Written+and+Taught+Lessons

9-13-11 Saxton Phonics Lesson 1st grade **Lesson Plan Template** Phonics: Reading and spelling consonant f The blend fl || a. Demonstrates an understanding that there are systematic and predictable relationships between print and spoken sounds. b. Recognizes and names all uppercase and lowercase letters of the alphabet. c. Matches all consonant and short-vowel sounds to appropriate letters. d. Blends individual sounds to read one-syllable decodable words. e. Applies learned phonics skills when reading words and sentences in stories. ||
 * Name: ____Katelyn Adams_______________________________________________________ Grade Level:_________1st ______________________________**
 * Estimated number of days lesson will cover: _____1 day_____________________________**
 * Lesson Subject/Title:
 * Performance Standards:
 * ELAKR3 ****The student demonstrates the relationship between letters and letter combinations of written words and the sounds of spoken words. **
 * Lesson Objectives (What students will know and/or do) : The students will identify the relationship between sounds and letter names . The student will be able to count the sounds they hear in a word. The student will be able to read and spell with the letter F.

Enduring Understanding: being able to read and spell with letter f || How many letters in the alphabet? 26 A,E,I,O,U are called what? Vowels Say aloud a words…How many sounds do you hear? Ex. Pan (3) sand(4) in(2) || -Suffix -Blend -Vowel -Consonant ||
 * Essential Questions:
 * Key Vocabulary:

Demonstrate/Model (if appropriate)
 * Time || Procedures || Differentiation || Materials/Resources || Assessment ||
 * || Introduction/hook/activation of prior knowledge || Review vowels and the alphabet. || Alphabet strips || Ask questions out loud and have students raise hands to answer. ||
 * || Instructional activities

Guided Practice (if appropriate)

Independent Practice (if appropriate) || Phonemic Awareness Count the amount of sounds in words. Pan(3) Rag(3) List(4) Sand(4) Tip (3) In(2)

~Spelling review Say spelling sound, student should echo the sound, name the letter, and record what they hear. ~New Increment: The letter F- Have students tell you the initial sound they hear: Fan,Fog,Fill ~Introduce blend fl

Spelling, coding vowels || Worksheet 16

Worksheet 16 || Ask each student in group to answer questions.

Worksheet accuracy ||
 * || Review and Closure || Review the high frequency word box on the worksheet ||  ||   ||

Beginning Sounds 1st grade

**Lesson Plan Template ** Finding Beginning Consonant Sounds with Clifford the Big Red Dog ||
 * Name: ___________________Katelyn Adams____________________________________ Grade Level__:_______________1st_______________ **
 * Estimated number of days lesson will cover: ________________1 day_________________ **
 * Lesson Subject/Title:
 * Performance Standards:

a. Isolates beginning, middle, and ending sounds in single-syllable words. a. Reads and listens to a variety of texts for information and pleasure. b. Makes predictions using prior knowledge. c. Asks and answers questions about essential narrative elements (e.g., beginning-middle-end, setting, characters, problems, events, resolution) of a read-aloud or independently read text. <span style="font-family: 'Times New Roman','serif';">d. Retells stories read independently or with a partner. <span style="font-family: 'Times New Roman','serif';">f. Makes connections between texts and/or personal experiences. <span style="font-family: 'Times New Roman','serif';">g. Identifies the main idea and supporting details of informational text read or heard. <span style="font-family: 'Times New Roman','serif';">h. Self-monitors comprehension and rereads when necessary. <span style="font-family: 'Times New Roman','serif';">i. Recognizes cause-and-effect relationships in text. || <span style="font-family: 'Times New Roman','serif';">This lesson provides students with practice on beginning consonant sounds, including identifying initial consonants and matching letter sounds to their corresponding letters.
 * <span style="font-family: 'Times New Roman','serif';">ELA1R2 The student demonstrates the ability to identify and orally manipulate words and individual sounds within those spoken words. The student **
 * <span style="font-family: 'Times New Roman','serif';">ELA1R6 The student uses a variety of strategies to understand and gain meaning from grade-level text. The student **
 * <span style="font-family: 'Times New Roman','serif';">Lesson Objectives (What students will know and/or do) :

