Name: 

Noor Al-Sharabi Obs. #: 4

Subject Area: Reading Date: Wednesday, Nov 17th
Time Duration: 40-45 minutes Grade: 1st grade
Lesson Title: Mix, Spell, Color
Unit: 
Content Standard Alignment:

 2c. isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single
syllable words.

 Segment spoken single-syllable words into their complete sequence of individual sounds
(phonemes).

Lesson Objectives/Instructional Outcomes:

 Students will be able to identify the 5 vowels (a, e, i, o, u).
 Students will be able to associate vowel print with its corresponding short sound.
 Students will be able to recognize CVC words.
 Students will be able to blend sounds.
Instructional Materials/Resources:
 Mix, Spell, Color
 Picture cards
 Pencils
 Crayons, markers, or coloring pencils
 Clipboards
Methods and Instructional Strategies 
Anticipated Student Misconceptions:
 Students may confuse short and long vowel sounds.
 Students may confuse hard and soft consonant sounds. Example, gem vs. give.
 Students may recognize initial sounds only.
Concept Prerequisites:
 Students will need to know their alphabet.
 Students will need to know that letters make up words.
 Students will need to know that words include letters and sounds.
 Students will need to know that syllables are separated by vowels.
 Students will need to know the vowel song.
 Students will need to know the difference between vowels and consonants.
Introduction- Anticipatory Set:  
 I will state my expectations, “If you are on  
the Chromebook, I expect you to be on Raz  
Kids only. If you are silently reading, I
expect your eyes to be on your page, and not
wandering around the room. You may also
 grab a scoop chair or lay on your belly. If you
already finished reading your books, what do
you do? If you are working with me, you
need a clipboard, crayons, a pencil, and your
listening body. If you are with Mrs.
Karczewski, you may have a seat on the
circle table.”
 Introduction: “Today, we will be working
on short vowel sounds.”
 This lesson plan is for station #2 and #3.
Instructional Activities:  
 The group who is with me will be working on
short vowel sounds, blending, and
segmenting. I will have a stack of picture
cards faced down (CVC words). Each student
will draw a card and segment, then blend the
CVC word. He/she will then pronounce the
word, tell the middle vowel, and then color
using markers or crayons. They will keep
doing so until they reach the top (kind of like
a race). The vowel column that reaches the
top will be the winner vowel.
 For choral response, I will have my group
sing the vowel song with me as my closure.
 I will do the roller coaster action with my
hands as I say the CVC words.
Key Questions:
 What is the word?
 What vowel does it have?
 Where is the vowel? Beginning, middle, or
end?
 What type of vowels do you notice?
Wrap Up-   
Synthesis/Closure:  
I will close the lesson (my group) by asking, “What  
did we learn today? How many vowels are there?  
What are they?”
Transition(s): After station #3 and #4, we will be moving on to a new activity (station #1). See other
lesson plan.
Differentiation According to Student Needs:
 I will differentiate instructions by having the more advanced students pick more
challenging books on RazKids. Since RazKids is already differentiated by levels, I
will have the advanced students select the next level up. Our independent reading
groups are already differentiated.
Assessment (Formative and Summative):
 Formative assessment: I will guide students as they are working. For
example, if I see a student writing the wrong vowel or saying the wrong sound,
 I will intervene and adjust instruction.
 Summative assessment: I will do this as I show the pictures and segment
sounds. I will ask students, “What vowel did you hear?”
Personal reflection on the lesson: