Leslie

​Lesson Plan​
​ ​ ​ Leslie, Are you going to do 3 plans? Your 2 plans look good but I thought you said you were going to do three. Let me know....

Subject
Reading, Writing, Speaking, and Listening

Grade Levels
1st Grade

Commonwealth of Pennsylvania Standards and Anchors
[|**1.1.1.B** Demonstrate: • Phonological awareness through phoneme manipulation. • Knowledge of letter sound correspondence (alphabetic principle) to decode and encode words.]

Vocabulary
What Tier 3 (content-area specific) vocabulary will be addressed? Letter (phonemes) Sound Syllable Blend

Objectives
1. What do you want students to know and be able to do?
 * •Differentiate between a letter and a word.
 * • Distinguish initial, medial and final sounds in single-syllable words.
 * • Distinguish long- and short-vowel sounds in orally stated single-syllable words.

2. The students will be able to…
 * • Orally blend three or more spoken phonemes into recognizable words.
 * • Orally segment single syllable spoken words into their phonemes.
 * • Manipulate individual phonemes to create new words through addition, deletion and substitution.

Essential Question(s)
How can the knowledge of language help us to communicate and understand?

Duration
30 - 45 minutes

Materials
maniupatives or picture cards for one syllable words short a words short e words short i words short o words short u words
 * bat
 * cat
 * fan
 * pen
 * ten
 * web
 * lip
 * pin
 * pig
 * dog
 * pop
 * mop
 * bug
 * cup
 * sun

Picture Match on Read Write Think through Thinkfinity at [] [|work sheets for lesson plan 1] [|word cards to use for lesson 1]

Instructional Procedures
Students will can – //slap knees, clap hands//
 * Chant beginning and ending phonemes in words
 * Match objects or picture cards with the same beginning or ending sound
 * Identify whether a key phoneme occurs at the beginning or end of a word
 * Connect phonemes with written letters
 * 1. || Using the bag of objects or picture cards, pull one out of the bag. Ask students to identify the object or picture. Ask them what sound they hear at the end of the word. Have students make the sound (e.g., /n/ for can). ||
 * 2. || Begin a chant by slapping knees and clapping hands with the object. For example, if the object was a can, the chant would go:

can – //slap knees, clap hands//

/n/ /n/ can – //snapping three times// ||
 * 3. || Continue the chant with all objects in the bag. NOTE: be sure to alternate the chant between beginning and ending sounds. ||
 * 4. || Say each object or picture aloud and ask students which sound they hear at the end of the word. If they are able, have students identify the correct letter for that phoneme. If not, tell the students which letter makes that sound. ||
 * 5. || Have a student volunteer circle the correct letter. ||
 * W: In today's lesson, we are going to look at several pictures or objects. We will say the word and then I will ask you to give me the beginning or ending sound. Not the letter. Let's try one together -** //show picture of a **can**.// **What is this a picture of? Let's say all the sounds together k a n.**
 * H: Now let's practice the chant that will go with this activity. First let's slap our knees 1 time, now clap your hands 1 time.** (have students practice several times to get the rhythm).
 * //Then introduce the word: as they are slapping knees the /k/ sound is produced, the /a/ as they transition to hand and when they clap hand the /n/ sound is produced. Say the word 2 times with slap/clap and then they snap the beginning or ending sound 2 times and say the word on the 3rd snap.//**


 * E:** After you have reviewed each object or picture and the students have started to understand the difference between the beginning and ending sounds you then go to one of the vowel family worksheets and have the complete the page. **Now we are going to practice using our worksheets. What is this a picture of? Let's say the word "bat" now say each sound of the word /b/ /a/ /t/.** **Okay, let's trace the word and as you trace the letters say each letter.** As they trace the each word, have them sound out each letter then give them a beginning or ending sound and have them circle the letter. **Now listen as I say a beginning or ending sound and you circle the letter that you here.**


 * R: To help reinforce what we have been working on you can go to the computers and go on [] follow the directions.**
 * E:** After the students have practiced on the computer and the worksheets, you can then evaluate how they are doing by using letter cards or letter cubes to put together words by giving the students the beginning and ending sound. They will each use the same vowel sounds but have different beginning and ending letters to use.

Suggested Instructional Strategies
Modeling, Explicit Instruction , Auditory , Comprehension
 * T:** The lesson includes working in a large group with auditory and rhythum patterns to introduce the topic. After the introduction activity you will move on to worksheets to see if the students understand beginning and ending sounds. To reinforce what they are learning the students can do individual practice on the computer.


 * O:** The focus of this lesson is to understand beginning and ending sounds and what letter these sounds relate to.