<span style="font-family: 'Times New Roman','serif';">Enduring Understanding: <span style="font-family: 'Times New Roman','serif';">Practice reading words with the same letter sound to connect those letters and sounds <span style="font-family: 'Times New Roman','serif';">Match beginning consonant sounds <span style="font-family: 'Times New Roman','serif';">Recognize beginning consonant sounds by recognizing picture and matching same beginning sound words. || <span style="font-family: 'Times New Roman','serif';">What are beginning sounds? <span style="font-family: 'Times New Roman','serif';">What are constants and vowels? || <span style="font-family: 'Times New Roman','serif';">Initial <span style="font-family: 'Times New Roman','serif';">Beginning sounds <span style="font-family: 'Times New Roman','serif';">Vowels ||
 * <span style="font-family: 'Times New Roman','serif';">Essential Questions:
 * <span style="font-family: 'Times New Roman','serif';">Key Vocabulary:


 * <span style="font-family: 'Times New Roman','serif';">Time || <span style="font-family: 'Times New Roman','serif';">Procedures || <span style="font-family: 'Times New Roman','serif';">Differentiation || <span style="font-family: 'Times New Roman','serif';">Materials/Resources || <span style="font-family: 'Times New Roman','serif';">Assessment ||
 * <span style="font-family: 'Times New Roman','serif';">7mins || <span style="font-family: 'Times New Roman','serif';">Introduction/hook/activation of prior knowledge || <span style="font-family: 'Times New Roman','serif';">Ask questions about what they know about sounds and what they know about Clifford

<span style="font-family: 'Times New Roman','serif';">Take students through the Interactive Clifford Storybook [|//Where is Emily?//] || <span style="font-family: 'Times New Roman','serif';">Smart bored || <span style="font-family: 'Times New Roman','serif';">Students will take turns answering the questions on each page on the story. || <span style="font-family: 'Times New Roman','serif';">Demonstrate/Model (if appropriate)
 * <span style="font-family: 'Times New Roman','serif';">15mins || <span style="font-family: 'Times New Roman','serif';">Instructional activities

<span style="font-family: 'Times New Roman','serif';">Guided Practice (if appropriate)

<span style="font-family: 'Times New Roman','serif';">Independent Practice (if appropriate) || <span style="font-family: 'Times New Roman','serif';">While reading story, Explain to students that they need to complete the sentence by choosing one of the words in the circles. Have students click the first word and repeat it.

<span style="font-family: 'Times New Roman','serif';">When students finish the story, take them to the <span style="font-family: 'Times New Roman','serif';">[|Sound Match]

<span style="font-family: 'Times New Roman','serif';">All done in a small group. || <span style="font-family: 'Times New Roman','serif';">Clifford Interactive Storybook [|//Where is Emily//]

<span style="font-family: 'Times New Roman','serif';">Clifford Storybook activity <span style="font-family: 'Times New Roman','serif';">[|Sound Match] || <span style="font-family: 'Times New Roman','serif';">Each student reads their page of the story out loud.

<span style="font-family: 'Times New Roman','serif';">Were students able to identify additional words with the same beginning consonant sound?

<span style="font-family: 'Times New Roman','serif';">Students should click on the correct objects and drag them to the box. ||
 * <span style="font-family: 'Times New Roman','serif';">5 mins || <span style="font-family: 'Times New Roman','serif';">Review and Closure || <span style="font-family: 'Times New Roman','serif';">After story and game are complete. Review what beginning sounds are and why they are important. ||  || <span style="font-family: 'Times New Roman','serif';">Class participation ||

<span style="font-family: 'Times New Roman','serif';">Lesson Reflection: <span style="font-family: 'Times New Roman','serif';">What worked well in your lesson? <span style="font-family: 'Times New Roman','serif';">It kept the students very engaged. They really enjoyed being able to work on the Smart Bored. Working on the Smart Bored made it so that the students with poor gross motor skills could also participate. <span style="font-family: 'Times New Roman','serif';">What modifications did you make in your instruction for varying abilities of students based on your formative assessments? <span style="font-family: 'Times New Roman','serif';">For the lower level student I read the entire story to them. For the middle group, they were able to read the list of words with same beginning sounds on each slide. For the highest reading level group they were able to read the entire slide out loud.