Name: Abbie Manges Date: 12/02/21

Subject: ELA Time: 9:00-12:00

Standard Objectives Materials Procedure Assessment
CC.1.1.1.D TSWBAT spell Phonics 1. T guides S through the phonics worksheet Spell words with the
Identify digraph ch.
Nash Lana, Jackson, Nate 9:00-

words with the worksheet practicing the digraph ch. (5-7 minutes)
common digraph ch. T will formally assess S
consonant Guided 2. T gives S at seat “Start Right Reader 2” to read ability to spell words
diagraphs, TSWBAT Reading E story of choice up to page 100 while T pulls other with digraph ch during
final-e, and respond through S for guided reading. Spelling Test on Friday.
common vowel Guided
teams. Read discussion to 4. T pulls one S for guided reading first. (12 Respond to
Reading B
grade- Guided Reading minutes) comprehension
appropriate comprehension Whiteboard questions.
irregularly 5. T reviews sight words with S – guided reading T will informally assess
questions.
spelled words. story and focus words of week – by having S write S ability to comprehend
them on the whiteboard. (2 minutes)
10:00 Aivery,

the story by giving

CC.1.1.1.E multiple S opportunity
6. S reads and T supports. (5 minutes)
Read with to answer variety of
10:00-11:00 Mason, Wesley,

accuracy and 7. T repeats steps 4-6 for remaining S guided comprehension

fluency to reading groups until all groups have met with T. questions.
support
comprehension. 8. Dictated sentence: The six ships were in a very
big rush.
CC.1.1.1.D TSWBAT Letter 1. T guides S through letter review activity – letter Identify the beginning,
Identify identify the review dice. middle, and ending
common beginning, game sound to complete a
consonant 2. T does rhyming activity with S – head and body word:
diagraphs, middle, and rhymes.
“Strictly T will informally assess
final-e, and ending sound to S ability to identify the
No 3. T introduces and guides S through discussion of
common vowel complete a word. beginning, middle, and
teams. Read Elephants” friendship and characteristics of a good friend. ending sound in the
grade- TSWBAT word by observing
Whiteboard 4. T reads “Strictly No Elephants” and leads
appropriate produce a word during the game.
discussion.
 irregularly that rhymes with 5. S work as a group to discuss scenarios of Produce a word that
spelled words. the stated word. friendship and appropriate responses. rhymes with the stated
word:
CC.1.1.1.E TSWBAT T will informally assess
Read with respond through S ability to produce
accuracy and discussion to rhymes by observing
fluency to during the period and
support
“Strictly No
keeping a checklist to
comprehension. Elephants.” determine accuracy.

Respond to
comprehension
11:00-12:00 Maddox, Layla, Cooper

questions.
T will informally assess
S ability to comprehend
the story by giving
multiple S opportunity
to answer variety of
comprehension
questions.

CC.1.1.1.D TSWBAT spell Phonics 1. T guides S through the phonics worksheet Spell words with the
Identify words with the worksheet practicing the digraph ch and sh. (5-7 minutes) digraph ch.
common digraph ch and T will formally assess S
consonant Guided 2. T gives S at seat “Start Right Reader 2” to read ability to spell words
diagraphs, sh. story of choice up to page 100 while T pulls other
Reading C with digraph ch during
final-e, and TSWBAT S for guided reading. Spelling Test on Friday.
common vowel Guided
teams. Read respond through 4. T pulls S for guided reading. (12 minutes) Respond to
Reading D
grade- discussion to comprehension
Guided Reading 5. T reviews sight words with S – guided reading questions.
appropriate Guided
irregularly story and focus words of week – by having S write T will informally assess
comprehension Reading E
spelled words. them on the whiteboard. (2 minutes) S ability to comprehend
questions.
Whiteboard 6. S reads and T supports. (5 minutes) the story by giving
CC.1.1.1.E multiple S opportunity
Read with 7. T repeats steps 4-6 for remaining S guided to answer variety of
accuracy and comprehension
 fluency to reading groups until all groups have met with T. questions.
support
comprehension. 8. Dictated sentence: The kid at the shop had to
check if there were cash tips.
CC.1.1.K.D TSWBAT match Letter 1. T introduces the focus sight words for the week. Match the letter with its
Read grade- the letter with its game sound:
Liam, Bryson 2:00-2:30

appropriate 2. T guides S in doing the missing letter, mix and T will formally evaluate
sound. fix, table writing, and independent writing S ability to match letters
irregularly Sight word
spelled words. TSWBAT cards procedures with the sight words. and sounds by
monitoring their progress
accurately read 3. T leads S in letter game. with probes on Friday’s.
Letter
and write high
blocks Read and write high
frequency words
frequency words:
from the Pre- Whiteboard T will formally evaluate
Primer word list. S ability to read and write
the sight words during
progress monitoring on
Friday’s.

Self-Evaluation:

The ELA lessons flowed smoothly for the day. Though the students are on various levels and focusing on different skills, following a
similar schedule with each group has enabled me to maintain some sense of organization during the instruction periods. The students
enjoyed the cheetos and fish example, and I heard them referring back to it as they attempted to decode a word. One change I made this
week was to leave the phonics display cards on the board while doing the various activities. This was incredibly beneficial for the students
as they were able to reference the cards as they completed the task, giving them a visual reminder of the differentiated sounds. I continue
to adapt the lessons of my cooperating teacher in order to attempt to utilize plans and activities I would like to incorporate in my future
classroom. I repeatedly heard the students asking this week, “Can we play a game?” At times, I know the rote phonics practice can be
boring, and though I try to be engaging, students can only complete so many worksheets. Likewise, the center work in the classroom is all
worksheets, so I want to try to give the students more hands-on opportunities to interact with one another and manipulate materials in a
manner other than paper and pencil. In preparation for next week, I have done a lot of research to find more engaging ways to teach
digraphs and word families.

A textbook I used for one of my classes is called Phonics They Use by Patricia Cunningham. I have found this resource to be
incredibly beneficial in giving different approaches to teaching phonics. Games to do in small groups, scavenger hunts around the
classroom, and other ideas make the learning experience more concrete and memorable to the students. Likewise, the students are given
a more active role in the learning process. I would like to see how the students respond to these strategies during the instructional periods
the following week. I specifically plan to use this for rhyming and word building lessons.