Formative Assessment

 * **CATEGORY** || **4 Exceeds PASS**
 * Standard** || **3 Meets PASS Standard** || **2 Partially Meets PASS Standard** || **1 Below PASS Standard** ||
 * **Letter Recognition** || Recognizes all letters upper and lower case || Recognizes more than 20 capital and 20 lower case letters || Recognizes half upper and lower case letters || Recognizes few upper and lower case letters ||
 * **Letter Sounds** || Recognizes and produces all letter sounds || Recognizes and produces most letter sounds || Recognizes and produces half of the letter sounds || Recognizes and produces few letter sounds ||


 * **Phoneme Segmentation** || Automatically segments sounds in words || Consistently segments sounds in words || Inconsistently segments sounds in words || Does not segment sounds in words ||

Related Materials & Resources
"ReadWriteThink: Student Materials: Picture Match." //Homepage - ReadWriteThink//. Web. 01 Mar. 2010. []. "Http://bogglesworldesl.com/cvc_words.htm." Web.//

Subject
Reading, Writing, Speaking, and Listening

Commonwealth of Pennsylvania Standards and Anchors
[|**1.1.1.B** Demonstrate: • Phonological awareness through phoneme manipulation. • Knowledge of letter sound correspondence (alphabetic principle) to decode and encode words.]

Vocabulary
What Tier 3 (content-area specific) vocabulary will be addressed? Letter (phonemes) Sound Syllable Blend

Objectives
1. What do you want students to know and be able to do?
 * •Differentiate between a letter and a word.
 * • Distinguish initial, medial and final sounds in single-syllable words.
 * • Distinguish long- and short-vowel sounds in orally stated single-syllable words.

2. The students will be able to…
 * • Orally blend three or more spoken phonemes into recognizable words.
 * • Orally segment single syllable spoken words into their phonemes.
 * • Manipulate individual phonemes to create new words through addition, deletion and substitution.

Essential Question(s)
How can the knowledge of language help us to communicate and understand?

Duration
30 - 45 minutes

Materials
Words to choose from for activity that were used in lesson 1 short a words short e words short i words short o words short u words
 * bat
 * cat
 * fan
 * pen
 * ten
 * web
 * lip
 * pin
 * pig
 * dog
 * pop
 * mop
 * bug
 * cup
 * sun

Picture Match on Read Write Think through Thinkfinity at [] [|work sheets for lesson plan 1] [|word cards to use for lesson 1]

Instructional Procedures
//**E:** After you have reviewed several set of words **Ask the students, "Where do you hear the / /?"** Then say a word aloud and have students give the approriate signal if the sound is at the beginning or end of the word. Display a transparency or enlargement of worksheet that has pictures of words that you have used in the last lesson. **Now we are going to practice using our worksheets. Point to the last letter and ask students the sound the letter makes (/p/). Then have students say the name of the picture aloud. Ask a student volunteer to write the letter**// p //at the beginning or end of the word, depending on where they hear the key sound. [|work sheets for lesson plan 1] [|word cards to use for lesson 1]
 * Session 2**
 * || **W: In today's lesson, we are going to learn two signals to help us pick out the beginning and ending sounds of words. For the beginning sounds you will stand up and for the ending sounds you will turn around.**
 * H: Now let's practice listen for the /m/ sound. Say /man/ - demonstrate by standing up, have the students stand up too. Next, say the word /Pam/ - demonstrate by turning around, have the students turn around also.** Practice several times if the students are having difficulty.
 * || **W: In today's lesson, we are going to learn two signals to help us pick out the beginning and ending sounds of words. For the beginning sounds you will stand up and for the ending sounds you will turn around.**
 * H: Now let's practice listen for the /m/ sound. Say /man/ - demonstrate by standing up, have the students stand up too. Next, say the word /Pam/ - demonstrate by turning around, have the students turn around also.** Practice several times if the students are having difficulty.
 * || **W: In today's lesson, we are going to learn two signals to help us pick out the beginning and ending sounds of words. For the beginning sounds you will stand up and for the ending sounds you will turn around.**
 * H: Now let's practice listen for the /m/ sound. Say /man/ - demonstrate by standing up, have the students stand up too. Next, say the word /Pam/ - demonstrate by turning around, have the students turn around also.** Practice several times if the students are having difficulty.
 * H: Now let's practice listen for the /m/ sound. Say /man/ - demonstrate by standing up, have the students stand up too. Next, say the word /Pam/ - demonstrate by turning around, have the students turn around also.** Practice several times if the students are having difficulty.
 * R: To help reinforce what we have been working on you can go to the computers and go on [] follow the directions.**
 * E:** After the students have practiced on the computer and the worksheets, you can then evaluate how they are doing by using letter cards or letter cubes to put together words by giving the students the beginning and ending sound. They will each use the same vowel sounds but have different beginning and ending letters to use.// ||

Suggested Instructional Strategies
Active Engagement, Modeling , Explicit Instruction
 * T:** The lesson includes working in a large group with auditory and rhythum patterns to introduce the topic. After the introduction activity you will move on to worksheets to see if the students understand beginning and ending sounds. To reinforce what they are learning the students can do individual practice on the computer.


 * O:** The focus of this lesson is to understand beginning and ending sounds and what letter these sounds relate to.

