TOPIC

Name
Subject
Grade Level
Date/Duration
Big Ideas

Essential
Questions
PA/Common
Core/Standards

Objectives
Bloom's
Taxonomy
Webb's Depth of
Knowledge
(DOK)

SETON HILL UNIVERSITY

Lesson Plan Template For ELL
DETAILS
Meaghan Sherer
English Language Arts
1st Grade
1 class period/45 mins
Some words sound the same, they are called rhymes
You can spell words by listening to the sounds.
Poems rhyme.
How do I spell a word that I am unsure of the spelling?
Do rhyming words have the same number of syllables?
Standard - CC.1.1.2.D
o Know and apply grade level phonics and word
analysis skills in decoding words. Distinguish
long and short vowels when reading regularly
spelled one-syllable words. Decode two-syllable
words with long vowels and words with common
prefixes and suffixes. Read grade level highfrequency sight words and words with
inconsistent but common spelling-sound
correspondences. Read grade-appropriate
irregularly spelled words.
Standard - CC.1.1.2.E
o Read with accuracy and fluency to support
comprehension: Read on-level text orally with
accuracy, appropriate rate, and expression on
successive readings. Use context to confirm or
self-correct word recognition and understanding,
rereading as necessary.
1. Students will explore the connection between letter
combinations (graphemes) and sounds (phonemes) by
identifying sound words, or onomatopoeia, in texts they
hear or read and matching words to sounds they hear.
2. As a group, students will SEI-(TPR)- clap out the
syllables of specified words in the text with 90%
accuracy.
3. Students will independently use a variety of strategies
to spell the sound words they associate with the sounds
they have heard 6 out of 10 times.
4. In a group setting, students will recognize and correctly
pronounce given sight words with 100% accuracy.
5. Individually, students will recognize and correctly
pronounce the same given sight words (as stated
above) with 100% accuracy to me.
6. Given two options, students will individually
differentiate between a correctly spelled word and an
incorrectly spelled word and correctly choose the
correctly spelled word 5 out of 7 times.
7. Students will individually record and listen to

CK

Formative &
Summative
Assessment
Evidence

1.
2.
3.
4.
5.
6.
7.

ISTE Standards
for Students
Framework for
21st Century
Learning

themselves reading the story we read before and

recognize any pronunciation mistakes with 50%
accuracy. SEI- By recording themselves they are
adjusting the speed to their preferred reading and
listening abilities.
a. SEI- Integrate listening, speaking, reading and
writing skills into each lesson.
Assessments below are numbered in correlation
with the above objectives.
I will be walking around looking at the words they
highlighted in the same color (same color=rhyme) to
check for understanding.
I will be listening for the correct number of claps for
breaking down syllables.
I will collect and check for accuracy, their attempt to
write words based on hearing the sounds.
Listening for accuracy.
Individually, students will recognize and correctly
pronounce the same given sight words (as stated
above) to me.
Documentation will be taken down on whether they
choose the right word or not.
As the students are listening to the recording of their
voice, they will write down any words that they feel
they have mispronounced. I will have them read a
passage of the story to me so I can see if their list of
mispronounced words in accurate and correct any
mispronunciations.

Additional assessment forms:

Students will be asked questions that require one to
two word answers or pointing to the correct answer
All of the students voice recordings will be kept on file
(portfolio) to document progress throughout the year
Using visuals not limited to pictures (graphic organizer)
***Some of the above assessments are for both general ed.
students AND ELL students***
Research and information fluency
o Locate, organize, analyze, evaluate, synthesize, and
ethically use information from a variety of sources
and media.
Communication and collaboration
o Contribute to project teams to produce original works
or solve problems
o Develop cultural understanding
Critical thinking, problem solving, and decision making
21st Century Framework:
Content Knowledge and 21st century themes: English,
reading, or LA
Critical thinking and problem solving

