‌
UWP‌‌Lesson‌‌Plan‌‌Template‌  ‌
 ‌
Teacher‌‌Name:‌‌‌Nina‌‌Musurlian‌‌(‌ Mentor:‌‌‌Tracy‌‌Frahman)‌ ‌ROOM‌# ‌ ‌‌124‌ Grade‌‌Level:‌‌‌1st‌‌Grade‌‌
   ‌
 ‌
Target‌‌Content/Lesson‌‌Topic:‌P ‌ honeme‌‌‌Blending,‌‌Alliteration-Isolate‌‌Phonemes/‌‌I-Spy‌   Date:‌‌10/12/21‌ 
 ‌
This‌‌lesson‌‌is‌‌for‌‌a(n)‌‌  __‌X_‌ __‌‌whole‌‌class‌ _____‌‌small‌‌group‌ _____‌‌individual‌  ‌
Planning‌  ‌
Essential‌‌Question‌  ‌ Essential‌‌Question:‌  ‌
-‌‌What‌‌is‌‌the‌‌essential‌‌question‌‌that‌‌  ● How‌‌can‌‌we‌‌identify‌‌beginning,‌‌middle,‌‌and‌‌ending‌‌sounds‌‌in‌‌single-syllable‌‌words?‌‌   ‌
this‌‌lesson‌‌addresses?‌  ‌  ‌
-‌‌What‌‌is‌‌the‌‌core‌‌purpose‌‌of‌‌the‌‌
  Core‌‌Purpose:‌‌‌The‌‌core‌‌purpose‌‌of‌‌this‌‌phonics‌‌lesson‌‌is‌‌to‌‌continue‌‌to‌‌get‌‌students‌‌accustomed‌‌to‌‌working‌‌ 
lesson‌‌that‌‌includes‌‌the‌‌strategies‌‌  with‌‌breaking‌‌apart‌‌words‌‌and‌‌putting‌‌them‌‌back‌‌together‌‌by‌‌each‌‌individual‌‌sound‌‌they‌‌hear‌‌in‌‌ 
and‌‌skills‌‌necessary‌‌to‌‌accomplish‌‌   correspondence‌‌with‌‌the‌‌letters.‌‌As‌‌first‌‌graders,‌‌the‌‌students‌‌are‌‌continuing‌‌to‌‌develop‌‌their‌‌letter-sound‌‌ 
the‌‌deeper‌‌learning‌‌in‌‌the‌‌standard?‌  ‌ recognition.‌‌
   ‌
Sequencing‌  ‌ Sequencing‌: ‌ ‌
-‌‌How‌‌does‌‌this‌‌lesson‌‌fit‌‌into‌‌the‌‌
   ‌
larger‌‌unit‌‌of‌‌study?‌‌
   ‌ This‌‌lesson‌‌fits‌‌into‌‌RUSD’s‌‌HMH‌‌Into‌‌Reading‌‌curriculum.‌‌The‌‌curriculum‌‌is‌‌mapped‌‌out‌‌by‌‌module‌‌with‌‌  
-‌‌Focus‌‌on‌‌a‌‌logical/hierarchical‌‌   three‌‌weeks‌‌per‌‌module‌‌(5‌‌lessons‌‌per‌‌week‌‌for‌‌Monday-Friday).‌‌We‌‌are‌‌currently‌‌in‌‌Module‌‌Two‌‌Week‌‌Two‌‌ 
sequencing‌‌of‌‌skills‌‌(e.g.,‌‌main‌‌ideas‌‌  and‌‌this‌‌will‌‌be‌‌Lesson‌‌Four‌‌since‌‌it‌‌is‌‌Thursday.‌‌In‌‌line‌‌with‌‌this,‌‌week‌‌is‌‌focused‌‌on‌‌l,‌‌h,‌‌and‌‌the‌‌short‌‌o ‌‌
before‌‌details,‌‌similarities‌‌before‌‌  vowel‌‌sound.‌‌Students‌‌should‌‌know‌‌other‌‌letter-sounds‌‌like‌‌g,‌‌k,‌‌m,‌‌n,‌‌and‌‌short‌‌a‌‌and‌‌short‌‌i‌‌from‌‌previous‌‌ 
differences).‌‌   ‌ lessons‌‌from‌‌week’s‌‌prior,‌‌but‌‌a‌‌lot‌‌of‌‌the‌‌students‌‌know‌‌all‌‌of‌‌their‌‌letter-sounds,‌‌whereas‌‌some‌‌struggle‌‌to‌‌ 
correlate‌‌any‌‌sounds‌‌with‌‌any‌‌letters.‌‌   ‌
