Observation Lesson 3

ST.
JOSEPHS COLLEGE
Name of Student: Alexis Libretti
School: Idle Hour Elementary School
Child Study Course #: CS 414
Date of Lesson: December 1st, 2015
Cooperating Teacher: Mrs. Kerri Farrell
Grade: First Grade
Specific Lesson: Fundations
Curriculum Area: Phonics
Group Size: 19
Central Focus: Decoding and recognizing the meaning and structure of words.
Learning Objective: The students will be able to decode words and understand the meaning and structure of each
word through a Word Talk activity.
Rationale: Previously, the students were learning about sounds, consonant digraphs and bonus letter words.
Currently, the students are learning about glued and nasal sounds. In the future, the students will be able to understand
how to decode and recognize the meaning and structure of words.
New York State Common Core Standards:
Reading: Foundational Skills
RF.1.2- Phonological Awareness
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
RF.1.3- Phonics and Word Recognition
Know and apply grade-level phonics and word analysis skills in decoding words.
Through the Common Core Standards, the students will be able to demonstrate understanding of spoken words and
syllables, and they will be able to know and apply grade-level phonics and word analysis skills in decoding words.
Materials:
1) Sound and digraph cards

2) White Board
3) Fundation Worksheet (19 copies)
Introduction/Motivation: I will start off by asking the students to come to the carpet, facing the small white
board. I will then tell them that we will be going over our sound cards. Hold the sound cards in your hand,
with one of the cards facing the students. After they say the first card, flip it down so they can say the next
card and continue with the rest of the cards. After all the sound cards are completed, move on to the consonant
digraph cards.
Instructional Strategies:
1. When you are finished with the cards, ask the students what the sounds /am/ and /an/ are called.
The students should say that they are called nasal sounds and also glued sounds. Ask them why
they are called nasal sounds. They are called nasal sounds because they come out of your nose. If
you pinched your nose and tried to make the sounds, you would not be able to make a sound.
2. After you review the nasal sounds, tell the students that we are going to tap out the word ham. I
need everyones hands high-fiving me, ready to tap out the word. Make sure every students hands
are in the air, ready to tap out the word. We are going to tap out the word ham, are we ready?
Tap it out together. Make sure the /h/ sound is made with your pointer finger, and the /am/ sound is
made with your middle and ring finger because it is a glued sound.
3. After you tap out the word as a class, call on a student to spell out the word ham for you. Write it
on the board.
4. Once you go over the word ham, write the following words on the board:
a. Chick
b. Pan
c. Bam
d. Chill
e. Tall
f. Quick
5. This is considered to be a Word Talk activity. Each word has a different marking to it. The purpose
of the activity is for the students to come up and be able to recognize how to mark each word. You
would say:
a. Find the word that has two digraphs. Pick on a student to come up. They should circle
the word Chick, and underline /ch/ and /ck/.
b. Find the word that has the nasal sound /an/ Pick on a student to come up. They should
circle the word Pan, and put a box around the sound /an/.
c. Find the word that has a nasal sound /am/. Pick on a student to come up. They should
circle the word Bam, and put a box around the sound /am/.
d. Find the word that has a digraph and a bonus letter. Pick on a student to come up, .They
should circle the word Chill, and underline /ch/ and put a star above the last L in the word.
e. Find the word that has a glued sound and a bonus letter. Pick on a student to come up.
They should circle the word Tall, put a box around the sound /all/ and put a star above the
last L in the word.
f. Find the word that has a buddy. Pick on a student to come up. They should circle the
word Quick, underline /ck/ and the buddy letters /qu/.
Closure: After the activity is finished, call on the students to go back to their seats. Make sure that you split up the
way you call the students back to their seats. (Girls first then boys, or boys first then girls) Call on the two students
whose jobs are to pass out the papers and have them give out the Fundations paper to each student at their seats. Once
every student has a paper, tell the students to point to number one. The first row consists of three sounds. Say all three
sounds one at a time. Do this for the rest of the words listed below. Make sure you tap out all words as a class except
for the trick word before the students write them down. Repeat all sounds and words a few times before you move on
to the next one. You may also put the words in sentences as an example.
3 sounds: 1) /e/ 2) /ck/ 3) /an/.
2 review words: 1. Shell 2. Quick
2 current words: 1. Ran 2. Jam
2 trick words: 1. Does 2. Have
Sentence: They ran quick from Rick. (Repeat the sentence a few times. Make sure you go over as a class first
how many words are in the sentence. Make sure you emphasize how to start a sentence, how to start a name,
and what comes at the end of a sentence.)
*After each part, make sure you ask the students what the y got for number one, and then write it on the board so that
they can check their answers.
Academic Language: Fundations, consonant digraphs, nasal sounds, glued sounds
Assessment:
Short Term Assessment: By collecting the students Fundations worksheets after the lesson, you are able to
see how well they understood the lesson. Check and correct the worksheets individually so that the students
are able to see what they got right and what they got wrong. By correcting the answers, the students will be
able to see where they made their mistake.
Long Term Assessment: At the end of the week, quiz the students on the lesson. Here you will be able to see
how well the students understood the lesson after having been taught the lesson and after having homework
and morning work on it.
Differentiation:
1. For a student who is visually impaired, make sure your writing on the board is big and dark so that
they do not have trouble seeing.
2. For a student who has difficulty paying attention, choose that student to come up and participate by
answering the questions.
3. For students who need extra time or assistance with their work, stand beside them and help while the
rest of the class is working independently. If there is more than one child, bring those children to the
back of the room to work in a small group.
4. For the students with a lower cognitive ability and who did not understand the activity, offer extra help
before or after school.
Technology Component: There will be no technology component in this lesson.
Re-engagement: The next day I will give out a review just like the Word Talk activity for morning work. I will give
them a worksheet where they have to circle the word that has whatever sound or digraph is being asked in the
question. With the morning worksheet, the students are able to have as much practice as they can before the test.

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ST.

School: Idle Hour Elementary School

Child Study Course #: CS 414

Date of Lesson: December 1st, 2015

Cooperating Teacher: Mrs. Kerri Farrell

Grade: First Grade

Specific Lesson: Fundations

Curriculum Area: Phonics

1) Sound and digraph cards

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