Grade: ​1

Length of Time​: 45 minutes

Standards:
Reading: Foundational Skills Standard 2
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
a. Distinguish long from short vowel sounds in spoken single-syllable words.
b. Orally produce single-syllable words by blending sounds (phonemes), including
consonant blends.
c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken
single-syllable words.
d. Segment spoken single-syllable words into their complete sequence of individual
sounds (phonemes).
Speaking and Listening Standard 1
Participate in collaborative conversations with diverse partners about grade 1 topics and texts
with peers and adults in small and larger groups.
a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking
one at a time about the topics and texts under discussion).
b. Build on others’ talk in conversations by responding to the comments of others through
multiple exchanges.
c. Ask questions to clear up any confusion about the topics and texts under discussion.
Standard 2 (Citizenship)
Students will recognize their roles and responsibilities in the school and in the neighborhood.

Objective 1
Describe and demonstrate appropriate social skills necessary for working in a group.
a. Describe behaviors that contribute to cooperation within groups at school and in a
neighborhood.
b. Discuss the roles and responsibilities of being a member of a group.
c. Participate in a group activity modeling appropriate group behavior.
Vocabulary:
Math, king, dish, this, sing, trash

Learning Objectives:
The students will be able to understand and say words with consonant digraphs -sh, -th, -ng.
The students will be able to read in readers theater and show comprehension of story.
Prior Knowledge:
Students will have learned how to blend short vowels of the alphabet.
Students can understand how to connect a word to its definition.
Essential Question:
Can you read/ decode consonant digraphs -sh. -th, -ng, -ch?

How can you help out in the community?

Modeling/ Teaching Phase:

(10 mins)

Introduce the word of the day, ‘her’, students will spell it in the 2 ways the word wizard chooses.

Begin bouncy blast off with ‘her’ card.

Explain our we can statements and students practice the 4 sounds for this week with hand
movements -th, -sh, -ch, -ng.

Pop up your fist: cash, smash, thick, stung, bring, sing.

Next review how sounds are different than syllables. Go over closed syllables with hands on
chins — dentist, rabbit, thinking, wishing, mitten. Ask students how the vowel sounds in each
syllable? Ask whether it is short or long?

Guided Practice:
(10 mins)
Students will then help make sentences on the smartboard with words math, king, dish, this, sing,
trash. Draw matchsticks.

Word chart reading- change to question/statement.

Independent Phase:
(10 min)
Pass out scripts for readers theater,​ students will be finishing the last half of the story. Explain
how we need to be respectful when others read and not talk as it is hard to hear sometimes. Tell
students to pay attention to the story and listen to the details.

Closing:
(10 minutes)
Bring students back to the carpet and discuss the story and what it means to help your
community. Have students pair share retell the story to one another.

Explain how helping in the community helps people in ways that extend far beyond money or
praise for a job well done. First, it helps build ​empathy​ (understanding the feelings of others)
and ​compassion​ (caring about others and wanting to help them) for others. These are important
because they allow you to understand the different life experiences of people in your school,
community, country, and even worldwide.

Tell students to help in your community you can follow these ideas:
Keep it simple. Make it a family affair – There are tons of events in every community, such as
cleaning up local waterways, or donating and distributing food to a food bank. Even boring tasks
can help out!
Assessment:

Continuously assess students during each phase of the lesson. Listen to comprehension of story
as students explain it to partner.

Accommodations

EL Students:
Provide frequent opportunities for interaction and discussion.

Constantly use scaffolding strategies throughout the lesson.

Associate students’ background experiences throughout lesson.

Engage students fully in the assignment and activities.

Students with Special Needs:

If needed, verbally give directions for student or help student with 1:1 help.

Student can be given visual step by step directions.

Extra time would be given to finish the assignment if needed.

Reduce the amount of work from the normal assignment if needed.

DAP:

The lesson begins with an assessment of prior knowledge.

Assessment drives the design, is ongoing, aligned with the curriculum, and completed in the
context of authentic problem solving.

Instruction is scaffolded from the zad to the zpd.

Students from a wide range of abilities are able to participate successfully throughout.

Accommodations are made to include all students.

Students express their understanding through multiple methods; concepts are taught using
multiple techniques: verbal, kinesthetic, written, physical, auditory.