 ‌
State‌‌Learning‌‌Standards‌  ‌ State‌‌Learning‌‌Standards:‌  ‌
List‌‌the‌‌complete,‌‌relevant‌‌  ● CCSS.ELA-LITERACY.RF.1.2.B‌  ‌
grade-level‌‌standard(s).‌  ‌ Orally‌‌produce‌‌single-syllable‌‌words‌‌by‌‌blending‌‌sounds‌‌(phonemes),‌‌including‌‌consonant‌‌blends.‌  ‌
 ‌
● CCSS.ELA-LITERACY.RF.1.2.C‌  ‌
Isolate‌‌and‌‌pronounce‌‌initial,‌‌medial‌‌vowel,‌‌and‌‌final‌‌sounds‌‌(phonemes)‌‌in‌‌spoken‌‌single-syllable‌‌
 
words.‌  ‌
 ‌
1‌  ‌
September‌‌2021‌  ‌
 ‌
Learning‌‌Target(s)‌‌and‌‌Learning‌‌   Learning‌‌Target(s)‌‌and‌‌Learning‌‌Objective(s)‌  ‌
Objective(s)‌  ‌  ‌
-‌‌Choose‌‌your‌‌learning‌‌target(s)‌‌and‌‌  Learning‌‌Objective:‌  ‌
objective(s)‌‌based‌‌on‌‌the‌‌relevant‌‌   ● Students‌‌will‌‌be‌‌able‌‌to‌‌‌orally‌‌produce‌‌‌single-syllable‌‌words‌‌by‌‌blending‌‌the‌‌initial,‌‌medial‌‌vowel,‌‌and‌‌ 
state‌‌learning‌‌standard(s).‌  ‌ final‌‌sounds‌‌in‌‌single-syllable‌‌words‌‌to‌‌sound‌‌them‌‌out‌‌t‌ hrough‌‌their‌‌participation‌‌in‌‌various‌‌ 
-‌‌Write‌‌focused‌‌targets‌‌and‌‌   phonics-related‌‌activities.‌  ‌
objectives‌‌that‌‌describe‌‌the‌‌specific‌‌   ○ -‌u‌ nderline‌‌‌=‌‌the‌‌content/purpose‌‌of‌‌the‌‌lesson‌  ‌
learning‌‌outcome‌‌(what‌‌students‌‌  ○ -bold‌= ‌ ‌‌cognitive‌‌process‌‌needed‌  ‌
should‌‌be‌‌able‌‌to‌‌do‌‌as‌‌a‌‌result‌‌of‌‌
  ○ -‌italicized‌= ‌ ‌‌specific‌‌and‌‌measurable‌‌assessment‌  ‌
the‌‌lesson).‌  ‌  ‌
-‌‌Be‌‌sure‌‌they‌‌are‌‌stated‌‌in‌‌
  Learning‌‌Target:‌‌
   ‌
observable‌‌and‌‌measurable‌‌terms‌‌  ● I‌‌can‌‌break‌‌apart‌‌words‌‌by‌‌their‌‌beginning,‌‌middle,‌‌and‌‌ending‌‌sounds.‌  ‌
(e.g.,‌‌ABCD+T).‌  ‌
Grouping‌  Grouping‌ 
Describe‌‌how‌‌and‌‌why‌‌students‌‌are‌‌   ‌
grouped‌‌based‌‌on‌  ‌ For‌‌the‌‌entirety‌‌of‌‌this‌‌lesson‌‌the‌‌students‌‌will‌‌be‌‌on‌‌the‌‌front‌‌carpet‌‌learning‌‌together‌‌as‌‌a‌‌whole-group.‌‌This‌‌ 
-‌‌homogeneous,‌‌heterogeneous,‌‌  is‌‌how‌‌our‌‌phonics‌‌instruction‌‌typically‌‌takes‌‌place‌‌everyday.‌‌On‌‌the‌‌front‌‌carpet,‌‌each‌‌student‌‌has‌‌their‌‌own‌‌ 
randomized‌  ‌ assigned‌‌seat‌‌based‌‌on‌‌how‌‌they‌‌are‌‌able‌‌to‌‌handle‌‌sitting‌‌next‌‌to‌‌certain‌‌students.‌‌We‌‌believe‌‌that‌‌we‌‌have‌‌ 
