USF Elementary Education Lesson Plan Template (S 2014) Holtz

USF Elementary Education Lesson Plan Template (S 2014)
Holtz_______
Grade Level Being Taught: Subject/Content:
Group Size:
1st
ELA
4-5
Name: ______Savannah
Date of Lesson: September 12September 13, 2016
Lesson Content
What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)
LAFS.1.RF.2.2: Demonstrate understanding of spoken words, syllables, and sounds

(phonemes).
a. Distinguish long from short vowel sounds in spoken single-syllable words.
b. Orally produce single-syllable words by blending sounds (phonemes), including
consonant blends.
c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken
single-syllable words.
d. Segment spoken single-syllable words into their complete sequence of individual
sounds (phonemes).
LAFS.1.RF.3.3: Know and apply grade-level phonics and word analysis skills in decoding
words.
a. Know the spelling-sound correspondences for common consonant digraphs.
b. Decode regularly spelled one-syllable words.
c. Know final -e and common vowel team conventions for representing long vowel
sounds.
d. Use knowledge that every syllable must have a vowel sound to determine the
number of syllables in a printed word.
e. Decode two-syllable words following basic patterns by breaking the words into
syllables.
f. Read words with inflectional endings.
g. Recognize and read grade-appropriate irregularly spelled words.
Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
I can use my understanding of word sounds to decode and form words.

Holtz_______
Group Size:
1st
ELA
4-5
understand when they finish

this lesson?)
Objectives- What are you
teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written
in the past or present tense,
A: the student B: will be able
to re-write the sentence in
future tense D: with no errors
in tense or tense contradiction
(i.e., I will see her
yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)
Rationale
Address the following
questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it
this way?
Why is it important for
students to learn this
concept?
Students will be able to recognize the phonemes and letters that make up commonly
used words.
Students will be able to decode words into phonemes and then blend them together to
form commonly used words.
I am teaching these objectives because these are fundamental areas of literacy that
many of the students are struggling with a few of the common words and the phonemes
that make up these words.
This lesson fits in the larger focus on the decoding skill in reading continual unit during
IRLA time as well as the explicit unit instruction during letter practice.
I am hoping that by teaching it in this way I will be able to create interactive words the
students can feel to help their decoding skill as they are reading in the future.
It is important for students to learn this concept because it builds the foundation of

Holtz_______
Group Size:
1st
ELA
4-5
Evaluation Plan- How will
you know students have
mastered your objectives?
Address the following:
What formative evidence
will you use to document
student learning during
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?
reading as they start building their comprehension of words and stories.

Formative: The formative assessment that is tied with this lesson is the observation and
discussion of the phonemes and decoding that will be going on during this lesson. As well
as monitoring their power word and decoding during IRLA over the next week.
Summative: The summative assessment for this that you could do is assess the student
on their reading level for their power words they need to recognize and decode to move
up to the next level of reading.
What Content Knowledge

is necessary for a teacher
to teach this material?
Letter sounds, blending, and phonics basics.
What background
knowledge is necessary for
a student to successfully
meet these objectives?
Letter sounds, blending, and phonics rules are the main pieces of back ground knowledge
students will need.
How will you ensure

students have this
previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this
content?
Based on my observations I have noticed these learners are mostly on the same or
similar level with a few outliers that I will need to plan for. On student needs help to stay
focused, another needs help staying motivated, and one other student will need to be
pushed or challenged during this lesson.