Accommodation
s, Modifications

Communication and collaboration

Information literacy

***I believe that all of the above ISTE Standards and

Framework pertain to both general ed. students and ELL
students***
TESOL:
Reading- discussion of key rhyming words, Dont
start out with the little pieces, start with the big
ideas; read the material first then break down the
key words and unfamiliar words, while reading the
story I will use TPR, show what they think the
meaning of a word is through movement, check for
understanding of spelling of words
Speaking- will record themselves speaking;
listening for correct pronunciation form teacher and
peers; speak slowly to minimize mistakes, converse
with a buddy,
Listening- listening for correct pronunciation form
teacher and peers, listening to words being spoken
and trying to spell them based on the sounds they
hear, using TPR, listen to recording of themselves
Writing- view their spelling of words after listening
to the sounds, check for understanding of spelling of
words
o SEI- Integrate listening, speaking, reading and
writing skills into each lesson.
Connections:
Family- do they have Dr. Seuss in their home
language; not matter the answer, do they have
something similar with rhyming words
Culture- offer books about their homeland, ask if
they have Dr. Seuss in their home country
Sensory:
o Hearing- listening for correct pronunciation
form teacher and peers, listening to words
being spoken and trying to spell them based
on the sounds they hear, using TPR, listen to
recording of themselves
o Touching- clapping out the syllables of words
o Tasting- N/A
o Smelling- N/A
o Seeing- Given two options, students will
individually differentiate between a correctly
spelled word and an incorrectly spelled word
***all students will have to do the above accommodations
because they benefit all students***

SUPERVISING
TEACHERS
SIGNATURE

Seton Hill University Lesson Plan Template Step-by-Step

Procedures
RATIONALE for
the Learning
Plan
Introduction

Explicit
Instructions

CK
Activating Prior Knowledge
Ask if anyone can give me example of rhyming words.
o Give examples
Hook/Lead-In/Anticipatory Set
If some of you are unfamiliar with rhyming words we
are going to read One Fish Two Fish Red Fish Blue Fish.
Does anyone know who wrote One Fish Two Fish Red Fish
Blue Fish?
If no one knows tell them it was Dr. Seuss who is know
for writing rhyming stories.
Read One Fish Two Fish Red Fish Blue Fish
What are some types of writing that use rhyme?
o Looking for poems
Big Idea Statement
Some words sound the same, they are called rhymes
o Ask students to repeat it after I say it from the
board.
Poems rhyme.
o (Let the student know I will be asking this question
ahead of time so they have time together their
thoughts, practice with their buddy, and not feel
overwhelmed) Family- do they have Dr. Seuss in
their home language; not matter the answer, do
they have something similar with rhyming words
Do you know any poems from your country? Can
you share some examples?
You can spell words by listening to the sounds.
o Give examples (keep list of words for guiding the
practice questions***)
o Listening for correct pronunciation form teacher
and peers, listening to words being spoken and
trying to spell them based on the sounds they
hear
Essential Questions Statement
Do rhyming words have the same number of syllables?

Lesson
Procedure
Must include
adaptations &
accommodation
s for students
with special
needs

o Will review answers and have examples on the

board of the break down
How do I spell a word that I am unsure of the spelling?
o Listening for correct pronunciation form teacher
and peers, listening to words being spoken and
trying to spell them based on the sounds they
hear
Objective Statement
Students will explore the connection between letter
combinations (graphemes) and sounds (phonemes) by
identifying sound words, or onomatopoeia, in texts they
hear or read and matching words to sounds they hear.
As a group, students will SEI-(TPR)- clap out the
syllables of specified words in the text with 90%
accuracy.
Students will independently use a variety of strategies to
spell the sound words they associate with the sounds
they have heard 6 out of 10 times.
In a group setting, students will recognize and correctly
pronounce given sight words with 100% accuracy.
Individually, students will recognize and correctly
pronounce the same given sight words (as stated above)
with 100% accuracy to me.
Given two options, students will individually differentiate
between a correctly spelled word and an incorrectly
spelled word and correctly choose the correctly spelled
word 5 out of 7 times.
Students will individually record and listen to themselves
reading the story we read before and recognize any
pronunciation mistakes with 50% accuracy. ,
SIOP- Students will repeat each objective after I say it
so they know what is being asked of them and so I know
they are not zoning out.
Key Vocabulary
Rhymes
Sight words
Pronunciation
Syllables
Onomatopoeia
PreAssessment of Students
While reading the story, every couple of pages I will
pause (SEI) and choose a word, rhyming or not, and ask
my students to clap out the syllables. ***all students
will participate in this*** (prerequisite skill- majority
have mastered the knowledge of what a syllable is)
SIOP- Students will be engaged in a lesson that is
appropriately paced.
Modeling of the Concept
Students will highlight words on printed copies of One

