Name: Abbie Manges Date: 11/30/21

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

Standard Objectives Materials Procedure Assessment
CC.1.1.1.D TSWBAT Whiteboard 1. T introduces the phonics skill ch. (cheetos) Identify high frequency
Identify identify the high words:
common Phonics 2. T encourages S to build words with ch. All S T will informally assess
frequency words: have opportunity to read word – chin, rich, such,
consonant worksheet S ability to accurately
diagraphs, there, were, use, chop, much, chip, ship, rush. spell and identify sight
final-e, and very, what. Sight word words by observing
3. S complete phonics worksheet – beginning and
Nate 9:00-10:00 Aivery, Lana, Jackson,

common cards each S during the mix

vowel teams. TSWBAT read ending with ch. and fix and independent
Read grade- and spell words Word write periods.
containing the 5. T introduces sight words: there, were, use,
appropriate blocks
irregularly very, what. Spell words with
digraph ch.
spelled words. “Chop, digraph ch:
6. For each sight word, T guides S to find the
TSWBAT read Chop! Mix, T will informally assess
missing letter, mix and fix blocks, table write, and
CC.1.1.1.E “Chop, Chop! Mix!” S ability to read words
independently write the word.
Read with Mix, Mix!” with with ch during the
accuracy and fluency to 7. T guides S in reading “Chop, Chop! Mix, group read.
fluency to Mix!”
support accurately T will formally assess S
comprehensio comprehend the ability to read and spell
n. story. words with ch during
the reading test on
another date.

Read with fluency for

comprehension:
T will informally assess
S ability to fluently read
and comprehend the text
through the pre and post
discussion questions.
a,eylW
N
01:-sh on

CC.1.1.1.D TSWBAT match Whiteboard 1. Letter review game – matching game. Identify high frequency
Identify letters to the Sight word 2. Handwriting page for letter E. words:
common appropriate cards T will informally assess
consonant 5. T introduces sight word have. S ability to accurately
sound.
diagraphs, Handwriting 6. For sight word, T guides S to find the missing spell and identify sight
final-e, and TSWBAT page words by observing
common letter, mix and fix blocks, table write, and
identify the high each S during the mix
vowel teams. Word independently write the word. and fix and independent
Read grade- frequency word
blocks 7. T reviews sight words my, we, me, you, it, the, write periods.
appropriate have.
can, play. Match letters to the
irregularly Phonics
spelled words. TSWBAT read appropriate sound:
Spelling 7. T guides S to identify beginning, middle, and
and spell words T will informally assess
Game end sounds in Phonics Spelling Game activity.
CC.1.1.1.E containing the S ability to connect
Read with digraph ch. “One Fish, 7. T reads “One Fish, Two Fish” and guides S in letters to sounds by
accuracy and Two Fish” responding to discussion questions. observing S
fluency to TSWBAT performance during the
support respond to game.
comprehensio comprehension
n. T will formally assess S
questions about ability to identify letters
the story “One and sounds during
Fish, Two Fish.” progress monitoring on
Friday.

Respond to discussion
questions to show
comprehension:
T will informally assess
S ability to fluently read
and comprehend the text
through the pre and post
discussion questions.
 CC.1.1.1.D TSWBAT Whiteboard 1. T reviews the phonics skills ch and sh. Identify high frequency
Identify identify the high (cheetos, shark snacks) words:
common Phonics T will informally assess
frequency words: 2. T shows numerous examples of words with ch
consonant worksheet S ability to accurately
diagraphs, there, were, use, – chop, chin, much, check, chip, mush, rush, ship, spell and identify sight
final-e, and very, what. Sight word shut. words by observing
common cards each S during the mix
vowel teams. TSWBAT read 3. T encourages S to build words with ch. All S and fix and independent
Cooper, Maddox 11:00-12:00

Read grade- and spell words Word have opportunity to read word. write periods.
appropriate containing the blocks
irregularly 4. S complete phonics worksheet. Spell words with
digraphs ch and
spelled words. sh. “Chop, digraph ch:
5. T introduces sight words: there, were, use,
Chop! Mix, very, what. T will informally assess
CC.1.1.1.E TSWBAT read Mix” series S ability to read words
Read with “Chop, Chop, 6. For each sight word, T guides S to find the with ch during the
accuracy and Mix, Mix” with missing letter, mix and fix blocks, table write, and group read.
fluency to independently write the word.
support fluency to T will formally assess S
comprehensio accurately 7. T guides S in reading “Chop, Chop! Mix, ability to read and spell
n. comprehend the Mix!” series. words with ch during
story. the reading test on
another date.

Read with fluency for

comprehension:
T will informally assess
S ability to fluently read
and comprehend the text
through the pre and post
discussion questions.
 CC.1.1.K.D TSWBAT match Letter game 1. T introduces the focus sight words for the Match the letter with its
Read grade- the letter with its week. sound:
appropriate Sight word
Liam, Bryson 2:00-2:30
sound. T will formally evaluate
irregularly cards 2. T guides S in doing the missing letter, mix and S ability to match letters
spelled words. TSWBAT fix, table writing, and independent writing and sounds by
Letter procedures with the sight words. monitoring their
accurately read
blocks progress with probes on
and write high 3. T leads S in letter game. Friday’s.
frequency words Whiteboard
from the Pre- Read and write high
Primer word list. frequency words:
T will formally evaluate
S ability to read and
write the sight words
during progress
monitoring on Friday’s.
Self-Evaluation:

Over the last two weeks, the students have demonstrated difficulty being able to distinguish between the sh and ch digraphs.
I attempted to provide multiple means of engagement for the students, giving them letter blocks, whiteboards, and foam squares to
practice building the words with the digraphs. In an effort to give the students a more tangible, concrete example, I brought in
Cheetos and shark fruit snacks. The students were thrilled. It provided the students with a familiar item to use for reference when
trying to decode the digraphs in other words. These were used with the first and third reading groups. Because the second reading
group saw the snacks, they were eager to join in as well.

During the fluency read portion of the lesson, I followed the cooperating teacher’s lead by having each of the students read a
page until the story was completed. Because the students’ fluency skills differ in rate and accuracy, it was painful for some students
to sit through the reading of peers. I attempted then to shift by having the students choral read the remainder of the story. I am not
sure how effective this was because the students appeared to be distracted by the other student’s reading. I encouraged the
students to whisper read, calling on certain students to read at a louder volume so that I could listen to their fluency. It seemed as
though some students would read, and others would simply look at the pages silently. Through discussion with one of my peers, she
discussed with me the modeling method used in her classroom. The goal is to model fluency to students while encouraging them to
read independently. As the moderator, I would read a line or phrase, and then the students would reread what I had read. This
would repeat for the remainder of the story. I am eager to try this method of group reading during the next lesson.