Name: Michelle Kim Topic/Title: Short I sound Phonics (Day 2) Grade Level/CT:

First grade
VISION-SETTING: KNOW, SO, SHOW

1a. STANDARD: NJ Common Core Standards 1b. ENDURING UNDERSTANDINGS

CCSS.ELA Literacy.RF.1.2 1. Students will be able to recognize the sound of a short I.
Demonstrate understanding of spoken words, syllables, and sounds 2. Students will be able to practice identifying some of the words that have the
(phonemes). short I sound.
CCSS.ELA Literacy.RF.1.2.a
Distinguish long from short vowel sounds in spoken single- syllable words.

2a. STUDENT LEARNING OBJECTIVES 2b. TEACHER CONTENT KNOWLEDGE (necessary prior knowledge)
- Students will be able to recognize the sound of a short I. - Teacher should understand the sound of a short I
- Students will be able to practice identifying some of the words that
have the short I sound.
3. ASSESSMENT
1. Students will be taking a pre-test before the lesson, for the teacher to understand students prior knowledge.
2. Students will be given the opportunity to enhance their learning through different types of activities with the whole class, in groups, and individually. This will
allow the teacher to have the chance to make some observations on student progress.
3. Students will be taking a post-test to measure mastery of the lessons covered.

PROCEDURE AND PRACTICE

METHODS: GO

TEACHERS ROLE WHAT ARE STUDENTS DOING? MATERIALS

Questions to Ask
1. STARTER/ANTICIPATORY SET (2 min.)
Students will review the phonics words short I.
Students will all sit on the rug. Recap what the sound we have been working on the day
before. Have students make the short I sound. Have students name some words that
have the short I sound.
2. INTRODUCTION OF NEW MATERIAL
(Guided Instruction/Procedure/Exploration) (4 min.) Students will be listening to the words that the
teacher says to identify whether it is a long or short
Say a words that has a long I sound and ask the students if it is a short I word (e.g., I word.
kite). If the students answer it correctly, ask why. Explain to students that just because a
word has the letter I in it, doesnt mean it is a short I word. Give more words and ask
the students to identify if the word is a short I or long I word.
 3. GUIDED PRACTICE/EXPLORATION/ACTIVITY (15 min.)
Students will be looking at the words on the Lego to
Introduce the Lego activity. Lay out some Lego pieces on the nearest table from the rug categorize them to the right stack. Legos (about 20
for all the students to be able to see the demonstration. Show the students the word that is for each group)
on the first Lego. Ask a student to read out the word. Then ask another student if they
hear the short I sound in the word. For this activity, students will be stacking up two Printout words
sets of Legos. One stack will have all the words that have the short I sound, while the that will be taped
other stack will be for the other sounding words. Students will also be given a worksheet to each Lego.
where they will need to write down all the short I words from the activity.
* After explaining the activity, review ways to work well with another classmate. Short I record
worksheet
If a group is finished early, have them read out the words to check their work. Have them
try to make another pile of long I words.

4. INDEPENDENT PRACTICE (10 min.)

Short I book
The students will continue working on their short I book. They will be completing the Students will be reflecting back to the list of short Pencils
rest of the boxes. I words to create their book. Crayons

5. CLOSING (5 min.)
Short I book
Ring the bell for students to stop working. After every students looks up at the teacher, Students will be cleaning up their materials. Students
give the next instructions. Have students clean up their materials, but keep their books on will share new words they added to their books.
their desk. If time permits, have students share some new words they have used for their
book. Collect all the booklets.
REINFORCE-MENT

HOMEWORK/FOLLOW UP ACTIVITY (if appropriate).

During center time, students will be able to do the Lego activity or Fishing for
short I activity for more practice.