Dakota State University

College of Education
LESSON PLAN FORMAT

Name: Bri Veldkamp

Grade Level: 4th
School: Terry Redlin
Date: 11/19
Time: 10:20 am

Reflection from prior lesson: In our last sipps lesson, my students were introduced to
three new sight syllables. They were able to read them perfectly but struggled to
remember the meaning of each of them. I will be sure to go back and repeat these
syllables when we mix up the syllable cards. The students were also able to accurately
spell each word during guided spelling!

Lesson Goal(s) / Standards:

1.RF.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a.
Distinguish long from sho

Lesson Objectives:
Divide words into syllables
Use syllables to write words
Use syllables to read words

Materials Needed:
Sound Cards
Sight Syllable Cards
Marker Boards and Markers
Sound Chart
Success Criteria

Contextual Factors/ Learner Characteristics:

Terry Redlin is a low-income school. Every one of these students qualify for free or
reduced lunch. This is a very diverse group of students. I have 5 5th grade students in
this group. SIPPs takes place in the morning during intervention time. I have found
that these students enjoy the guided spelling portion, but tend to easily zone out
during some parts of the lesson. These 5th graders find themselves “too cool” for
these kinds of lessons so I have tried to use my rapport that I built with them last
semester to keep them engaged in the lessons.

A. The Lesson

1. Introduction (2 minutes)
● getting attention
○ 5th graders, over the past few months we have been helping ourselves
grow as readers, writers, and spellers with these SIPPS lessons.
● relating to past experience and/or knowledge
○ We have been learning spelling patterns, syllables, and sounds to help us
grow our skills in many areas. You have all been doing an amazing job of
working hard to nail each part of these lessons!
● creating a need to know
○ Before we get started, I want you all to read the success criteria aloud to
remind us of why we do this every day.
● sharing objective, in general terms
○ I can divide 5-6 words into syllables with the help of my group.
○ I can use syllables to read 5-6 words with the help of my group.
○ I can use syllables to write 2-3 words with 80% accuracy.

2. Content Delivery (20 minutes)

● Mix sound cards and review
● Read mixed lists of words and syllable types
● Syllabic Transformations (write first syllable, change, change)
● Introduce new sight syllables
o Graph
o non-
o prob
● Mix sight syllables and read
● reading by syllables
o es.ti.mate (write each syllable, read each syllable, read real word)
 ● Reading entire words (Recognizing spelling patterns and splitting words)
o Pollen
▪ How many consonants between the two vowels? two
▪ Where do I divide? in the middle
▪ Read by syllables. Real word.
● Guided Spelling

3. Closure (2 min)
● Before you all leave, remember that these lessons are helping us become better
readers, writers, and spellers. Let’s repeat our success criteria one more time.

B. Assessments Used
Sight Syllable Cards
Sound Cards
Guided Spelling

C. Differentiated Instruction
While students are discussing, talk with EL or struggling students to understand their
thinking. If they cannot seem to explain, I will give them response choices, or use a
sentence frame to get their ideas flowing. When I see a student struggling during guided
spelling I make sure to repeat myself or provide them with a little extra support.

D. Resources
Collaborative Classroom SIPPS Challenge