Teacher: Ms.

Johnson
Grade: 1
Content Area: ELA Fundations - Base Word, Suffix

1. Content and Standards:

CCSS.ELA-LITERACY.RF.1.2
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
CCSS.ELA-LITERACY.RF.1.3
Know and apply grade-level phonics and word analysis skills in decoding words.

2. Prerequisites:
Familiarity with the Fundations lesson format
Practice recognizing digraphs
Practice with these welded/glued sounds
Practice identifying base word and suffix

3. Essential Questions:
How do the glued sounds ending in ng and nk look and sound?
What words have ng and nk glued sounds?
What is a base word and suffix?

4. Materials and Equipment:

Fundations sound cards and poster
Whiteboards and markers
Doc camera

5. Instructional Objective:
Students will tap, build, read, and write words with the welded/glued sounds: ank, ink, onk, and unk.
They will practice proper letter formation.

6. Instructional Procedures:
Before: Whole Group Drill Sounds/Warm-Up
Practice welded sounds with sound cards - students to echo teacher:
ank, ink, onk, unk, ang, ing, ong, ung
Review the vowel extension poster - students to echo teacher

During – Direct Instruction Word of the Day & Guided Practice

*SLOWLY write all words using the Fundations lines (sky, plane, grass, worm), taking time to talk
through the letter formation and letter/sound connections

Word of the Day: thinks

Students tap and build on their whiteboards. Teacher to write on whiteboard under doc camera.
Demonstrate how to mark up the word - underline digraph, box around welded sound, circle the suffix,
scoop the base word.
Have students mark up the word on their personal whiteboards.
Teacher will circulate to ensure that students are marking up the word correctly AND that they have
their letters formed correctly on the lines.

Additional words to tap, build, and mark up: wings, tanks, chunks

Optional (time dependent): Sentence Building

Model process for sentence building on Fundations whiteboard under doc camera: Count out the
number of words, draw line for each word. Identify sight words, then have students sound out new
words. Reinforce capitalization and punctuation.
1) The kings had very bad luck.
2) The kids are at the rink, too.
3) The wings on the bug are pink.

Students will write out sentences on their own boards. Teacher will circulate to ensure that students are
writing sentence AND that they have their letters formed correctly on the lines.

After:
Students will hold up their whiteboard showing their completed sentences.
Students will read completed sentences aloud.

7. Assessment:
Formative Assessment: Student work on whiteboards: how they form letters, words/sentences they
build, how they mark up words, aspects of a sentence (capitalization and punctuation).

Summative Assessment: unit 7 test next week

8. Differentiated Instruction:
All Fundations lessons have visual (sound cards with pictures), movement (each sound has an associated
hand motion), and verbal components (student echo) that will support various learning styles.
I will hold up the physical sound cards for students to reference.
I will demonstrate using the doc camera how to form and mark up words and will emphasize the steps
of letter formation, using the Fundations lines (sky, plane, grass, worm).
Words can always be broken down into smaller parts and sounded out, students will tap out sounds
throughout word and sentence building.
Teacher: Ms. Johnson
Grade: 1
Content Area: ELA Fundations - Closed Syllables

1. Content and Standards:

CCSS.ELA-LITERACY.RF.1.2
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
CCSS.ELA-LITERACY.RF.1.3
Know and apply grade-level phonics and word analysis skills in decoding words.

2. Prerequisites:
Familiarity with the Fundations lesson format
Knowledge of closed syllables

3. Essential Questions:
What is a syllable?
What makes a closed syllable?

4. Materials and Equipment:

Fundations sound cards and poster
Whiteboards and markers
Doc camera

5. Instructional Objective:
Students will build and mark up words with closed syllables with short vowels.

6. Instructional Procedures:
Before: Whole Group Drill Sounds/Warm-Up
Review the r-controlled vowel poster - students to echo teacher

During – Direct Instruction Word of the Day & Guided Practice

*SLOWLY write all words using the Fundations lines (sky, plane, grass, worm), taking time to talk
through the letter formation and letter/sound connections

Word of the Day: block

Students tap and build on their whiteboards. Teacher to write on whiteboard under doc camera.

Students stop and check their own letter formation → Do my letters match what is on the board?

Review what a syllable is.

