GV Daily Lesson Plan

Student Name: Blake Faulkner Course Title; Semester: Intro To Education, Fall 2022

Grade(s): First Grade Subject Area: Phonics and Word Recognition

Curriculum Standard(s): (Iowa Core, District, National, ELL)

1) Know and Apply Grade Level Phonics and word Analysis Skills in Decoding Words
2) Know the spelling-sound correspondences for common consonant digraphs (RF
1.3)

Learning Objectives: Assessment Plan:

Big ideas, desired outcomes, what students will be What evidence will show they’ve met the
able to understand and do… objective and/or to what degree have they met
it?

1. I can blend, spell, and segment words 1. Students will be able to demonstrate
that include digraphs. (ch, sh, th) understanding of digraphs (ch, sh, th)
with materials given.

Materials Needed: References/Work Cited:

Handouts, Ppt, technology, equipment,
manipulatives, visuals, texts

Sound Boxes, Le er Cards, Projec on Sound boxes. Teachers Pay Teachers. (n.d.).
device, White Boards and Markers Retrieved December 8, 2022, from
https://
ELL: Provide Visuals for these students, www.teacherspayteachers.com/
Product/Sound-Boxes-2821962
such as matching pictures for the words
you are wri ng. (Example: if you are
wri ng the word chip, provide a picture of
a chip.)

SPED: If students struggle with le er

forma on or sound iden ca on, provide
a chance for students to trace le ers (using
a highlighter to write the le ers).
Addi onal phonological awareness will
also help.

Grand View Lesson Plan Template Updated 2019

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 Lesson Procedures: Differentiation/Accommodations:

(ELL, Spec. Ed., Gifted, etc.)
These can be arranged in any Time Note which students will receive these…
order and repeated as
necessary…

1. Introduction (activate prior 10 Blending and Segmenta on Whole Group:

knowledge, anticipatory set, Minutes (Give students the word, students will blend
hook, launch, engagement,
teacher planned/provided) out either by nger tapping or arm tapping
that has already been previously taught, and
spelling altogether on the whiteboard) Use
words: chin, shed, that, shut, chop
2.Direct Instruction (explicit 15 We will show the sound boxes on the smart
instruction, input and Minutes board or projector. Will demonstrate the
modeling, summarize, what
to “know”, modeled learning
skill with the students and then have a
experiences…the teacher is student do a couple on the board that feel
mainly providing the confident. Once it has been explained
instruction) students will move into groups.

3. Guided Practice (Student
focused exploring, activities done
with partner or whole group with
teacher assistance, students are
practicing with the content,
knowledge or facts, developing
evidence)
4. Independent Practice
(Reflect, apply, providing
evidence, student
performance that shows they
understand concept, abstract
conceptualizing, apply
content in new ways,
individual or partner action
and expression…show what
you know)
25 Blend it, Build It, Air Write, Whiteboard
Minutes Wri ng: (Give students the word, they rst
“blend it” by either nger tapping or arm
tapping, then they “build it” with their le er
cards, then “air write it” in the sky with their
nger, then they “write it” on their sound
boxes. Each sound gets one box.
Use words: chip, ship, then, wish, dash, rich,
inch, chop
20 Students will work with me in small groups
Minutes with this same process. This will allow for
me to see how the kids grow throughout
the week and try to help them if they are
not catching on to the project.

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 5.Closure (summarize
learnings, students share
output, connection to
previous learning, connection
to real life, next steps)
Other/Notes:
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5 Review with students at the end of the me
Minutes period as a group some of the “easier” words
and process each week.
At the end of the week, test digraph skills by
giving each student at the end of the week a
spelling test containing digraph words, as well
as words for them to read. This can be done in
small groups or 1 on 1.
The ELL and SPED recommendations can
be done throughout as well!