Nicole Amstutz/ELA and Writing/17 April 2019

I. Topic: Saying, reading, and spelling words with the diphthongs oy and oi.
II. Objectives/Standards
a. Given a worksheet, TSWBAT correctly read the sentence, insert the correct word
into the sentence, and then spell the word, saying which sound it makes to a 8/10
accuracy.
b. CC.1.1.1.D: Know and apply grade-level phonics and word analysis skills in
decoding words. • Identify common consonant diagraphs, final-e, and common
vowel teams. • Decode one and two-syllable words with common patterns. • Read
grade-level words with inflectional endings. • Read grade-appropriate irregularly
spelled words.
c. CC.1.1.1.E: Read with accuracy and fluency to support comprehension: • Read
on-level text with purpose and understanding. • 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.
III. Teaching Procedures
a. Anticipatory Set (5 minutes): Tell the students that you heard that they were
learning about the oi/oy sound. Tell them that this is one of your favorite sounds
because it is in the words: toys, boy, coin, and moist. Ask the students to repeat
the word moist because it’s such a funny word to say. Tell them what moist
means (this will prepare them for the worksheet). Ask them what they already
know about the sound oi/oy. Finally, tell the students that we are going to practice
this sound instead of reading the story we usually do.
b. Development (5 minutes): Go through a review of the sound oi/oy
i. Have the students say the oi/oy sound. Ask them if they know what letters
make this sound.
ii. Have the students say some words that have this sound. Write the words
down on a blank piece of paper so that they can see the spelling.
iii. Circle or highlight the ones with the oy sound. Tell the students that
usually if the oi/oy sound comes at the end of a word, then it is oy.
iv. Tell them that the words that are not circled or highlighted are words with
the oi spelling. Tell them that words that have the oi/oy sound in the
beginning or middle usually have an oi instead of oy.
v. Point to each word and have the students read it out loud.
c. Guided Practice (10 minutes): Hand out the worksheet. Explain that we need to
complete the sentences by finding the missing word. Have 1 student read the word
bank for us. Have another student read the first question. Talk with the students
what they think goes in the blank, putting in different words until the sentence
makes sense. Have the students write this word in the blank. Repeat with the next
questions, alternating who reads it. If this is too easy for them, cover up the word
bank after they identify what word completes the sentence and have them sound
out the word.
 Nicole Amstutz/ELA and Writing/17 April 2019

d. Independent Practice (3 minutes): The students will first partner read so that
student A reads the odd sentences and student B reads the even. Then they will
switch. After they read the sentences twice, then they will whisper read.
e. Independent Practice (if there is extra time): The students can turn their
worksheets over. Ask the students to put down their pencils and think of a
sentence using one of the oi/oy words. Make sure these sentences are full
sentences and when they are writing, they are using proper grammar and spelling.
The students can keep writing until the time is up.
f. Closure (2 minutes): Tell the students that they did a great job! Before they go,
ask them if they want to see a challenging word? Write down disappointed on the
blank sheet of paper. Ask if they can sound this word out. Ask them what it means
and then ask them to put it in a sentence.
IV. Materials:
a. A blank piece of paper
b. Pencil/pen/highlighter
c. Worksheet
V. Adaptations/Plan Modifications: There are no students with special need. However,
because I am working with 2-3 students, I will keep a close eye on their progress and
behavior. If we are running out of time, then we will just finish the question/sentence we
are working on in the guided practice and I will skip to the independent practice so that
the students can practice reading the sentences we finished. If I have more time at the
end, the students can turn their worksheets over and write a sentence or 2 about one of the
practice words. I will help the students through this so that their sentences have no
spelling errors and are grammatically correct.
VI. Evaluation
a. Formative: During the worksheet, I will monitor how well they are
comprehending and applying this concept. After the worksheet is completed, the
students will read the sentences to themselves and to a partner. During this time, I
will monitor their understanding and pronunciation of the words.
b. Summative: There will be no summative assessment under my guidance.
VII. Reflection
a. What changes might have produced better results and could be used in subsequent
lessons?
i. When the students were inserting the correct words into the blank, they
would copy the spelling of the words from the word bank instead of
sounding them out. For next time, I will have the word bank on a separate
sheet of paper so they can look off of it to identify which word best fits,
but then I can turn it over so they can sound the word out.
b. Did the students reach the objective?
i. They did. Sometimes the students had trouble identifying if its an oi or oy
ending on the more challenging words, but they did meet the objective.
 Nicole Amstutz/ELA and Writing/17 April 2019

c. Was the lesson too easy?

i. I don’t think the lesson was too easy. Even though they worked on this
topic right before I came in, the students still struggled through some parts
of the worksheet. However, with a little guidance, they were able to be
successful.
d. Did the lesson take the whole allotted time?
i. It did. It was a little short, but because I included the extra activity, the
students created their own story for the rest of the time. They wrote
sentences with words from the word bank and then drew a picture of it.
e. Did the students have fun/were engaged?
i. The students had a lot of fun. They were very excited to complete the
worksheet and especially excited to write their own story, complete with a
picture.

 
Paragraph Reflection
Since I have not taken Primary literacy yet, I have no prior experience teaching phonics. So,
making this lesson I was really nervous and unconfident, but once I was in the classroom, all of
these feelings of anxiety disappeared because I knew that the students counted on me. Afterward,
I am really happy with how the lesson went. In the beginning, I did not really follow the lesson
because the students knew a lot more than I anticipated. Instead, I spent more time on the guided
and independent practice, especially the writing activity. I think this was a good choice because
the students were able to apply their skills in spelling words with oi/oy while working on their
grammar skills. Overall, I gained a lot of experience that will not only help me when I teach
other students, but also as I prepare for my second lesson.