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Lesson Plan Design Template Author/Teacher: Brittany Ferrier Date: February 7, 2019

Subject: ELD- SIPPS (Systematic Instruction in Phonological Awareness, Phonics, and Sight Words)

Lesson Title/Lesson #: Lesson 12

Time Allotment: 30 Minutes

Grade Level: 1

Content Standard(s) California Common Core State Standards


State standards and/or CCSS.ELA-LITERACY.RF.1.2.A
Common Core Standards Distinguish long from short vowel sounds in spoken single-syllable words.
(list)
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.1.3.A
Know the spelling-sound correspondences for common consonant digraphs.

CCSS.ELA-LITERACY.RF.1.3.C
Know final -e and common vowel team conventions for representing long vowel
sounds.

CCSS.ELA-LITERACY.RF.1.3.F
Read words with inflectional endings.

Goals/Objectives Goal of this Unit/Lesson:


SMART OBJECTIVES
(aligned with the standards) Student Objective(s):
for the lesson
Given the prior knowledge of segmentation and long and short vowel sounds,
students will respond to a new inflectional ending by reading a mixed list and
practicing consonant blends.

Academic Language Academic Language:


What is the oral and/or First, Middle and Last Sounds
written language used for Long and Short Vowel Sounds
academic purposes? How Inflection endings
will you know that your Consonant-Blend-Consonant
students develop and
express content Academic Discourse:
understandings?
Students will use academic language by practicing segmentation, vocalizing short
and long vowel sounds, dictation of decodable words and sight words, and reading a
mixed list.

Prior Knowledge
What are the students’ Students have been taught segmentation of first, middle and last sounds, have been
content knowledge and skills taught short and long vowel sounds. They have also learned inflectional endings of
as well as life experiences “s’ and “ing.” Students are successfully decoding words and the consonant clusters
and academic experiences of “th, sh, qu_ ch, tch, ck, dge, wh, ng, sn_, st, fl_, fr_, gr_, dr_, pl_, sm_, sp, cl_, sk,
developed prior to the and sl.” Finally, they have also been practicing with the final –e words.
learning segment? Focus on
both assets and needs of all
and focus students in the
classroom.
Materials Instructional Materials (handouts, etc.):
What materials are needed  Whiteboards
for the teacher and  Dry Erase Markers
students? Instructional
resources?  Short and Long Vowel Sound Cards
 Segmentation Template: First, Middle, Last
 Sight Word Cards

Technology Incorporated: Smart Board, Timer, Sight Word Video


Management Clear learning expectations will be positively established and maintained by the
How will clear learning teacher expressing what they anticipate will happen during this lesson. The teacher
expectations and a positive will vocalize and reemphasize the classroom rules during reading groups and what
learning environment be is expected of the students in order for them to be successful. The teacher will say,
established and maintained? “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.

Instruction I do (Teacher Modeling):


Detailed step by step
procedures. Segmentation of First, Middle, and Last Sounds
What will you do to set the “Listen for the last (final) sound.” “Say ________.” “Sound ______.” “Last (final)
expectations both sound?”
behaviorally and A. these, rude, wake, while, chose, wide
academically for the lesson? B. vote, time, tube, Pete, shine, gave
What will you be doing to
model your instruction? Short and Long Vowels
You: “I’ll tell you the name of a sound, and you tell me the sound. For example, I’ll
say ‘long e’ and you say’/e/.’”
A. long o, short I, long a, short u, long e
B. short a, long I, short e, short o, long u

Present students the inflectional ending using contrastive pairs written in two
columns:
1. like/liked
2. name/named
3. hate/hated
Remind students that _ed has three different sounds: /t/ as in liked, /d/ as in named,
and /ed/ as in hated. Explain when adding _ed to a final –e word, we first drop the
final e.

Review: Short vowels, inflections and final e

Read a Mixed List


A. runs, saved, kit, games, smiling, dozing, stones, waving, missed, ruled,
track, hole, fined, kite, faking, prizes, voted, spoke, chased, robs
Challenge words: striking, traded
B. shine, trot, petting, smoking, soared, stoves, hiked, paving, flats, bored, late,
baking, hates, waved, shaking, poked, shin, biking, shapes, hushes
Challenge words: closing, scored

Practice & Application We do (Guided Practice):


How will students practice Students respond to teacher directed instruction and practice key concepts and
and apply what they have ideas of ‘long and short vowels’ and inflectional ending of ‘ed.’ They also respond to
learned? consonant blends and reading a mixed list. Students are able to collaborate with
peers on concepts that are being taught and read the words with the inflection
covered and uncovered. Students also point out “How many consonants?” in the
words between two vowels.

Application You do (Independent Practice)


How will students apply what
they have learned? 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.

Supports Understanding/Learning Target: (Learning Context)


How will you engage
students based on Differentiated Instruction:
individual and group
Specifically Address:
needs?
ELL: For ELL students I will show visuals, 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 signt words
sounds, inflectional endings.

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.

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.

Closing Thumbs up or thumbs down- heart centered to check for understanding.


How will you end the
lesson?
Culminating activity or task
Assessment
Formal and informal Review activity of segmentation, short and long vowels, inflectional ending,
assessments. consonant blend, final e.
How will students be
evaluated? How will you Ask students individually to read words off mixed list. Verify which students need
know if the students attained additional support or if lesson needs to be retaught.
what you expected? What
evidence will be available to Have student’s complete worksheet if needed. Also students will be mastery tested
show learning took place? after the end of 10 lessons.
What will you change in the
future to support further
growth?