Lesson Plan Form - LBS 400

Revised 08/05/14

Candidate: Ian Collison Subject: ELA Grade level(s): Date: 10-24-17

Phonics 2
Standard: RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words in
both isolation and in text.

I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):

What are students learning? Underline content type.
Students will learn how to categorize words by phoneme and apply phonics when decoding words with
two-letter blends.

II. LEARNING OUTCOME (Objective):

Given words with two-letter blends, students will know (level of cognition) how to decode these words
(content) by participating in an oral discussion using their new knowledge of words blends with 80%
efficiency (proving behavior or activity)

DOK/Cognitive Rigor Level: Tier 1 (Introductory Lesson)

Language Demands (What demands in terms of language does this lesson require of students,
particularly English Learners?): Students will need to have a basic understanding of short vowel sounds
and much attention should be paid to articulation because some languages do not have direct sound
correlations.

III. CURRICULUM CONNECTION (How lesson fits into larger unit sequence): What lesson comes
before this lesson? What lesson comes after this lesson? Lesson before: Included review of short
vowel sounds for A, E, I, O, and U. Lesson after: Introduction of words with long vowels starting
with the letter A and including two-letter blends/ diagraphs.

IV. INSTRUCTION Students will receive a short review lesson of short letter sounds. Following the
lesson on letter sounds the teacher will review the concept of two letter blends with the students to check
for a basic understanding of the material that will be discussed. Teachers and students will then read books
together that specifically work on the concept of two letter blends found to be difficult during assessment.
The teacher will walk around the room and discuss the content with the students while they are working
together in small groups. When the reading groups are finished the students will play a game similar to
four corners utilizing their new knowledge of two letter blends. In the game students will be given ten
seconds to choose a corner of the room that corresponds to a two letter blend. Once the students are in
place the teacher will spin a spinner labeled with each of the four letter blends. Whichever blend the
spinner lands on will determine which students are out of the game, unless those students are able to
produce a word that includes that specific letter blend. From there the game will repeat until all but one
student have been eliminated.

A. ENGAGEMENT (Motivational Activity): Word blending game

Scholars before we being our game about diagraphs I would like to review some letter sounds to help
all of us remember the importance of each letter and the different sounds they make. John Doe can you
 please tell me the short a sound. Excellent! Now Jane Doe can you please tell me what sound I get if I
have the letter c and the letter h next to each other to make ch? Anticipatory Set: activate student prior
knowledge. Review short vowel sounds using equity sticks to build student interest.

Student friendly objective: By the end of our lesson you should be able to decode (level of
cognition) words with two-letter blends and short vowel sounds (content) by playing the word
blending game with your peers (proving behavior or activity)

Purpose: Why are students learning this? Why is it important? Students are learning this skill to gain
access to grade level text and become fluent readers.

B. INSTRUCTIONAL SEQUENCE (Teaching Methodology With Student Activities):

Step #1: _Review lesson of short letter sounds_

a. T input
a. T model
b. Student response: Check for understanding: active participation: think pair share, choral response,
etc.

Step #2: _Concept review of two letter blends_

a. T input
a. T model
b. Student response: Check for understanding: active participation: think pair share, choral response,
etc.

Step #3: _Group reading with teacher support_

a. T input
a. T model
b. Student response: Check for understanding: active participation: think pair share, choral response,
etc.

Step #4: _Four corners letter blend game_

a. T input
a. T model
b. Student response: Check for understanding: active participation: think pair share, choral response,
etc.

Step #5: _________________________________________________

a. T input
a. T model
b. Student response: Check for understanding: active participation: think pair share, choral response,
etc.

C. APPLICATION ACTIVITY (Practice and/or Reflection): Guided practice (students working with
teacher support on proving behavior or activity) Word chart creation and blending game
D. MATERIALS & RESOURCES: What do you need for the lesson? Make a list. Word cards, chart
paper, decodable text, sound cards for game, spinner with two-letter blends

V. ASSESSMENT STRATEGIES (Methods For Obtaining Evidence Of Learning):

Formative: During Lesson, Check for Understanding, Teacher observation

Summative: (at the end of the lesson) (Closure, exit slip, ticket out the door, quiz, test)

VI. ACCOMMODATIONS and/or MODIFICATIONS FOR INDIVIDUAL LEARNERS (Content,

Instruction, Practice): How can we provide equal access for all students? (Accommodation)
How will you help struggling learners or differentiate (challenge) high achievers? (Modification) Easier
words for students who are struggling or approaching grade level standard and more complex words for
students who are reading at a higher grade level. Another example of an accommodation could be moving
chairs to the center of the room to allow room for students in wheelchairs.

VII. HOMEWORK (if appropriate): Look for and create a word bank with at least 5 words that
have two-letter blends from a book you read with your parents and be sure to record that time on
your reading logs.