Lesson Plan

Date Taught: October 22, 2018

Topic: Phonemic Awareness/Phonics

Standard: CCSS.ELA-LITERACY.RL.1.1 Ask and answer questions about key details

in a text.
CCSS.ELA-LITERACY.L.1.5 With guidance and support from adults, demonstrate
understanding of word relationships and nuances in word meanings.

Objectives: The student will understand how to rhyme words and how to identify the
different sounds they hear in a word.

Materials Needed: whiteboard, whiteboard marker, Journeys Common Core books

Vocabulary: Rhyme, word family

Anticipatory Set: An explanation will be given to the students that I will name a word
and then I will ask them to give me a rhyme for it. However, each time I ask for a rhyme,
they will use the sound I give them to start the word and the end of the first word that I
tell them. For example, “what rhymes with pit and starts with /f/?” the answer would be
“fit.”
- Pit – fit
- Pin – bin
- Rig – dig
- Bag – tag

Guided Practice/modeling: Using a whiteboard, I will write “sit” and “hit” on it. I will ask
the students which two letters they see are the same in each word. I will explain to them
that’s why words rhyme with each other and go in the same word family.
I will then ask the students to tell me which other words they know that end in the
sound made by “-it.” I will make sure that the star for reading is on red and they will
therefore be expected to raise their hand to answer. If they blurt out, they will be asked
to raise their hand first.

Activities:
Write the set up shown in the image on the right on
a whiteboard, not including the first letter and have them
help me to place the correct letter in the beginning of the
word. I will again as for the raise of hands.
I may choose to do one word at a time if some
students are having a difficult time or some are able to go
more ahead. This will be to keep them all in the same
place.
Optional hints to give:
 1. This the opposite of little
2. This the opposite of stand
3. You can get these in a baseball game
4. Your mittens do this
5. This is part of your skeleton

Closure: Read Pam in Journeys Common Core book

- First explain that this book is filled with the short i sound and ask for a student to
tell me what that sound would be.
- Write “for” on the white board and ask what word it is. Then “too.” Explain that
these words will also be in the book
- Read the first 3 pages (45-47) and ask the students what they think the rest of
the book will be about.
- Start choral reading for the rest of the book. This includes the students reading
along altogether with myself while following the words in the book.

Independent practice/application:
- If the group reading went well and there is time, have them reread the book with
a partner.
- Mrs. Nez’s pre-lunchtime check in sheet

Differentiation: The students are at several different levels but all need work in this
area. It is going to be crucial that I enforce hand raising or I will have the same students
telling the answer every time before the rest of the class has been able to fully process
my question.
Reading will need to be done slowly so the students can sound words out.2