),
rationale, focus learner, create bridges from past learning, behavior
expectations)
.
CCSS.ELA-LITERACY.RF.1.2 Rationale:
Demonstrate understanding of spoken words, This lesson builds upon
syllables, and sounds (phonemes). information that was previously
CCSS.ELA-LITERACY.RF.1.2.B shared with students the week
Orally produce single-syllable words by prior to Thanksgiving break. This
blending sounds (phonemes), including lesson encourages students to
consonant blends. practice their sound blending
CCSS.ELA-LITERACY.RF.1.3.A skills in which I can first model,
Know the spelling-sound correspondences for then assess how well students
common consonant digraphs. are grasping the standards
CCSS.ELA-LITERACY.RF.1.2.C being taught. Additionally, we will
Isolate and pronounce initial, medial vowel, be reading a story as a class in
and final sounds (phonemes) in spoken which we will analyze what the
single-syllable words. main topic and key details are.
CCSS.ELA-LITERACY.RI.1.2
Identify the main topic and retell key details of
a text.

2. Learner Outcome(s)/Objective(s): (What will students learn from this

lesson? How will you measure mastery of the outcome?)

Outcomes: Rationale:
The objective of this lesson is to practice
phoneme blending, high frequency words, I will visually assess student
new vocabulary words and comprehension participation throughout the
skills. lesson. Students have been
Measure Mastery:
Mastery will be measured by how well
students participate, their correct answers
during the whiteboard activity and their
success in adding to our comprehension
anchor chart.
Success Indicators:
Success indicators include high participation
both in the PowerPoint portion of the activity,
in addition to the anchor chart portion.
recently reintroduced to the sh,
th, tch and ph sounds and on the
day of this lesson students are
returning from Thanksgiving
break. This lesson re-
emphasizes these sounds and
provides students with the
opportunity to practice recall
skills in order to be successful
during student activities.
Additionally, we will be reading a
story, “Fun with Maps”, as a
class and the theme of this story
ties into our essential question
for the week. As a class, we will
fill in an anchor chart asking
what the main topic and key
details are.

3. Pre-assessment Activity: (Determine students’ abilities to achieve the

Learner Outcome and prescribe instruction accordingly. Consider:
linguistic background, academic language abilities, content knowledge,
cultural and health considerations, interests and aspirations, physical
development, social development, emotional development. )

This lesson builds upon a previous lesson in Rationale:

which students were reintroduced to the sh,
th, tch, and ph sounds. This lesson allows
students to practice these sounds and to
synthesize the information in several
interactive formats. I will use observation and
whiteboards to assess student learning. I will
also call on students by pulling sticks which
have student numbers written on them. This
will help me ask questions to students from a
variety of ability levels and asses their
learning.
Using kinesthetic and visually
appealing formats to practice
phoneme blending, high
frequency words and
comprehension skills keeps
students engaged and it also
allows me to observe who is
participating and doing so
correctly.

4. Differentiation, Adaptation & Accommodation Strategies: (Based on the

pre-assessments, modify Learning Activities based on learner
characteristics to meet the needs of ELL & special needs students, highly
achieving students and low achieving students)

Ell Students: For our ELL students, the use Allowing students of all ability
of visual aids is critical, in addition to proper levels an opportunity to move,
modeling done by the teacher. Allowing ELL
students to interact with peers also provides
them with the opportunity to synthesize and
practice the lesson information.
Focus Learners: I have several students who
have difficulty with focus. I will use
observation as a tool to determine how well
they are doing and if they are engaged. Pre-
arranged seating is also used to ensure that
these students have the best chance to be
successful in their learning environment.
High Achieving Students: Ensuring high
achieving students are engaged is critical and
I will use observation to ensure that these
students are getting the most out of the
lesson. Asking these students more complex
questions that require a higher level of
thinking will be critical and allowing these
students the opportunity to teach their
classmates is often valuable as well.
5. Resources: (Identify materials needed for this lesson accounting for
varying degrees of skill level)
 Individual Whiteboards and Markers
 Student Activity Book
6. Learning Activities: Explicit Teacher Instruction - (Explain, Model,
Demonstrate, Check for Understanding)
Explain, Model, Demonstrate:
Anticipatory Set: The lesson will begin with a
review of digraphs, phoneme blending and
sounding out words that were introduced
before break. Check for Understanding:
Students will have the opportunity to work with
their carpet partner to read and say words that
fit our current phoneme pattern. I will use
observation to check for understanding.
refer to visual aides and to
interact with peers during the
learning process has proven to
be extremely beneficial. I also
model what I expect students to
do as well and make
expectations clear. Due to the
varied ability levels in the
classroom, observation is critical
and altering portions of the
lesson is sometimes necessary.
Rationale: Whiteboards are a
necessary part of this lesson as
it helps me to assess student
learning and the Student Activity
Book has the story we will be
reading in it.
Rationale:
Students were introduced to
several sound patterns before
break. This lesson builds upon
this previously learned
information and allows students
the opportunity to practice what
they learned. It also allows me
the opportunity to use
Additionally, students will use whiteboards to observation to assess student
write the correct word during a PowerPoint learning.
game. This instant assessment allows me to
see who is understanding and who needs
more practice.

