Lesson Plan Format

Teacher Candidate: Amber Kibler Date: 10/26/2021 Time: Round 1 (10:55 – 11:15); Round 2 (11:15
– 11:35) Cooperating Teacher: Heather Freed Coop. Initials: HF
Group Size: 2 students (Orange Group); 3 students (Teal Group) Grade Level: 1st Grade
Subject or Topic: Small Group- Spelling Sort Section: Lesson 6 (Day E)

I. Objectives, Standards and Assessments

A. Standard(s):
1. C.C.1.1.1.B Demonstrate understanding of the organization and basic features of print. Recognize the
distinguishing features of a sentence.

2. C.C.1.1.1.C Demonstrate understanding of spoken words, syllables, and sounds (phonemes). Distinguish
long from short vowel sounds in spoken single syllable words. Count, pronounce, blend, and segment
syllables in spoken and written words. Orally produce single- syllable words, including consonant blends
and digraphs. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-
syllable words. Add or substitute individual sounds (phonemes) in one- syllable words to make new words.

3. C.C.1.1.1.D Know and apply grade- level phonics and word analysis in decoding words. Identify common
consonant digraphs, final- e, and common vowel teams. Decode one or two syllable words with common
patterns. Read grade- level words with inflectional endings. Read grade- level appropriate irregularly
spelled words.

B. Performance Objectives (Learning Outcomes)

1. After completing Lesson 6 Spelling sort, the first-grade students will be able to
accurately sort the words in the correct word family using a three-sorting mat by
applying grade- level phonics and word analysis in decoding words with inflectional
endings.

C. Assessment/Evaluation Plan
1. Formative Assessment
1. Informal observations of students during completion of Spelling Sort.
2. Students will receive a ‘star’ when Spelling Sort is complete, and the words are
accurately sorted in the corresponding word family column.

2. Summative Assessment- None

II. Instructional Materials

1. Lesson 6 Spelling Sort Word List (1 per student)
2. Three- Sorting Mat Worksheet (1 per student)
3. Work Trays (1 per student)
4. Toolboxes (1 per student)
1. Scissors (1 per student)
2. Glue stick (1 per student)
3. Highlighter (1 per student)
4. Pencil (1 per student)

III. Subject Matter Explanation

A. Prerequisite Skills
1. Prior knowledge of the routine with completing Spelling Sort.
2. Prior knowledge and practice with cutting and gluing.
3. Prior knowledge of letter recognition and letter sounds.
 B. Key Vocabulary
1. “- ad” word family- /ă/ /d/
2. “- at” word family- /ă/ /t/
3. “- an” word family- /ă/ /n/

Word Wall Words:

4. Hear
5. Away
6. Come
7. Every
8. Call
9. Said

C. Content
1. The students will be able to identify words with the “- ad”, “- at”, and “- an” ending.
2. Students will also be able to use grade- level phonic of letter sounds and letter
recognition to decode words as well.

IV. Implementation
A. Introduction
1. Hook- Use attention grabber to begin Small Group time.
1. Example: Teacher says, “Hocus Pocus”, students call back with “Everybody focus”.

2. Activation of Prior Knowledge

1. Students will use their prior knowledge of the routine with completing Spelling Sort
as well as with letter recognition and letter sounds to help them with decoding words
with inflectional endings.

3. Setting Today’s Objective

1. For Spelling Sort today, we will be working with Lesson 6. Our three-word families
are “- ad”, “- at”, and “- an”.

B. Development

Spelling Sort Words:

1. Orange Group:
a. ran, cat, had, an, bat, can, flat, sad, tan, bad
2. Teal Group:
a. ran, cat, had, call, hear, said, an, bad, away, tan, come, every, bat, sad, can, flat.

