Name of Teacher: Lesson Number: 3.

12
Date: 10/30/2019
Lily Cochenour
Level: (D-J)D-Z+ Skills: Decoding
Genre: (Fiction) Any Name of Lesson: Group letters that make sounds together
1. State Standards (InTASC 4 & 7)
Demonstrate understanding of spoken words, syllables, and sounds (phonemes)

2. Objectives/Goals (InTASC 4 & 7)

The students will be able to:

● hear and say all the sounds in high frequency words.

● work on figuring out more difficult

● say all the most common blends and digraphs

The criterion for successful learning is: If students can break up words and make the correct sounds of blends and
digraphs.
3. Learning Target (InTASC 4 & 7)
I can understand that 2 or more letters in a word can come together to make a new sound.

4. Learning Experiences (InTASC 3, 4, 5, 6, 7, 8, & 9)

DIFFERENTIATION of learning experiences must be included in various places within in this section.

A. Assessing / Activating / Building Prior Knowledge (Prerequisite Knowledge)

- Go over the sounds of the individual letters and use zoo phonics video and watch the students to make sure they
are saying them.

B. Direct Instruction
- “Sometimes if you try to sound out a word reading it letter by letter, it won’t sound right. That’s because there
are letters that go together to make a different sound. These are called special combinations. Let’s look at some
now”
- Show Powerpoint slide with different vowel sounds and point them out in the words (with pictures)
- After going through each ask if there are any other words with those sounds.
- Then explain that there is a lot more than just those.

C. Teacher Modeling
- Give them a blends and digraphs chart
- Go through each and the sounds each of them make
- Begin “Are you my mother?” by P.D. Eastman and have them raise their hand once they notice a special
combination.
- Stop it and find out what they find.

Version 3. Revised 9_18_19

D. Guided Practice

- They will already have book bins with their little paper books that we have already read through together and
point to ones that they see with a partner.

E. Formative Assessment
- Give them a page of sight words and ask them to underline the special combinations that they recognize without
using the sheet. (If they aren’t able to get any they can work with a partner or use the sheet)

F. Closure
- Students who still aren’t grasping it will work with a paraprofessional and practice more.
- students who do get it will move on to writing these on their own.

5. Summative Assessment (InTASC 6)

The teacher will assess the students one-on-one by having the student point out where the special combinations are,
what they sound like, and what the word is.

6. Lesson Materials (InTASC 3)

Eastman, P. D. Are You My Mother?: Board Book. Random House, 2015.

Special Sounds worksheet

Formative assessment worksheet list

book bins

7. Alignment of Plan Checklist (InTASC 7)

Review the following to make sure everything is connected into one purpose. Use this section as a checksheet.
● State Standard/s *
● Objectives / Goals *
● Learning Target *
● Learning Experiences (including Differentiation) *
● Summative Assessment *
Texts and Reader Information (InTASC 1 & 2)

“Are you my mother?” (adult led)

Version 3. Revised 9_18_19

Version 3. Revised 9_18_19
Version 3. Revised 9_18_19