-‌‌ability,‌‌interest,‌‌IEP‌‌goals,‌‌social‌‌or‌‌  designated‌‌each‌‌student‌‌an‌‌appropriate‌‌spot,‌‌but‌‌sometimes‌‌at‌‌this‌‌time‌‌of‌‌day‌‌students‌‌get‌‌rowdy.‌‌   ‌
social-emotional,‌‌behavioral,‌‌ 
language‌‌acquisition‌  ‌
Co-Teaching‌‌Strategy‌  ‌ N/A‌‌-‌‌This‌‌lesson‌‌does‌‌not‌‌involve‌‌co-teaching.‌‌
   ‌
Does‌‌this‌‌lesson‌‌involve‌‌ 
co-teaching?‌‌If‌‌not,‌‌state‌‌N/A.‌‌If‌‌ 
yes,‌‌identify‌‌the‌‌co-teaching‌‌model‌‌  
and‌‌what‌‌role‌‌each‌‌teacher‌‌will‌‌play.‌‌   ‌
-One‌‌Teach,‌‌One‌‌Observe;‌‌One‌‌  
Teach,‌‌One‌‌Assist;‌‌Station‌‌Teaching;‌‌   ‌
Parallel‌‌Teaching;‌‌Supplemental;‌‌ 
Alternative;‌‌Team‌‌Teaching‌  ‌

2‌  ‌
September‌‌2021‌  ‌
 ‌
Differentiation‌  ‌ Content‌  ‌
Describe‌‌how‌‌you‌‌will‌‌meet‌‌   The‌‌content‌‌for‌‌this‌‌lesson‌‌will‌‌be‌‌differentiated‌‌to‌‌meet‌‌the‌‌needs‌‌of‌‌our‌‌diverse‌‌learners‌‌by‌‌having‌‌an‌‌audio‌‌ 
individual‌‌students’‌‌needs‌‌by‌‌   and‌‌visual‌‌piece‌‌involved.‌‌We‌‌will‌‌start‌‌out‌‌the‌‌lesson‌‌by‌‌playing‌‌a‌‌YouTube‌‌Video‌‌to‌‌supplement‌‌our‌‌ 
adjusting‌‌the‌‌content,‌‌process,‌‌   curriculum‌‌to‌‌help‌‌students‌‌with‌‌the‌‌short‌‌o‌‌vowel‌‌sound.‌h ‌ ttps://www.youtube.com/watch?v=tkYDoNKit6o‌  ‌
product,‌‌and‌‌environment‌‌based‌‌on‌‌   In‌‌addition,‌‌the‌‌I-Spy‌‌picture‌‌card‌‌game‌‌will‌‌differentiate‌‌for‌‌visual‌‌learners‌‌as‌‌well.‌‌  
their‌‌readiness,‌‌interests,‌‌and‌‌learning‌‌  Process‌  ‌
preferences.‌  ‌ The‌‌process‌‌will‌‌be‌‌differentiated‌‌for‌‌this‌‌lesson‌‌by‌‌making‌‌sure‌‌that‌‌students‌‌with‌‌learning‌‌disabilities‌‌are‌‌ 
working‌‌together‌‌with‌‌other‌‌students‌‌to‌‌receive‌‌the‌‌social‌‌communication‌‌they‌‌need‌‌with‌‌other‌‌students.‌‌The‌‌  
process‌‌of‌‌the‌‌lesson‌‌will‌‌continue‌‌to‌‌be‌‌differentiated‌‌through‌‌the‌‌use‌‌of‌‌tactile‌‌materials‌‌that‌‌students‌‌get‌‌to‌‌  
actually‌‌manipulate‌‌in‌‌order‌‌to‌‌build‌‌the‌‌words‌‌with‌‌the‌‌letter‌‌cards.‌‌   ‌
 ‌
Product‌  ‌
There‌‌will‌‌be‌‌no‌‌finished‌‌product‌‌for‌‌this‌‌lesson‌‌(no‌‌worksheet‌‌or‌‌physical‌‌materials‌‌to‌‌be‌‌turned‌‌in).‌‌   ‌
 ‌
Environment‌  ‌
The‌‌environment‌‌will‌‌be‌‌differentiated‌‌for‌‌this‌‌lesson‌‌by‌‌having‌‌the‌‌standards‌‌and‌‌the‌‌I-Can‌‌statements‌‌will‌‌be‌‌ 
clearly‌‌listed‌‌on‌‌the‌‌board‌‌to‌‌set‌‌clear‌‌expectations‌‌for‌‌students.‌‌Additionally,‌‌flexible‌‌seating‌‌will‌‌be‌‌readily‌‌ 
available‌‌for‌‌all‌‌students,‌‌especially‌‌those‌‌who‌‌have‌‌trouble‌‌seeing‌‌the‌‌board‌‌because‌‌they‌‌will‌‌be‌‌moved‌‌closer‌‌  
to‌‌the‌‌front‌‌of‌‌the‌‌classroom,‌‌and‌‌for‌‌students‌‌who‌‌are‌‌hard‌‌of‌‌hearing‌‌because‌‌they‌‌will‌‌be‌‌placed‌‌in‌‌a ‌‌
position‌‌close‌‌to‌‌me‌‌as‌‌I’m‌‌teaching.‌  ‌
 ‌
 ‌
IEP‌‌Goals‌‌Relevant‌‌to‌‌Lesson‌‌(Add‌‌rows‌‌as‌‌necessary.)‌  ‌

Student‌  ‌ IEP‌‌Goal‌ 
Karter‌  ‌ For‌‌directions‌‌that‌‌require‌‌more‌‌than‌‌one‌‌step,‌‌Karter‌‌will‌‌be‌‌provided‌‌one‌‌step‌‌at‌‌a‌‌time‌‌with‌‌the‌‌next‌‌step‌‌
 
provided‌‌after‌‌the‌‌completion‌‌of‌‌the‌‌previous‌‌step.‌‌   ‌
Hector‌  ‌ Behavioral‌‌Educational‌‌Support‌‌-‌‌During‌‌times‌‌when‌‌Hector‌‌shuts‌‌down‌‌a‌‌variety‌‌of‌‌strategies‌‌should‌‌be‌‌used‌‌  
such‌‌as‌‌a‌‌behavior‌‌chart,‌‌visual/verbal‌‌cues,‌‌and‌‌providing‌‌him‌‌a‌‌break.‌‌
   ‌
 ‌  ‌
 ‌
Accommodations‌‌and/or‌‌Modifications‌‌Required‌‌for‌‌Students‌‌in‌‌Special‌‌Education‌‌(Add‌‌rows‌‌as‌‌necessary.)‌  ‌

3‌  ‌
September‌‌2021‌  ‌
 ‌
Student(s)‌  ‌ Required‌‌Accommodation/Modification‌  ‌
Karter‌  ‌ Mr.‌‌S‌‌works‌‌with‌‌Karter‌‌to‌‌provide‌‌one-to-one‌‌assistance‌  ‌
Hector‌  ‌ Ms.‌‌Johnson‌‌works‌‌with‌‌Hector‌‌to‌‌provide‌‌one-to-one‌‌assistance‌  ‌
 ‌  ‌
 ‌
Supports‌‌for‌‌English‌‌Language‌‌Learners‌‌(Add‌‌rows‌‌as‌‌necessary.)‌N
‌ O‌‌ELLS‌‌in‌‌our‌‌class‌  ‌

Student‌  ‌ Necessary‌‌Supports‌‌(e.g.,‌‌Sheltered‌‌English‌‌strategies,‌‌grouping‌‌strategies)‌  ‌
N/A‌  ‌  ‌
 ‌  ‌
 ‌  ‌
 ‌

Assessment‌  ‌
Formative‌‌Assessment‌  ‌ Formative‌‌Assessment‌  ‌
-‌‌How‌‌will‌‌you‌‌monitor‌‌student‌‌  To‌‌informally‌‌formatively‌‌assess‌‌students‌‌I‌‌will‌‌be‌‌using‌‌the‌‌thumbs‌‌up/thumbs‌‌down‌‌method‌‌throughout‌‌the‌ 
learning‌‌throughout‌‌the‌‌lesson?‌  ‌ lesson‌‌and‌‌each‌‌activity‌‌to‌‌ensure‌‌if‌‌students‌‌are‌‌understanding‌‌the‌‌material.‌‌Since‌‌this‌‌is‌‌a‌‌phonics‌‌lesson‌‌  
-‌‌Be‌‌specific‌‌about‌‌how‌‌your‌‌practice‌‌
