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Pre-Planning
TOPIC
Name
Subject
Grade Level
Date/Duration
Standards/
anchors/
competencies
PA/Common
Core/Standards
(Plus any others
as may be
required)
Formative
AND/OR
Summative
Assessment
Evidence
Phonics
CK
Michaela Plute
English Language Arts
25 First grade students
1 or 2 classes
CC.1.1.1.D: Know and apply grade level phonics and word
analysis skills in decoding words.
Identify common consonant diagraphs, final-e, and
common vowel teams.
Decode one and two-syllable words with common
patterns.
Read grade level words with inflectional endings.
Read grade-appropriate irregularly spelled words.
CC.1.1.1.C: Demonstrate understanding of spoken words,
syllables, and sounds (phonemes).
Distinguish long from short vowel sounds in spoken
single-syllable words.
Count, pronounce, blend, and segment syllables in
spoken and written words.
Orally produce single-syllable words, including
consonant blends and digraphs.
Isolate and pronounce initial, medial vowel, and final
sounds (phonemes) in spoken single-syllable words.
Add or substitute individual sounds (phonemes)
in one-syllable words to make new words.
Formal Evaluation
worksheet on onsets and rhymes and the t-chart
discussion
Informal Evaluation
During the independent/ group practice, the students
will work on different parts of the word (onset and rime)
with games. This type of an assessment would be an
observation. I would like to see my students complete
the games with 80% accuracy based on the skills they
learned in class. I will also be assessing for
participation and team player skills. I would have
puzzles for CVC words that deal with onsets and rimes
and matching the word to the picture (which would be a
good sight and touch sense for the children to use. I
would also have a word family game, which has sheets
with words on them. The children roll the onset and
rime dice and have to cover up the word they roll and
recite it. The Rime House is another activity I would
have for more advanced groups. There are more
challenging rimes that students have to figure out
words for.
Objectives
A-B-C-D
Bloom's Taxonomy
Webb's Depth of
Knowledge (DOK)
Step-by-Step Procedures
RATIONALE for the
Learning Plan
DETAILS
CK
Introduction
Explicit
Instructions
Big Ideas
Essential
Questions
Lesson Procedure
Must include
adaptations &
themselves saying word for word the list of words they had
come up with, and after every word, the ELL would parrot
the native speaker. The ELL student would be able to hear
his/her self speak the words. The chart and words on the
board would provide a visual for all the students. The
students would use the Voice Pro app for this assignment.
Big Idea Statement
There are different parts of all words called syllables that
help you to pronounce them and understand them by
breaking them apart.
Some words have onset and rime parts that make them
similar but separate from other words.
For ELLs: When native speakers can refer to the board
for what they are learning and the big ideas, I will
provide ELL students with their own personal copy of the
statements. The statements will be written in English
and their native language. The big idea statements will
be found in their in class folder for every lesson.
Essential Questions
What is an onset part of a word?
What is a rime part of a word?
Are you able to identify sight words?
How many syllables does this word have?
For ELLs: When native speakers can refer to the board for
what they are learning and the questions they should be
able to answer by the end of the lesson, I will provide ELL
students with their own personal copy of the questions.
The questions will be written in English and their native
language. The questions will be found in their in class
folder for every lesson along with the big idea statements
and any new vocabulary.
Key Vocabulary
Onset
Rime
Phonics
Sight words
Syllable
Students will look at the word wall for the lessons
vocabulary.
For ELLs: The student will go into their in class folder and find
pictures of their vocabulary in there. The pictures will also
have the words in the childs native language on them. A
buddy in the class who had the same native language as the
early staged ELL students, will help the student recite the
vocab in their native language after the child parrots the
classmates in reading the vocabulary in English first.
Pre-Assessment of Students
I will ask the students if they are able to identify what
onsets, rimes, and syllables are. I will give them
accommodations
for students with
special needs
Accommodations,
Modifications
organizer.
I will give the students positive praise for correct
answers and encouragement and help for parts that
they have problems with.
We will review onsets, rimes, and syllables once more to
make sure the students have a thorough understanding
before we do the phonics worksheet and games on
rimes and onsets.
The groups that we had for the whole class game will be
the groups for the rime/onset games we play for our
formative assessment. I will use this to judge if my
students have really understood the material.
The onset/rime worksheet will be given for homework.
Transition
I will transition from syllables, onsets, and rimes as a
way of breaking down words to understand and
pronounce them. SEI: in order to determine syllables we
will clap or slap our legs. To have them practice this
skill I will give the students sight words based on the
Drill Sandwich Activity where there are 3 words that are
unknown to the child and 7 words that the child does
know well (maybe from the word wall). We will play the
game to help with the parts of a word and a worksheet
on rimes and onsets as well.
Guiding the Practice
I will have the students play the game I have about
onsets and rimes to identify different parts of a word.
The students will be split into 5 groups of 5. They will
receive one rime group per student in the group and a
pile of onsets for the group to share. We will make 5
words for each rime and a pile of words will be given to
the children to self-check their work of their particular
rime after the activity has been completed period.
I will provide an example to the students using the ar
rime and I will walk around when children are working to
provide additional assistance and guidance.
Providing the Independent Practice
The children will work in their groups to practice onset,
rime, and syllables by using the games I have provided.
There will be 5 games for 5 groups and the children will
periodically switch to have experience in all of the
games (each game will be 15 minutes). I will provide
supports to ELL students, as the specific game requires
me to. An example of a support I could provide would
be to translate the words in the games into the ELLs
native languages, and have a sheet for them to refer to.
The worksheet on rime and onset can be done with any
additional time in the class, or for homework.
Adaptations/Accommodations for Students with Special Needs
ELL student adaptations stated within the lesson
Materials
(reading,
technology,
equipment,
supplies, etc.)
Closure
sequence.
Phonics worksheet
Sight words list
Sight words flash cards
Onset and Rime cards
Adapted worksheet for ELLs
The 5 onset/rime games my students will play
The Sneetches and other stories book
a t-chart for the book activity
Big ideas, essential questions, and vocabulary
adaptations for ELL students.
Ipad for recording purposes
Summary & Review of the Learning
I will ask the students if they are able to tell me what the
onset, rime, and syllable of a word are. I will also ask
my essential questions to figure out if my students got
what I wanted them to out of the lesson.
Homework/Assignments
The rime/onset worksheet if it does not get completed in
class.