Writing Lesson Plan

CCSS (or NGSS or C3 Framework if sci or ss):

CCSS.ELA-LITERACY.RF.2.3
Know and apply grade-level phonics and word analysis skills in decoding words.

CCSS.ELA-LITERACY.RF.1.2.B
Orally produce single-syllable words by blending sounds (phonemes), including
consonant blends

CCSS.ELA-LITERACY.RF.2.4.C
Use context to confirm or self-correct word recognition and understanding,
rereading as necessary.

I can statement or other way of ​communicating to students​ the goal of the lesson:
I can sound out the individual sounds in words by recognizing patterns between letters and
words that sound similar.
I can use what I know about letter-sound relationships to sound out individual letters and
words.

What you want your MT to be doing during the lesson:

During this time, both my MT and myself are working with groups during language arts
centers. My MT will be working with small groups with guided reading and I will be working in
small groups on various phonics related skills.

How this lesson relates to previous lessons and/or DATA (why are you teaching this?):
I am teaching this lesson on letter-sound relationships because many of my student are at a
late kindergarten and early-mid first grade level for foundational skills in reading. It is
important that students understand the relationships and patterns between individual letters
and their sounds. The students that I am working with have trouble reading in texts at the first
grade level. I want to work with them on letter-sound relationships that they notice between
individual letters and their sounds within word so that they are able to recognize these letters
and words in their reading. It is important that students are able to work with letters and their
sounds visually and orally; being able to visually recognize these letters in words and their
sounds as well as being able to orally sound out the individual sounds that make up the word.

Steps/Procedure​: (Second Semester: Please make it evident where you are (1)building
prerequisite skills, (2)supporting steady progress, and/or (3)extending learning)

Time (in Minutes): Steps: This phonics lesson is for groups 1, 2, and 3

L.A Centers Small Group

15 mins for each Group #3: TJ, EO, V, and AV
group then rotate. - Students will be seated with me at the teacher table.
- Each student will be given a bag of 6 letters: a,e,o,p,s,t
 - Student will take these out and put them in ABC order.
- As a group, identify each letter name and sound out each letter
sound
- Now I want you to use 3 letters to make the word “Sat”.
- Once student have made this word, sound out the individual
letters then the entire word together.
- What would you change to make the word “Set”? (​Students will
get practice with manipulating letters to make different words).
- Then sound it out just like before. ​Which sound in the word is
changing?
- Now I want you to spell the word “Step”. ​Sound out together.
- Do the same for:
- Tap
- Pat
- Pet
- Pot
- Top
- Each student gets a bag of whole words.
- Tan
- Tap
- Top
- Pan
- Stop
- Step
- Pen
- Have each student take out the words in the bag and set the
words on in front of them.
- As a group, identify each word together, students point to them
as they read each word
- Point to the word that says “Pan” -​ Sound out “Pan”
- For groups #3 and #1, if you were to cover up the “P” in “pan”
which word is “a” and “n”? = “an”.
- Now let’s find the word top. T-o-p. Point to that word. ​Then
have students flip over once we all have read it.
- Do the same with the following words:
- Stop
- Tap
- Pen
- Tan
- pan
- Then flip all back over
- Which words here have an ending sound of “an”? (tan and pan)
If time:
Silly Sentences:
- Some of these words that we have been reading, are going to
be part of our silly sentences.
 - Now we are going to use some of the sounds and words we
just read in “silly sentences”.
- Display mini white board on table with sentence already
written.
- These sentences will already be written on the whiteboard.
- “Put the top on the pen.” read all together and have one
student do the action. “Put the top on the pen”
- “Put the top of the pen in the pan” - have a student put
the top of the pen in the pan.
- “Put the pen in the pan” - have a student put the pen in
the pan
- “Tap the pen” Everyone taps the pen with their finger
- “Tap the pan” everyone taps the pan with their finger
- “Tap, tap, tap the pen on the pan”
- Before I let everyone tap the pen on the pan,
what is this sentence telling us to do? How many
times do we have to tap the pen on the pan?​ 3
times, (tap is written 3 times). Each student taps
the pen on the pan 3 times.

Planning for Conferring &/or Small-Group Instruction:

Will work with groups more on topic/skill if needed

Teaching Notes / Resources:

6 baggies with letters
6 baggies with words
Mini white board
Pan
pen