  without‌‌any‌‌materials‌‌that‌‌need‌‌to‌‌be‌‌turned‌‌in‌‌I’ll‌‌be‌‌listening‌‌to‌‌students‌‌as‌‌they‌‌are‌‌sharing‌‌out‌‌to‌‌see‌‌if‌‌they‌‌ 
assessments‌‌connect‌‌directly‌‌with‌‌  need‌‌extra‌‌assistance.‌‌To‌‌ensure‌‌that‌‌each‌‌student‌‌is‌‌heard‌‌from‌‌I‌‌will‌‌be‌‌pulling‌‌popsicle‌‌sticks‌‌with‌‌their‌‌ 
the‌‌lesson‌‌objective.‌‌   ‌ names‌‌on‌‌them‌‌to‌‌make‌‌sure‌‌that‌‌I‌‌hear‌‌from‌‌students‌‌who‌‌I‌‌would‌‌typically‌‌not‌‌see‌‌participate.‌‌   ‌
 ‌
Formative‌‌Evaluation‌‌Criteria‌  ‌ Formative‌‌Evaluation‌‌Criteria‌  ‌
-‌‌What‌‌material(s)‌‌will‌‌you‌‌use‌‌to‌‌  I‌‌will‌‌be‌‌using‌‌my‌‌evaluation‌‌criteria‌‌checklist‌‌to‌‌make‌‌note‌‌of‌‌which‌‌students‌‌need‌‌what‌‌phonics‌‌support‌‌ 
evaluate‌‌learning?‌‌   ‌ moving‌‌forward.‌‌Next‌‌to‌‌their‌‌names‌‌I‌‌will‌‌write‌‌down‌‌things‌‌they‌‌know‌‌and‌‌what‌‌they‌‌still‌‌need‌‌to‌‌learn‌‌in‌‌ 
-‌‌Attach‌‌a‌‌copy‌‌of‌‌your‌‌checklist,‌‌
  terms‌‌of‌‌their‌‌phonological‌‌awareness.‌‌These‌‌will‌‌depend‌‌on‌‌what‌‌I‌‌and‌‌my‌‌mentor‌‌observe‌‌in‌‌the‌‌lesson.‌‌   ‌
rubric,‌‌observation‌‌criteria,‌‌or‌‌other‌‌   ‌
measure.‌  ‌ Checklist:‌‌  
https://docs.google.com/document/d/1nUOfcGq-ANOkBudXUF8BaEqkMWC6-nvFN54MRtHCIzA/edit?‌
usp=sharing‌  ‌
 ‌

4‌  ‌
September‌‌2021‌  ‌
 ‌
Summative‌‌Assessment‌‌   ‌ Summative‌‌Assessment‌‌    ‌
How‌‌will‌‌students‌‌demonstrate‌‌    ‌
mastery‌‌of‌‌the‌‌standard?‌  ‌ ‌ Students‌‌will‌‌demonstrate‌‌mastery‌‌of‌‌the‌‌standard‌‌by‌‌taking‌‌a‌‌spelling‌‌test‌‌at‌‌the‌‌end‌‌of‌‌the‌‌module‌‌(Friday).‌‌ 
Note:‌‌This‌‌assessment‌‌does‌‌not‌‌have‌‌   Every‌‌Friday‌‌the‌‌students‌‌take‌‌a‌‌spelling‌‌test‌‌so‌‌that‌‌my‌‌mentor‌‌and‌‌I‌‌can‌‌assess‌‌their‌‌learning‌‌throughout‌‌the‌‌ 
to‌‌occur‌‌during/after‌‌this‌‌lesson‌‌but‌‌
  week.‌‌The‌‌spelling‌‌test‌‌consists‌‌of‌‌the‌‌high‌‌frequency‌‌words‌‌for‌‌the‌‌week,‌‌as‌‌well‌‌as‌‌the‌‌letter-sounds‌‌that‌‌we‌‌
 
in‌‌upcoming‌‌lessons.‌  ‌ will‌‌be‌‌working‌‌with‌‌this‌‌week,‌‌‌l,‌‌h,‌a‌ nd‌o‌ .‌‌
   ‌
 ‌
Summative‌‌Evaluation‌‌Criteria‌  ‌ Summative‌‌Evaluation‌‌Criteria‌  ‌
-‌‌What‌‌material(s)‌‌will‌‌you‌‌use‌‌to‌‌   ‌
