Name: Andrea Javier

Subject/Grade: Language Arts/ Phonics

Duration: 20 minutes
Section I
TEKS and Objectives:
110.12. English Language Arts and Reading, Grade 1, Beginning with School Year
2009-2010.
(3)

Reading/Beginning Reading Skills/Phonics. Students use the relationships

between letters and sounds, spelling patterns, and morphological analysis
to decode written English. Students will continue to apply earlier
standards with greater depth in increasingly more complex texts. Students
are expected to:
(A) decode words in context and in isolation by applying common lettersound correspondences, including:
(iv) Consonant digraphs including ch, tch, sh, th=as in thing, wh, ng,
ck, kn, -dge, and ph;
Students will be able to understand the letters c and h together make the
/ch/ sound.
The students will be able to identify words that have the /ch/ sound.
The students will be able to identify if the /ch/ sound is an initial or final
sound in a given word.

Objective:
Students will be able to identify and name each letter.
Students will master letters (h, s, b, a, t, l and d)

Students will exercise practicing what sounds each letter make in the beginning of
the word
Students will match the beginning letter according to which picture they believe
starts with the designated letter.
Section II
Preparation:
Materials:
Pictures of the words being used
Tick-tack-toe game cards
Pencils
Lima beans (place holders)
Pre-assessment, and Background:
Recite the ABC song, direct students to the classroom alphabet visual. Remind them that
each printed letter is different. Have students identify and name each letter.
5 Minutes

Section III
Delivery System:
Before:
Explain to students that today they will be practicing their letter recognition as well as
sound by sound blending through a competitive fun game of tick tack toe. Recite the rules
of the game (one wins by having three lima beans in a row) Explain to students that part
of their bingo card is not complete. Ask them to look at the image above the printed
word.
During:
Allow students to spend time looking at the images above the printed word. Ask students
what part of the word is missing? The beginning, the middle or the end? The part missing
is the beginning, as a class say out loud what each image is. Ask students to repeat each
image. Now, ask students to fill in the beginning letter which is missing. Students then
have to slow down and sound out the whole printed word to determine what letter it is
they are on a hunt for to complete the printed word to commence the tick-tack- toe game!
After:
Once the tick- tack-toe game card blanks have been filled in and several winners have
won. Ask students to air draw the capital and lower case letters which we used today (the
beginning letter of the word on bingo card) {h,s,b,a,t,l,d}
15 minutes

Section IV
Assessment: (How will you determine that the students learned what you taught?)

The teacher will do a practice run with class by air drawing the capital and lower case
later in which we focused on today. On the back of the tick-tack-toe game assign students
to now print upper and lower case letters in which we used. Teacher should say the exact
image, which was used for the game card (example: snake; Ss) Feel free to use this word
in a sentence to enrich their learning.
Section V
Special Circumstances:
Modifications and accommodations:
Each game card has a matching image to the printed word.

Extensions:
Have students create their own tick- tack- toe game cards by assigning specific letters.
Allow students to brainstorm words and draw a matching picture.
Back-Up Plan
If some students are taking longer to print the missing first letter on the printed word in
the game card, allow fast pace students to focus on sound by sound blending, by looking
at each individual letter and challenge them to recite the printed word to learn to spell one
of the images!