7. Learning Activities: Guided Practice/ Collaborative Practice (Check for

understanding and provide feedback and re-teaching)

Students will be asked to join me on the Rationale:

carpet. I will go through a very interactive
PowerPoint presentation in which I ask
students to sound out and blend a variety of
words. We will practice digraphs, phoneme
blending, high frequency words, vocabulary
words from the current unit of study and then
we will finally read a story that ties in with our
essential question for the week. As a class we
will read the story and then review the
information we read to complete an anchor
chart regarding the main idea and key details
of the text.
Check for Understanding: I will check for
understanding by observing participation and
by listening for how students say the words in
the presentation. Additionally, I will be pulling
sticks and asking questions to determine how
well students are understanding the
information.
The learning activities for this
lesson are designed to be very
interactive with the intention of
keeping these young students
engaged and to allow them the
opportunity to practice the
information we had previously
learned about before break.
Students are able to talk,
interact with their carpet partner,
get up and move around, all in
an effort to keep the learning fun
and engaging. The PowerPoint
also allows me to see who is
looking at the screen and
blending words correctly.

8. Independent Practice: (Provide practice that supports the learning

outcome. Note: Independent activities are assigned assuming that
students understand the concept well enough to work on their own.)

Students will be asked to participate in an Rationale:

activity in which they use their whiteboards to
This independent practice
write down the correct spelling of a missing
activity provides me with instant
word in a sentence shown on a PowerPoint
feedback with the use of the
slide. Students will work independently to
whiteboards.
answer the question and show their answer.
Check for Understanding: I will check for
understanding when students show me their
whiteboards and I am able to determine who
understands the concepts being taught and
who needs more practice.
9. Assessment and Evaluation: (Describe how you will assess and/or
evaluate the students’ learning. Describe differentiating assessment
strategies you will use for ELL, special needs students, highly achieving
students and low achieving students.)
The final activity of the lesson will be to read a
story as a class and then we will go back into
the story and fill out an anchor chart. I will use
chart paper to record the main topic and key
details from the story. Understanding what the
main topic and what key details are is an
important part of what students have been
practicing. I will pull sticks with student
numbers listed on them to get answers from
all students.
10. Closure: (Describe how students will reflect on what they have learned.)
The lesson will close by reviewing the anchor
charts that were created that relate to the
story we read and this ties directly into what
our essential question is for the week. I will
review with students why maps are important
and how we can use them.
Rationale: This lesson activity
provides students with the
opportunity to practice
comprehension skills and by
pulling sticks I am able to assess
student learning. I will also
ensure that I am pulling sticks
for my middle and low students
as I know that several of these
students struggle with
comprehension. If a student
struggles to find the answer, the
allows me the opportunity to
review what we can do to find
the answer, such as reread the
text or look at the illustrations for
evidence. I can also ask a higher
student to help the struggling
student with the answer. In this
case, the higher student
discusses or explains the
answer to the struggling student
but the struggling student is still
asked to answer the question
themselves.
Rationale: The final activity for
this lesson ties into what our
essential question is for the
week. By reviewing our essential
question and helping students to
understand how we can use
maps to get around allows them
to make the connection between
the essential question, the
activity, and the real world.