Fish Two Fish Red Fish Blue Fish that rhyme in the same
color.
o Being cognizant of the spelling of words, rhyming
and not rhyming.
Guiding the Practice
While the students are highlighting the rhyming words, I
will be walking around to each student checking for
understanding. While doing this I will also ask my ELLs to
spell certain sight words and the words I used in the Big
Idea Statement based on my pronunciation (I will repeat
the words for them). They can either write the words or
spell out loud, which ever they are more comfortable.
Providing the Independent Practice
While doing this I will also ask my ELLs to spell certain
sight words and the words I used in the Big Idea
Statement based on my pronunciation (I will repeat the
words for them). They can either write the words or spell
out loud, which ever they are more comfortable.
After the above, I will give all of the students a baggie of
typed words (some will be spelt correctly and some
incorrectly) with their correlating picture. They will have
to sort the words into correct piles and incorrect
piles.
8. My ELL students will individually record and listen to
themselves reading the story we read before and
recognize any pronunciation mistakes. As the students
are listening to the recording of their voice, they will
write down any words that they feel they have
mispronounced or are unsure. I will have them read a
passage of the story to me so I can see if their list of
mispronounced words in accurate and correct any
mispronunciations. I shall have them write the spelling
of any words they mispronounced three times so that
they can see all of the letters, and therefore sounds,
involved in the word(s).
SIOP- Students, especially ELLs, are engaged
throughout the whole lesson by always having some
activity to do; whether it is me coming around and
assessing them with questions or doing the activity
given. We cannot afford to loose valuable time with
these students.
Adaptations/Accommodations for Students with Special
Needs
***See red writing for accommodations throughout***
Evaluation of
Formal Evaluation
the
3. Students will write words based upon how they hear
Learning/Master
the sounds
y of the
6. Documentation will be taken down on whether they
Concept
choose the right word or not.
7. As the students are listening to the recording of their

voice, they will write down any words that they feel they
have mispronounced. I will have them read a passage of
the story to me so I can see if their list of mispronounced
words in accurate and correct any mispronunciations.
Informal Evaluation
1. 1. Students will be graded on the words they
highlighted in the same color (same color=rhyme) to
check for understanding.
2. 2. Students will demostrate the correct number of claps
for breaking down syllables.
3. 4. Students will be speaking accurately.
4. 5. Individually, students will recognize and correctly
pronounce the same given sight words (as stated above)
to me.
5. SIOP- I will ask my students to repeat the objectives
stated at the beginning of class and ask for correct
examples from each objective.

Closure

Reading
Materials
Technology
Equipment
Supplies

Teacher
Self-reflection

Additional assessment forms:

Students will be asked questions that require one to two
word answers or pointing to the correct answer
All of the students voice recordings will be kept on file
(portfolio) to document progress throughout the year
Using visuals not limited to pictures (graphic organizer)
Review the learning of syllables
Ask for examples of rhyming words
Ask for examples of sight words
I will say a word that I used in the big idea statement
and have a couple volunteer to verbally spell it for me.
I will ask the group to give me some examples of sight
words
I will write two words on the board and ask the group
which one is spell correctly
One Fish Two Fish Red Fish Blue Fish the book
Copies of the pages for every students to highlight and
write on
Different colored highlighters
Pencils
Voice recorder