Interdisciplinary Educational Studies

Strong knowledge of subject matter, deep understanding of how children learn and grow in social contexts, and how to
effectively use teaching methods to teach in schools in neighborhoods near and far

Core Lesson Plan

Date: 23 October 2018 Subject: ELA Unit: Phonics; r blends

Class Description: Works well in a workshop setting, and is not afraid to make their own
choices. They know the routine well enough, don’t have to go through the routine of
workshop.
Exceptional
Class Ethnicity English Proficiency
Needs/Disabilities
Total 23 Asian: 4 EO: 0 IEP: 2
Students: (speech)
Gender: M- 10 Black/African 0 504: 0
American:
F- 13 Filipino: 1 IFEP/RFEP: 0 GATE: 0

Hispanic: 0 Health Care 0

Plan:
Other: 0 EL: 2 EL’s both Vietnamese
Boy: learning English
White: 18 for 3 years
Girl: Learning English
for less than 3 years,
behavior issues there.
Lesson Plan

Estimated Learning Goals: Reading Standards.

Time: Grade 1:
State Standard 2b. Orally produce single-syllable words by blending sounds
TLW Objective (phonemes), including consonant blends.
The learner will…familiarize themselves with r-blend words to
help become fluent in r-blends.
Assessments: One way I can assess the class formatively is through
Formative our class discussion.
Summative

Kristen Walker, California Lutheran University, 2018

 Another way I can assess this skill would be to read a
passage with the students or have them read to a
classmate in small groups.

5 mins Anticipatory Set: “Let’s read this sentence together.” Then talk about
Activate Prior Knowledge the different types of sounds in the different words in
Hook the sentence. Narrow it down to the blend or sound
that you are focusing on. They will have worked on “r
blends” previously so there won’t be tons of explicit
instruction.
Grouping This lesson will start as a whole class on the carpet.
Brainstorm with the class different words that share
Strategies: the same sound or blend. (Example: crab, drip, frog
Whole group/small group/
collaborative/pairs/etc. etc.) Then move to small group activities in the form of
a phonics packet to check for understanding. If they
need more help they can work in a small group with
the teacher while the others work with a blend-sorting
game. If they finish, they can work on a packet
independently at their desks.
5 Direct Instruction: They will have been introduced to “r blends” before
since this lesson will be reinforcement. Go through
minutes I do them and sound out the sounds in the words with the
class.

7-10 Guided Practice: With the class, I will brainstorm different words that
have an r blend. With each word, sound it out with the
minutes We do class and ask them if it belongs in our word family.

15 Independent On their own, they will work in small groups on a

packet or work independently while I meet with
minutes Practice: different reading groups to check for understanding or
You do
possibly reinforce concepts. If they need extra help
they will work with a small group with the teacher.
Make sure to go over an example on the worksheet
before letting them start.

Kristen Walker, California Lutheran University, 2018

 2 Closure: I will close the lesson by asking the students if they
feel confident when reading/writing words with r
minutes sounds (blends). I will ask what their favorite part of
the lesson was.

EL Learners: (2) I will show the class a video with a song about blends
to reinforce the concept I am explaining.
https://www.youtube.com/watch?v=pQgJnpE7IL8
They get the auditory and the visual aspect of the
lesson and they can sing along to master the sounds.
Make sure to ask them during group brainstorm so
you know they understand or gives them the
opportunity to ask questions.
During the class brainstorming, put the words on a
giant sticky note and display them in the classroom so
your EL’s can refer back to it when they need to.

Kristen Walker, California Lutheran University, 2018