Formative Assessment

 * **CATEGORY** || **4 Exceeds PASS**
 * Standard** || **3 Meets PASS Standard** || **2 Partially Meets PASS Standard** || **1 Below PASS Standard** ||
 * **Letter Recognition** || Recognizes all letters upper and lower case || Recognizes more than 20 capital and 20 lower case letters || Recognizes half upper and lower case letters || Recognizes few upper and lower case letters ||
 * **Letter Sounds** || Recognizes and produces all letter sounds || Recognizes and produces most letter sounds || Recognizes and produces half of the letter sounds || Recognizes and produces few letter sounds ||


 * **Phoneme Segmentation** || Automatically segments sounds in words || Consistently segments sounds in words || Inconsistently segments sounds in words || Does not segment sounds in words ||

Related Materials & Resources
"ReadWriteThink: Student Materials: Picture Match." Homepage - ReadWriteThink//. Web. 01 Mar. 2010. []. "Http://bogglesworldesl.com/cvc_words.htm." Web.

Subject
Mathematics

Grade Levels
1st Grade

Commonwealth of Pennsylvania Standards and Anchors
[|**2.8.1.C** Recognize, describe, extend, replicate and transfer number and geometric patterns.]

Vocabulary
Pattern Circle Square Triangle Repeat

Objectives

 * Objective of the Lesson:** This ath lesson is an introductory lesson that will help primary students understand the concept of patterns in mathematical context. It is important for students to be shown a variety of patterns before they are expected to finish patterns or create them on their own.

In this lesson, students will; 1. be shown patterns by their teacher 2. be asked to copy patterns using pattern blocks 3. be asked to complete patterns 4. be able to create patterns of their own

Essential Question(s)
How can visual data displays help us make connections to number relationships?

Duration
30 to 40 minutes

Materials
Five of each per student: circle, square and riangle pattern blocks that are all the same size and color. Pencil and eraser Colored pencils 1. [|C:\Documents and Settings\Leslie Lempke\Desktop\complete the pattern.doc] 2. [] This is to be used for additional help 3. [] This is an interactive game to reinforce patterns 4. [] This is to be used as an extension activity

Instructional Procedures
This lesson is developed as an introductory lesson on the concept of patterns focusing on grade 1. Have the student first practice the concepts of patterns by exploring patterns through actions. //It is important to stress that in order to make these actions a pattern they ** must **be repeated.// When the students have grasped these action patterns you will then show them how to create patterns and that they will be making the same pattern. Patterns that you should create include: You should also create sequences of shapes that are not patterns throughout the demonstration to make sure students understand what a pattern is. **Is this a pattern? Why or why not?** During this time you should try and get as many students to participate as possible. Ask for volunteers, but if the same children are volunteering over and over again make sure you call on other students that are perhaps shy or more hesitant to participate.
 * W: Today we are going to learn about patterns, first we are going to do some actions. Watch me** (clap hands, slap knees, repeat). **Now you try it with me. In order for this to be a pattern we have to do this several times. Let's to this 4 times.** Try this again with two more action patterns (touch toes, pat head, clap hands, repeat) and (slap knees, slap knees, clap hands, repeat).
 * I am going to show you how to make a pattern using a circle, square and triangle on the overhead.**
 * circle, square (repeat)
 * circle, triangle (repeat)
 * triangle, square (repeat)
 * circle, circle, square (repeat)
 * triangle, triangle, circle (repeat)
 * H: Now I am going to give you each a bag with shapes in it. I am going to make a pattern on the overhead and then you will make the pattern that is on it.** Between each pattern you can quickly circulate and see which students understand and which students are having difficulty and may need more practice or be partnered with a student who is getting it.
 * E:** As you are working through the patterns create uncompleted patterns on the overhead and ask the students to complete the pattern by asking questions such as: **What shapes should come next? A circle? A square? A triangle? How many shapes do we need to make this pattern complete? Is the pattern complete now? Why or why not?**
 * R:** Now put the students into groups making sure that their are students that need extra help are with students who are showing that they understand it. **I am now going to put you into groups and you are each going to make your own patterns using your shapes. When you have your pattern done show the others in your group.**
 * E: Now that you have your patterns made tell the student next to you why it is a pattern.** This is a good chance for group discussion and a great time for you to circulate around the classroom and see how well they are grasping the concept and ask the students questions.

Suggested Instructional Strategies
Active Engagement, Modeling , Explicit Instruction , Visual/Spatial
 * T:** Students that finish this lesson early may be gien a supplementary activity sheet entitled "Complete the pattern" (1). In this worksheet they must draw the remaining shapes to complete the patern that has already been started. If no students finish the lesson early it may eithe be given as homework or saved to be incorporated into the next math lesson. Additional worksheets that can be used for homework or additional practice is listed under material as (2)
 * O:** For extension activities that the students can to is listed under materials as (3). This is a nice website that will help reinforce what was practiced during this lesson. For those students who really understand making patterns they can practice making their own patterns using the link under materials numbered (4). Even though this particular activity is not designed for making patterns this will allow the students to make different patterns using different shapes.

Formative Assessment

 * CATEGORY || 1-not yet || 2-partially proficient || 3-proficient || 4-advanced ||
 * Matches a pattern block (or other geometric manipulative) to its congruent shape on paper || cannot match congruent shapes || can match some shapes but not all || can match all congruent shapes on paper || can make their own paper of shapes and then can match congruent shapes ||

Related Materials & Resources
Web. . Web. . Web. .