Content Area: Beginning Decoding Grade level: 1st Name: Rachel Ellis

Date: 9/30/19
Core Standard(s):
CCSS.ELA-LITERACY.RF.1.3 “Know and apply grade-level phonics and word analysis skills in decoding words”.
CCSS.ELA-LITERACY.RF.1.3.B “Decode regularly spelled one-syllable words”.

IEP Goal(s)
Actual: N/A

Revised (SMART): When presented with single syllable words, student will distinguish the initial and second sounds
with 80% accuracy in four of the five trials.
When given a list of words, student will use knowledge of consonants, consonant blends, and common vowel patterns
to decode unfamiliar words with 90% accuracy in 3 trials.

Instructional Objective(s):
Students will practice decoding, phonetics, letter sound correspondence, and sounding out words by listening to the
teacher prompts and following along in their workbook.
Behavioral Objective(s):
Students will follow directions with one prompt and will participate in vocally repeating words and their sounds in the
expected time.
Content (concepts, information, skills, new vocab, etc.):

Letter sound correspondence, sounding out format

Instructional Materials Needed:

Lesson plan, Decoding Strategies teacher edition, decoding strategies workbooks for students, dry erase markers,

eraser, mini whiteboard

Procedures/Activities (add additional rows of Teacher [T] and Student [S] roles for each activity as needed):

1. Get students’ attention:

a. Teacher: Everybody read in 3, 2, 1!
b. Student: Ready!
c. T: Pull out your listening ears as we practice decoding!

2. Academic review /Gather background knowledge

a. T: On Tuesday we began decoding skills. We are going to continue this. Does anyone have questions on this topic or what we
began yesterday?
 b. S: Responses

3. State instructional objectives

a. T: We are going to use our follow-along workbooks to practice decoding together.
b. S: Listening

4. Review behavior expectations

a. T: We must remember Mrs. D’s 5 Ps. Who can review these rules for me?
b. S: “Be prepared, be productive, be positive, be prompt, and be polite”!
c. T: Great job class!

5. Instruction
a. Model
i. T: Listen: Slip. My turn to say the first sound in slip. SSSS. Your turn. Say Slip *Teacher uses hand to first point to her lips,
then out towards her students.
ii. S: Slip
iii. T: Now say the first sound in slip. *Teacher points to students.
iv. S: SSSS
v. T: Great job! Any questions?
vi. S: Responses

b. Guided Practice
i. T: My turn to say the next sound in slip. LLL. *Signal students
ii. S: LLL

c. Guided Group Practice

i. T: Next word. Flip. First sound *Signal students
ii. S: FFF
iii. T: Next sound in flip. *Signal students
iv. S: LLL

d. Independent practice
i. T: Teacher writes words on whiteboard: Sip, fat, pan, Sam, fit
ii. S: Students read words individually.
iii. T: Teacher changes words on whiteboard to: Slip, flat, plan, slam, flit
iv. S: Students read words individually.

e. Error Correction Procedures

i. T: Next sound in slam. *Signal students
ii. S: RRR
iii. T: Let’s look at that word again. The word is Slam. First sound in slam *Signal students
iv. S: SSS
v. T: Next sound in slam. *Signal students
vi. S: LLL
vii. T: Great job on the second sound in slam, LLL.

6. Wrap – up
a. Review key concepts/ Check for understanding
 i. T: Today we practiced decoding words and their sounds. What did we practice today?
ii. S: Decoding!

b. Review objectives
i. T: Today we practiced decoding, using phonetics, using letter sound correspondence, and sounding out words by listening
to the teacher prompts and following along in your student workbook. Tomorrow we will continue practicing this concept!

c. Clean up
Adaptations/Modifications/Accommodations:
Pre-printed workbooks for students to write in and follow along – some printed larger for students with eye
impairment, written words on the board written large for students with eye impairment.
Reinforcement Procedures:
Specific, positive praise for students who are following along and participate, participation grade.

Daily Evaluation
a. Before lesson: Assess accuracy on decoding skills with 2 continuous sounds.
b. During lesson: Assess accuracy on decoding skills with continuous sounds during individual reading during the
lesson.

Post Evaluation (data-based decision making):

Weekly progress monitoring with letter sound correspondence and decoding skills.
What went well and what didn’t? How can I improve?
Follow-up Activities:
Write down any words or sounds that students were struggling with. Put them into additional practice for the next
lesson as needed.
Give stamps to individual students for token-economy.

Letter lists (for Letter Sound Correspondence) –

Slip, flip, sip, fat, pan, sit, slam