Say: How many syllables does this word have? (1)
Say: Is this an open or closed syllable? (closed) How do we know? What makes a closed syllable? (one
vowel followed by 1 or more consonants, closed syllables have short vowels)
Demonstrate how to mark up the word- underline digraph, two lines under blend, underline word with c
for closed syllable, breve over short /o/.
Have students mark up the word on their personal whiteboards.
Teacher will circulate to ensure that students are marking up the word correctly AND that they have
their letters formed correctly on the lines.

Additional words with closed to syllables to tap, build and mark up. Review number and type of syllable
for each word:
1) Cash
2) Thump
3) Hunt
4) Click
5) Ask

Students will stop and check their own letter formation for each word.

Teacher will circulate to ensure that students are marking up the word correctly AND that they have
their letters formed correctly on the lines.

After:
Students will share the steps to identifying how many syllables and to determining if the syllable is
closed or open.
1) Syllable: part of a word that can be pushed out in one breat
2) Closed syllable: Check for one vowel, check for one or more consonants (closed syllable also
means short vowel!)

7. Assessment:
Students will stop and check their own letter formation for each word.

Student work on whiteboards: how they form letters, words they build, how they mark up words

8. Differentiated Instruction:
All Fundations lessons have visual (sound cards with pictures), movement (each sound has an associated
hand motion), and verbal components (student echo) that will support various learning styles.
I will hold up the physical sound cards for students to reference.
We will review the steps for checking for number and type of syllable for each word we build.
I will demonstrate using the doc camera how to form and mark up words and will emphasize the steps
of letter formation, using the Fundations lines (sky, plane, grass, worm).
Words can always be broken down into smaller parts and sounded out, students will tap out sounds
throughout word and sentence building.
Teacher: Ms. Johnson
Grade: 1
Content Area: ELA – Fundations - Digraph vs. Blend

1. Content and Standards:

CCSS.ELA-LITERACY.RF.1.2
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
CCSS.ELA-LITERACY.RF.1.3
Know and apply grade-level phonics and word analysis skills in decoding words.

2. Prerequisites:
Familiarity with the Fundations lesson format
Familiarity with digraphs

3. Essential Questions: List essential questions

What is a blend?
What is the difference between a digraph and a blend?

4. Materials and Equipment:

Doc Cam – for teacher to show sounds cards
Whiteboards and markers– teacher and students to write on/with

5. Instructional Objective:
Students will be able to identify the difference between a blend and a digraph. Students will be able to
read and blend words with up to four sounds.

6. Instructional Procedures:
Before: Whole Group Drill Sounds/Warm-Up
Review digraphs: sh, ch, th, wh, ck using large sound cards
Say letters, word, sound then students echo
Remind students of what digraphs are. Tell them that a digraph contains two consonants and only
makes one sound, such as sh, ch, th, wh, ck.

During – Direct Instruction

Lay out sound cards under doc cam with the words: ship and slip
Have students tap out both words.
Show the different between two words: sh is a digraph in ship while sl in slip make a blend.
Define blend: A blend contains two or more consonants but they each make their own sound, such as
/s/ and /l/ in the word slip.

Show the difference in tapping both words. Show students that blends have four sounds.
Write the following words on whiteboard with doc cam, students read and tap:
Flip, mask, pink
Show how to mark up with two separate lines because we hear each sound separately

Teach students that a blend can come before a vowel like in the flip, or after a vowel like in the word
past.

After – Student Independent Practice:

Students take out materials.
Students tap and build the words flag and test - have them mark them up one line underline both letters
in the blend separately on their whiteboards.

Teacher will walk around and observe students’ words and markings, give individual support where
needed.

7. Assessment:
Formative Assessment: Teacher will view students work during independent practice, specifically how
students mark up the words

Summative Assessment: unit 8 test next week

8. Differentiated Instruction:
All Fundations lesson have visual (sound cards with pictures), movement (each sound has an associated
hand motion), and verbal components (call and response) that will support various learning styles.
I will show sound cards and words on whiteboard under doc cam for students to reference.
I will demonstrate how to mark up words and will provide clear directions throughout.
The content (words and sounds) can always be broken down into smaller parts and tapped out, I will
sound out words throughout and ask students to do the same.
I will circulate during independent practice to individually assist students.