Lesson Plan Framework

Student Name: Sirissa Koebke

Grade: Kindergarten
School (if applies): Hemlock Elementary
Host (if applies): Mrs. Klopf
Date (if applies): 4/3/19

Common Core State Standards:

RF.1.3: Know and apply grade-level phonics and word analysis in decoding words.
a. Know the spelling-sound correspondences for common consonant digraphs.

Lesson Objective(s):
Students will collaborate with one another to build and construct words that begin with the digraphs ch, sh, and th with the cards they are
given.

Prerequisite Knowledge and Skills:

Students have prior knowledge on the digraphs ch, th, and sh. Students are able to identify the different sounds each one makes and identify
words beginning with each digraph.

Vocabulary:
 digraphs

Materials, Equipment, Technology:

 Index cards
 Elmo/Projector
 Computer
 Paper and pencil
 White board
 Markers

Handouts:
All handouts are attached to the end of this lesson plan.

Legal/Ethical Issues:
All data collected from this lesson will be used strictly for educational purposes. Student names and identities will not be shared with any
third party. No student names will be used in assessment data of grade books or written reflections. No photographs or videos will be taken
of the students to maintain privacy.

Sources:
https://www.youtube.com/watch?v=b7-YD7iVD0A
“Whose Shoes Would You Choose?” written by Brian P. Cleary and illustrated by Jason Miskimins

Anticipatory Set/Launch:
1. Bring students to the carpet.
2. Review the last lesson with students.
3. Ask students:
a. “Can anyone tell me what we did last time Miss K taught?”
b. “What did we learn about last time?”
c. “Does anyone remember what a digraph is?”
d. Write what a digraph means on the white board for students to reference to.
4. Explain to the students that we are going to talk about the digraphs ch, sh, and th again, but this time we are going to do a different
activity.
5. Show the video to the students. https://www.youtube.com/watch?v=b7-YD7iVD0A
a. If video is unavailable read the book “Whose Shoes Would You Choose?” written by Brian P. Cleary illustrated by
Jason Miskimins. While reading ask students questions throughout the book to keep them engaged.

Body of the Lesson:

Direct Instruction
6. Ask students if they can think of any new words that begin with these digraphs.
a. “I am thinking of a word that begins with….”
7. List these words on the white board.
Guided Practice
8. Ask students if they remember any words from the book we read last time that we should add to the board.
9. Explain to students that they will be working with partners for our next activity. Partners will be determined already.
10. Separate piles of index cards containing the ending of words and the ch, sh, and th. Place these piles around the room so students will
 have plenty of room to spread out and move freely while they go through each pile. Provide paper by each stack for students to write
on.
Independent Practice
11. Give students the directions for the activity:
a. In your groups/ with your partner, go to each pile and select some cards. These cards have part of a word on them.
b. You will need to work together and go through the piles to creat your words. All the words hace ch, sh, or th at the
beginning and they are all words we have seen before.
c. As you create these words with your partner(s) write them on a piece of paper to keep track of them all.
d. Write down as many words as you come up with, in twenty minutes we are going to come back together and I want
everyone to share some of the words they came up with. One group per pile.
12. Demonstrate to students the word creation process with a ch word, sh word, and th word.
13. Ask students if they have any questions or don’t know what they are supposed to do.
14. Tell students who they are working with and allow them to get with their partners and begin. Help students along as they need it.

Closure / Next Steps:

15. After twenty minutes, bring the class back together.
Post-Assessment
16. Ask the students what words they came up with. As the students raise their hands and give words, ask the student if they would like to
come up and write the word on the paper being displayed on the elmo so the whole class can see the word they created. Allow all
students to do this as they volunteer while time permits.
17. While students give words ask them if they have any of these objects at home, for example, a chair, shoes, shirts, etc. See if the
students can come up with other items they have at home that contain these digraphs.
18. Encourage students to go home and tell their parents the different words they created using the digraphs they have been learning.
19. Remind students to put their names on their papers before they are collected.
20. Collect papers to be used for evaluation.