Round 1:
1. From 10:55- 11:15 I have the Orange Group for the first round of small group.
2. I have these two students come grab a three-sorting mat and they will put their names
on their papers.
3. Once their names are on their papers, I will instruct for them to bring their work tray,
sorting mat, and their toolboxes to my worktable.
a. I will have their Spelling Sort list to give to them.
4. First, I will go through the word families with the students. I will tell them the word
family and directly model the sound.
a. The students will repeat the sound back to me.
b. I will ask them do you hear a short or long vowel.
 5. Once we go through the word families, I will go over the words with them. I will say
the word, say the sounds I hear then say the word again.
a. Students will repeat this until we go through all the words.
6. Once we go through the words, students will use their highlighter and outline the box
on the Spelling Sort, so they know where to cut.
a. Students will cut off the excess paper around the two boxes (1 with word
families & 1 with the list of words).
7. Students will cut apart the word families and glue them at the top in the
corresponding boxes on their three- sort sorting mats.
a. In order: “- ad”, “- at”, and “- an”.
8. Students will cut off 1 word at a time. They will put the word underneath the first
word family. I will ask the students:
a. “Do you hear the _______ sound in the word ___________.”
b. When they correctly identify the word, the students will glue the word in
the column with the correct word family.
c. If students struggle with identifying the word and the ending sound, I have
them say the word and the sound again and also look at the ending letters as
well.
d. Use this strategy until all the words are sorted correctly.
9. When time is up, if students did not finish their Spelling Sort the teacher will collect
their work trays with their Spelling Sort.
10. If students finished their Spelling Sort they will have their papers in the “green” bin
on the counter and cross off their name on the checklist that their work is complete.
Round 2:
1. From 11:15- 11:35 I have the Teal Group for the second round of small group.
2. I have these three students come grab a three-sorting mat and a Spelling Sort they
will put their names on their sorting mat.
3. Once their names are on their papers, I will instruct for them to bring their work tray,
their papers, and their toolboxes to my worktable.
4. First, I will go through the word families with the students. I will tell them the word
family and directly model the sound.
a. The students will repeat the sound back to me.
b. I will ask them do you hear a short or long vowel.
5. Once we go through the word families, I will go over the words with them. I will say
the word, say the sounds I hear then say the word again.
c. Students will repeat this until we go through all the words.
6. Once we go through the words, students will use their highlighter and outline the box
on the Spelling Sort, so they know where to cut.
d. Students will cut off the excess paper around the two boxes (1 with word
families & 1 with the list of words).
7. Students will cut apart the word families and glue them at the top in the
corresponding boxes on their three- sort sorting mats.
e. In order: “- ad”, “- at”, and “- an”.
8. Students will cut off 2 words at a time. They will put the word underneath the first
word family. I will ask the students:
f. “Do you hear the _______ sound in the word ___________.”
g. When they correctly identify the word, the students will glue the word in
the column with the correct word family.
h. If students struggle with identifying the word and the ending sound, I have
them say the word and the sound again and also look at the ending letters as
well.
i. Use this strategy until all the words are sorted correctly.
j. If we come to a word that does not belong in any of the word families, then
the students will glue this word on the back of their sorting mats.
9. When time is up, if students did not finish their Spelling Sort the teacher will collect
their work trays with their Spelling Sort.
 10. If students finished their Spelling Sort, they will have their papers in the “green” bin
on the counter and cross off their name on the checklist that their work is complete.

C. Closure

1. Close out the lesson by asking students what were the three-word families that we
worked with today for our lesson.
a. “- ad”, “- at”, and “- an”.
2. Have students identify a word from the Spelling Sort list with the corresponding
sound.

D. Differentiation and Accommodations

1. Differentiation Plan
1. Orange Group (Tier 2 Intervention):
a. I crossed off the word wall words from the Spelling Sort list. This will
allow those two students to focus solely on the words with the word family
ending.
b. I go through each word with the students one at a time, where I directly
model the sounds that I hear in the word. I ask the students do you hear the
______ sound in the word ________.
c. Students only cut off 1 word at a time.

2. Teal Group
a. Unlike the Orange group, the students in the Teal group have all of the
words on their Spelling sort. Word wall words for Lesson 6 are in the list.
Students cut and glue the words that do not belong in the word family on
the back of their sorting mat.
b. I go through each word with the students one at a time, where I directly
model the sounds that I hear in the word. I ask the students do you hear the
______ sound in the word ________.
c. Students cut off 2 words at a time.

2. Accommodations Plan
1. Orange Group
a. For the Orange group, I tell them what the letter is along with the sound. I
then ask them to repeat what the letter is and the sound it makes to
accommodate their needs.
b. During Spelling Sort, we cut one word off at a time.

2. Teal Group
a. For the Teal group, I have the students tell me the letter and the sound it
makes. If they have difficulty with either of these, I will tell them the letter.
b. During Spelling Sort, we cut off two words at a time.

V. Reflective Response:
A. Report of Students’ Success in Terms of States Objectives
(Reflection on student success written after lesson is taught, includes remediation for students who
failed to meet acceptable level of achievement)
 B. Personal Reflection on Teaching Effectiveness
(Questions written before lesson is taught. Reflective answers to questions recorded after lesson is
taught.)

1. Am I prepared for the lesson?

2. How do I make this lesson inclusive for all students?
3. How will I know what the students have learned?
4. Is there anything that I can do differently for next time?

VI. Resources (in APA format):

Word Study Center. (n.d.). Retrieved October 26, 2021, from
https://www.pdesas.org/ContentWeb/Content/Content/368/Best Practice-2FStrategy