Holtz_______
Group Size:
1st
ELA
4-5
What misconceptions
might students have about
this content?
The biggest misconception that a student might have would the letter sounds that
certain letters make together.
Lesson Implementation
Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)
Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)
Where applicable, be sure to
address the following:
What Higher Order
Thinking (H.O.T.) questions
will you ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students
transition between
activities?
I will be using the teaching methods of demonstration, group work, partner work, and
direct instruction.
Time
15
minute
s
( this is
one of
the
centers
for the
Monda
y,
Tuesda
y
center
cycle
this
week)
Who is
responsibl
e
(Teacher
or
Students)
?
Teacher
leads this
activity
and
students
actively
participat
e in this
activity.
Each content area may require a different step-by-step format. Use

whichever plan is appropriate for the content taught in this lesson.
For example, in science, you would detail the 5 Es here
(Engage/Encountering the Idea; Exploring the Idea;
Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).
For this center lesson this week I will be working with small groups
of students as they rotate through my center and the others. The
focus of this center is to reinforce the literacy skills of blending,
letter sounds, and common
Materials:
Plastic grid sheets
lined paper
Crayons
Clip boards
Set up:
1. Cut plastic grid sheets in half so that it fits under a standard

Holtz_______
Group Size:
1st
ELA
4-5
What will you as the
teacher do?
What will the students do?
What student data will be
collected during each
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?
sheet of lined paper.

2. Using the clip boards clip the plastic grid under the paper.
3. Have a red crayon ready for every student in the group.
4. Have student gather around you and explain what we are
going to be doing during the activity.
Introduction:
1. I am going to follow the following instructions (see below)
two times with sample words so that the students will
understand what they are doing.
2. The words I will use for the introduction are as follows
a. Was
b. No
Directions (for each word it should take about 2-3 mins):
1. With a crayon write the word; saying each letter as you write
making sure to say the letter name then the sound.
2. If there are strange sounds like in the word, of (f=v) then
clear up that for students as we write these words as
correctly and neatly as we can.
3. Trace the completed word with your finger feeling the bumps
of the letters and saying the letter sound again as we trace.
4. Then sweep you finger under the word blending the sounds
together to say the word. This is repeated once more. To
reinforce the blending skill with students as well their skill of
word recognition of words used frequently.
What will you do if
Words to Work with:

Each student has their personalized set of power words
and focus words.
They will choose 6 words to work with this activity from
their list or focus group of words.
a student struggles with the content?
If a student is struggling with this activity during this center then I will aim instruction

Holtz_______
Group Size:
1st
ELA
4-5
more for one-to-one for that student in this small group.

What will you do if
a student masters the content quickly?

If a student masters this activity quickly then I will have them continue practicing with
more words on their list based on their level.
Meeting your students

needs as people and as
learners
If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
From what I have observed thus far in the year this lesson will connect with the general
interest of the students to create and learn through the use of visual and kinetic
materials. I am hoping to fulfill these interests in learning by creating bumpy words with
the students so they can feel the words as we practice blending through visual means.
If applicable, how does this lesson connect to/reflect the local community?
NA
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
I have included a list of more challenging words for these students to work with that are
more on their level. (please see the extra words list in the Step-by-step section)
How will you differentiate instruction for students who need additional
language support?
ESOL: I have differentiated for this student by placing the activity in a small group setting
in order to give him a more one-to-one focus then whole group instruction. Also by
having the words become tangible or bumpy is another piece of differentiation built into
this lesson.
Level: By having the student use their individual IRLA power word sheets and focus words
I have differentiated based on their readiness for material and content.
Accommodations (If
needed)
(What students need specific
Aiden: I will need to wear his speaker system that works with hearing aid so that he can
hear the lesson when his group come to the center.

Holtz_______
Group Size:
1st
ELA
4-5
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)
Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)
Materials:
Plastic grid sheets
lined paper
Crayons
Clip boards
I am using all of these materials in order to create words that the students can touch as
they practice writing, blending, and major power word for the first grade level.

USF Elementary Education Lesson Plan Template (S 2014) Holtz

Uploaded by

Copyright:

Available Formats

USF Elementary Education Lesson Plan Template (S 2014) Holtz

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

USF Elementary Education Lesson Plan Template (S 2014) Holtz

Uploaded by

Copyright:

Available Formats

USF Elementary Education Lesson Plan Template (S 2014)

LAFS.1.RF.2.2: Demonstrate understanding of spoken words, syllables, and sounds

I can use my understanding of word sounds to decode and form words.