Evaluation Plan:
Students will be graded and evaluated based on the teacher checklist below:
Students Criteria Check if students Total Points for Groups
displayed criteria or
dash if not
Group 1: A Students worked together to create words
______/5 Points
B Students created at least 5 words beginning with ch,
sh, and th (15 words in total) and wrote them on ______/ 15 Points
paper.
C
Total: _____/ 20 Points
Group 2: D Students worked together to create words
______/5 Points
E Students created at least 5 words beginning with ch,
sh, and th (15 words in total) and wrote them on ______/ 15 Points
paper.
F
Total: _____/ 20 Points
Group 3: G Students worked together to create words
______/5 Points
H Students created at least 5 words beginning with ch,
sh, and th (15 words in total) and wrote them on ______/ 15 Points
paper.
I
Total: _____/ 20 Points
Group 4: J Students worked together to create words
______/5 Points
K Students created at least 5 words beginning with ch,
sh, and th (15 words in total) and wrote them on ______/ 15 Points
paper.
L
Total: _____/ 20 Points
Group 5: M Students worked together to create words
______/5 Points
N Students created at least 5 words beginning with ch,
sh, and th (15 words in total) and wrote them on ______/ 15 Points
 paper.
O
Total: _____/ 20 Points
Group 6: P Students worked together to create words
______/5 Points
Q Students created at least 5 words beginning with ch,
sh, and th (15 words in total) and wrote them on ______/ 15 Points
paper.
R
Total: _____/ 20 Points
Group 7: S Students worked together to create words
______/5 Points
T Students created at least 5 words beginning with ch,
sh, and th (15 words in total) and wrote them on ______/ 15 Points
paper.

Total: _____/ 20 Points

Diversity / Differentiation:

Leveled Questions
 Concrete: The students were asked at the beginning of the lesson if they could come up with any words that begin with the
digraphs we are focusing on; they were asked this after they watched the short video or were read the book. Within the video and
the book there are examples of words that begin with the digraphs we are focusing on. The students are able to pull the words
they heard straight from the book or video demonstrating the concrete level.
 Inferential: The students are asked if they can think of any items they may have at home that have the focused digraphs in them.
This demonstrates inferential leveled questions because the students have to have a prior knowledge of the the items within their
house. They have to think back on the different stuff they have to answer this question.
 Evaluative: For the activity the students are to construct words based on the cards that they are given. They can construct several
different words using ch, sh, and th. The students have to go through the cards and attempt to match up their index cards to create
a word. They have to use their previous knowledge and their opinions on whether the construction they made is a word or not
demonstrating the evaluative level.

Multimodal Learning
 Visual: The students have the words written out on cards, they are just in two pieces. They are able to visually see the two parts
of the words and put them together. All the students also saw the example I did on the document camera. I will also display the
directions on the elmo while the students work with their partner(s). At the end of my lesson I will display the words the students
came up with by allowing them to come up and write one of their words down on the paper.
 Oral: I will verbally give the directions to the students, as well as verbally exaplin the example. They also verbally told me their
words before I wrote them on the board and before they wrote them on the paper displayed on the elmo.
 Aural: The students will be receptively getting the directions of the activities and hearing the step-by-step explanation of the
example.
 Kinesthetic: The students will be able to move around the classroom to get the cards. The students are not required to sit at their
tables, they are able to stand, jump, fidget, etc. as long as they are partcipating in the activity. and manipulate the cards to
construct the words they have in their pile of cards.
 Tactile: The students will be able to manipulate the cards to construct the words they have on their cards. They can take half the
word away and switch out the cards to figure out the correct construction of the words.

Exceptional Needs
 I have paired the students up so they can work together. If a student has trouble reading the words they can be the one to write
them on the paper. The idea of this lesson is to pair the students up so they can each learn from one another and learn how to
collaborate. Each student will be able to contribute to the activity whether one constructs the words, identifies or says the word
(to be sure it is an actual word), or writes the word; each student can do what they are comfortable with and I will be walking
around to help students who are struggling.
 For students who are unable to sit still in their seats, this activity requires some moving around and does not acually require
students to sit. Students are able to stand, jump, fidget, etc. as long as they are working with their group to complete the task.
ELL
 The students are paired together to help one another when they are struggling. If I had an ELL student I would include images on
each card that would hint to them what the beginning digraph should be. For example, there would be one ch card and one air
card; on the air card there would also be an image of a chair indicating the ch should go in front of the air constructing the word
chair.
Home/School Connection:
Encourage students to go home and tell their parents about the different words they created using digraphs. During the lesson have them
connect the items they have at home to the words they are creating for example, chair, shoe, shirt, etc. See if they can come up with other
items at home that contain these digraphs in them.
Definition of a digraph written on the white board as well as the words students have come up with written on the board.

Example of the cards containing the digraph and the second part of the word.
Example of words that were created written out on the paper.