Professional Documents
Culture Documents
Revised 08/05/14
Candidate:
Subject: English
Grade level(s):
Date: 11/6/2014
Emerald Chang
Language Arts
1
Standard:
CCSS.ELA-Literacy.RF.1.2.B Orally produce single-syllable words by blending sounds (phonemes),
including consonant blends.
I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):
Distinguish initial and final sounds in single-syllable words
Concept Identify and Distinguish
II. LEARNING OUTCOME (Objective):
Given a list of words, students will understand the /ch/ sound with the letters ch by covering the initial and
final sounds in single-syllable words in a tic-tac-toe game with 100% accuracy.
DOK/Cognitive Rigor Level: 2-Distinguish initial and final sounds
Language Demands:
Skills: Listening, Speaking, Reading
Language System: Vocabulary, Instructions
Functions: Inquiring, Identifying
III. CURRICULUM CONNECTION (How lesson fits into larger unit sequence): What lesson comes
before this lesson? What lesson comes after this lesson?
Before: Initial and final sounds of /sh/
After: Final sounds of /k/ and spelling ck
IV. INSTRUCTION
A. ENGAGEMENT (Motivational Activity):
Anticipatory Set: activate student prior knowledge
The teacher will ask students a series of questions about what they remember about the spelling /sh/.
What do you remember about the spelling sh? Teacher will remind students to look at the shell card.
What are some words that begin with the /sh/ sound? What are some words that end with the /sh/
sound? Students will respond with many ideas.
By the end of our lesson you should be able to understand the /ch/ sound with letters ch by
covering the initial and final sounds in single-syllable words in a tic-tac-toe game.
Purpose: Students are learning about /ch/ sound words because when they read books, it will help
them pronounce those words.
win. Clear off the boards and repeat game. Optional: incentives for winners.
D. MATERIALS & RESOURCES: What do you need for the lesson? Make a list.
Sound/Spelling Card Chipmunk
Tic-Tac-Toe cards
Card markers
V. ASSESSMENT STRATEGIES (Methods For Obtaining Evidence Of Learning):
Formative: During Lesson, Check for Understanding, Teacher observation
Teacher will observe students and check for understanding during steps 6-8 and the application activity.
Summative: Exit Slip Students will read a word on the board and erase it. The teacher will ask questions
like Which one-syllable word means to talk
VI. ACCOMMODATIONS and/or MODIFICATIONS FOR INDIVIDUAL LEARNERS (Content,
Instruction, Practice):
Accommodations: Time Spend more time on instructional steps 6-8.
Modifications: Input Differentiate the input. Reread the poem slowly. Repeat words
that need more emphasis.
VII. HOMEWORK (if appropriate): None