Co-Teaching Lesson Plan
General Educator: Tara Spiker Date: Lesson Start and End Time: 9:00am-9:30am
Special Educator: Ellianna Jessop 12/06/23
Academic Area/Subject: Reading Grade Level: 1st Co-op Initials with Date:
Pre-Instruction Planning
Topic Short U sound, phonemic awareness, and vocabulary
PA Anchor/Standard or Standard - CC.1.1.1.C
Eligible Content
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.
Lesson Objectives Students will be able to identify, blend, and read words with the /u/ sound.
Students will be able to read high frequency words.
Students will be able to identify and break apart phonemes.
Materials Teacher
Word lists for phoneme practice
Letter cards
Photo cards
Sound-Spelling workboards
Markers
High frequency word cards
Word chart with short u words
“Big Bug” book
Planning for Learners Differentiation:
(Specify teachers’ Students will orally break apart phonemes but will also be able to write
them broken up as another option. (both teachers)
responsibilities for
student needs)
Students will use their fingers to help finger spell words and count
phonemes, as well as find the vowel sound.
Students are able to pick words to break apart and sentences to make, to
ensure the words are interesting to them and tailored to topics they like.
Modifications/Accommodations:
The student with behavioral needs sat closest to Teacher 1, and worked
both at the table with other students and at his own desk by himself.
The student with autism had the instruction laid out more explicitly for
him by teacher 2, and got easier words given to him throughout the
lesson
Co-Teaching Structure 1 Teach, 1 Assist Station Teaching Parallel Teaching Alternative Teaching Team Teaching
Lesson Presentation General Educator Role (teacher 1) Special Educator Role (teacher 2)
Introduction The lesson will start with Teacher 1 Following teacher 1, and the students
asking the students if they know any U listing some short u words, teacher 2
words, and if so, what words they will list a few. The teacher will say
know? there are so many fun words that have
a “u” sound in them, like “fun” and
“run”!.
Sequence of activities Teacher 1 starts by reading a During this, teacher 2 will
including assessments rhyming poem to the students. monitor behavior. Teacher 2
asks students to repeat the
poem and listen for the
rhyming words.
Teacher 1 says “I will say a After teacher 1 does “I do”,
word and then you will break teacher 2 will do “we do” by
the word into beginning sounds using the words “tub, mud,
and ending sounds. If I say rub, plug, and duck” with the
I will break it apart /r/ /ub/. students, breaking each word
into beginning and ending
sounds. Teacher 2 will have the
students listen for the short u
sound!
Teacher 2 then has students
practice “you do” by having
them sound out big, cat, run,
plan, rock, and met, breaking
beginning and ending sounds
apart and listening to see if they
can find the short u sound.
To continue working on After the teacher has finished
recognizing the short /u/ sound, “I do” with the students,
the teacher will pull out a teacher 2 will do “we do” by
picture card of a sun and will saying the sounds in the words
ask the students to say what nut, pig, and cub, with the
word it is. The teacher will say students and helping them
“listen as I say each sound in blend it together.
the word, /s/ /u/ /n/. The word For “you do”, teacher 2 will
sun has three sounds, now I instruct the students to repeat
will blend the sounds and say with the words up, map, bus,
the word /ssssuuuunnnn/. fa, net, sit, bat, and chin.
While teacher 2 does “we do” Teacher 2 will help the students
and “you do” with the students, find which words have short /u/
teacher 1 will monitor behavior sounds in them. Teacher 2 will
and ensure all students are also ask for some fun word
participating in the phoneme examples from the students to
blending activity. blend together!
Teacher 1 will monitor students Teacher 2 will go through the
and work with the student with letter cards with the students to
behavioral issues during this have them practice recognizing
portion. the letters and sounds for “d, f,
Teacher one will go through h, m, n, p, r, s, t, c, k”.
the letters again with the Teacher 2 will have students
students and have them write come up with funny words that
on their whiteboard, each letter start with each of the letters!
they hear from the sound.
Teacher 1 will go over half of Following the letter cards, the
the high frequency word cards teacher 2 will go over some
while teacher 2 will go over the high frequency word cards with
other half. the students so that they can
read their short u sound book.
The words are “could, live,
one, then, three.”
Lastly, students will read the Before reading the story,
story “The Three Ducks” teacher 2 will have all the
alongside teacher 1&2. This students go through their story
story has a lot of short u and highlight every short u
sounds, which the teachers will sound they see in it. Teacher 2
both bring up everytime one of will then model the first
them is read. sentence, and have the students
read the rest of the book repeat
after me style with teacher 1.
Lesson Wrap-up Teacher 1 wrapped up the
lesson by having students count
up how many short u sounds
they found in the book. The
teacher also explained how
common short u sounds are,
and how we will see it in many
stories and lessons.
Self-Evaluation Overall this lesson went well, and both
engaged all the students and offered a
lot of different types of practice for the
students learning the short /u/. I do
wish their had been more interactive
components in the lesson to help the
students, but the teacher did not want
to go too off book for this lesson since
the short /u/ hadn’t been taught much
before. I enjoyed the team teach style
we did, as it gave both me and the
teacher equal opportunities to teach
and to monitor behavior/work with
students. She would do the “I do” part
of the lesson, and I would do the “we
do, you do” portions of the lesson,
which worked out well. We split it up
pretty well and I got opportunities to
teach the content with the students and
change it up a bit, as well as
opportunities to walk around and
model/help the students.
