Lesson Plan Form

Lesson Plan Form - LBS 400
Revised 08/05/14
Candidate: Subject: Grade level(s): Date:

Ms. Mileni Arriaga English First Grade October 24, 2017
Language Arts
Standard:
RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
RF.1.2.c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in
spoken single-syllable words.
RF.1.3.g Recognize and read grade-appropriate irregularly spelled words.
RF.1.4 Read with sufficient accuracy and fluency to support comprehension
I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):

- Teacher will teach alphabet fluency with a game that will include sight words and words that start with
the letters b, d, p, and q to be recognized in pairs.
-Students will work in pairs to help each other out if they get stuck
II. LEARNING OUTCOME (Objective):

-Students will successfully understand, identify, and demonstrate their understanding of the difference
between the letters b, d, p, q, and sight words by working in pairs in the alphabet fluency game.
-Students will be able to name the letters b, d, p, and q successfully when they are written or sounded out
to them.
-Students will be able to name sight words
DOK/Cognitive Rigor Level: DOK Level 2- Can you explain the different sounds between the letters
b, d, p, and q?
Language Demands (What demands in terms of language does this lesson require of students,
particularly English Learners?):
- Language demands are the knowledge of the sounding out words and knowing the difference
between the sounds of the letter b, d, p, and q
III. CURRICULUM CONNECTION (How lesson fits into larger unit sequence):
Introduction to letter and sound recognition
IV. INSTRUCTION
A. ENGAGEMENT (Motivational Activity):
Anticipatory Set: activate student prior knowledge
Teacher will demonstrate sight words on flash cards.
Teacher will introduce words that begin with b, d, p, and q.
Teacher will introduce Alphabet Fluency game as conclusion
Student friendly objective: By the end of our lesson you should understand, identify, and demonstrate
their understanding of the difference between the letters b, d, p, q, and sight words by working in pairs
in the alphabet fluency game.
Purpose: Why are students learning this? Why is it important?

Student s are learning this to improve their reading comprehension, so they can become better readers.
B. INSTRUCTIONAL SEQUENCE (Teaching Methodology With Student Activities):
Step #1: Teacher will show flashcards of words that start with letters b, d, p, and q
a. Teacher will sound out the words and say the words
a. Students will repeat after teacher by sounding out the words and saying the words
b. Student response: Shuffle the flashcards with the words on them and quiz the students for
understanding.
Step #2: Teacher will introduce flashcards with sight words

a. Teacher will sound out the words and say the words
a. Students will repeat after teacher by sounding out the words and saying the words
b. Student response: Shuffle the flashcards with the words on them and quiz the students for
understanding.
Step #3: Teacher will tell students the rules of the Alphabet Fluency game
a. Students will be split into pairs- Students have the same learning level, so specific order of pairing
b. Each pair will have a dry erase board, marker, and set of flashcards with sight words and words that
begin with b, d, p, and q
c. One player from each team will show the alphabet letter, make the sound of the word or say the
word- word is either a sight word or words that begin with letter b, d, p, and q.
d. The player to say or sound out the word correctly gets the point.
e. Once a winner has been determined, pairs in a team quiz each other.
f. Students will get one attempt to get the answer right each round.
g. If students have trouble with any sight word or words that begin with the letters b, d, p, and q they
must keep the flashcard to get further understanding.
b. Student response: to check for understanding, teacher will play the game with a student, so the
students can get a visual on the how to play.
C. APPLICATION ACTIVITY (Practice and/or Reflection): Guided practice (students working with
teacher support on proving behavior or activity)
Each student quizzes each other while teacher observes to make sure they understand the game and
rules of the game
Teacher will make one round of the game just sight words and the second-round words that begin
with b. d. p, and q, and the third round will be a mixture of both.
D. MATERIALS & RESOURCES: What do you need for the lesson? Make a list.
1. Dry erase boards
2. Markers
3. Flashcards
V. ASSESSMENT STRATEGIES (Methods For Obtaining Evidence Of Learning):
Formative: During Lesson, Check for Understanding, Teacher observation
Summative: (at the end of the lesson) (Closure, exit slip, ticket out the door, quiz, test)
VI. ACCOMMODATIONS and/or MODIFICATIONS FOR INDIVIDUAL LEARNERS (Content,

Instruction, Practice): How can we provide equal access for all students? (Accommodation)
How will you help struggling learners or differentiate (challenge) high achievers? (Modification)
-Attention will be focused on struggling students and given immediate feedback
-Teacher will explain in Spanish as needed for ELL students.
-Hands on activities and visual demonstrations will be available for struggling students and ELL students.
VII. HOMEWORK (if appropriate):

While out with their family, point out all the sight words and words that begin with the letters b,
d, p, and q that they see on billboards, store names, street, etc.
Students should sound out the words and receive feedback from family if they are struggling

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Lesson Plan Form - LBS 400

Candidate: Subject: Grade level(s): Date:

RF.1.3.g Recognize and read grade-appropriate irregularly spelled words.

RF.1.4 Read with sufficient accuracy and fluency to support comprehension

I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):

II. LEARNING OUTCOME (Objective):

Purpose: Why are students learning this? Why is it important?

B. INSTRUCTIONAL SEQUENCE (Teaching Methodology With Student Activities):

Step #2: Teacher will introduce flashcards with sight words

V. ASSESSMENT STRATEGIES (Methods For Obtaining Evidence Of Learning):

Formative: During Lesson, Check for Understanding, Teacher observation

VI. ACCOMMODATIONS and/or MODIFICATIONS FOR INDIVIDUAL LEARNERS (Content,

VII. HOMEWORK (if appropriate):

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