evaluate‌‌learning?‌‌   ‌ To‌‌be‌‌made‌‌-‌‌Each‌‌week‌‌the‌‌spelling‌‌tests‌‌are‌‌graded‌‌to‌‌see‌‌how‌‌students‌‌are‌‌doing‌‌in‌‌acquiring‌‌their‌‌ 
-‌‌Attach‌‌a‌‌copy‌‌of‌‌your‌‌checklist,‌‌
  letter-sounds‌‌recognition.‌‌   ‌
rubric,‌‌observation‌‌criteria,‌‌or‌‌other‌‌ 
measure.‌  ‌
 ‌

Procedures‌  ‌
Opening:‌‌Introduction‌‌and‌‌  Introduction:‌  ‌
Connection‌‌to‌‌Previous‌‌Learning‌  ‌ ● I‌‌will‌‌start‌‌out‌‌by‌‌going‌‌over‌‌this‌‌week’s‌‌phonics‌‌elements:‌‌short‌‌vowel‌‌o‌‌and‌‌consonants‌‌l,‌‌h.‌‌    ‌
● Anticipatory‌‌Activity‌‌(Hook)‌  ‌ ○ We‌‌will‌‌chorally‌‌read‌‌this‌‌week’s‌‌words:‌‌do,‌‌live,‌‌of,‌‌our,‌‌wants,‌‌what,‌‌with,‌‌and‌‌your‌  ‌
● Activate‌‌prior‌‌knowledge.‌  ‌ ○ I‌‌will‌h ‌ ave‌‌a‌‌student‌‌volunteer‌‌come‌‌up‌‌and‌‌“Be‌‌the‌‌Teacher”‌‌and‌‌read‌‌the‌‌words‌‌of‌‌the‌‌week‌‌ 
● Be‌‌sure‌‌students‌‌understand‌  for‌‌the‌s‌ tudents‌‌to‌‌echo‌‌read‌‌as‌‌well.‌‌   ‌
procedures‌‌and‌‌instructions‌‌for‌‌   ● I‌‌will‌‌then‌‌move‌o ‌ n‌‌to‌‌model‌‌blending‌‌hop‌‌with‌‌letter‌‌cards.‌  ‌
the‌‌lesson.‌  ‌ ● I‌‌will‌‌say‌‌the‌‌first‌t‌ wo‌‌sounds‌‌separately,‌‌then‌‌together;‌‌then‌‌say‌‌the‌‌last‌‌sound‌‌and‌‌add‌‌it‌‌to‌‌the‌‌ 
● Establish‌‌clear‌‌expectations.‌  ‌ blended‌‌sounds.‌‌   ‌
● Model‌‌concept.‌  ‌ ● Repeat‌‌for‌‌‌lid,‌‌had‌‌‌(Student‌‌volunteers‌‌come‌‌up).‌‌    ‌
The‌‌groupings/instruction/lesson‌‌   ● Transition‌‌to‌‌the‌‌main‌‌lesson‌-‌ ‌‌Working‌‌on‌‌our‌‌phonological‌‌awareness/Alliteration;‌‌Isolating‌‌and‌‌ 
progression‌‌may‌‌look‌‌different‌‌in‌‌different‌‌  segmenting‌‌phonemes‌  ‌
parts‌‌of‌‌the‌‌lesson!‌  ‌
During:‌‌Lesson‌‌Progression‌  ‌ During:‌   ‌
In‌‌this‌‌portion‌‌of‌‌the‌‌lesson,‌‌you‌‌will‌‌  ● I‌w ‌ ill‌‌tell‌‌students‌‌that‌‌I‌‌will‌‌say‌‌sets‌‌of‌‌words.‌‌   ‌
be‌‌letting‌‌go‌‌and‌‌letting‌‌students‌‌  ● Students‌‌will‌‌give‌‌a‌‌“thumbs‌‌up”‌‌if‌‌the‌‌first‌‌sound‌‌in‌‌all‌‌the‌‌words‌‌is‌‌the‌‌same.‌  ‌
engage‌‌in‌‌productive‌‌struggle;‌‌  
5‌  ‌
September‌‌2021‌  ‌
 ‌
engaging‌‌in‌‌gradual‌‌release‌‌(“I‌‌do,‌‌   ○ Model:‌‌Listen:‌‌two‌‌tiny‌‌toads.‌‌‌Give‌‌me‌‌a‌‌thumbs‌‌up‌‌if‌‌you‌‌hear‌‌/t/‌‌at‌‌the‌‌beginning‌‌of‌‌all‌‌three‌‌ 
we‌‌do,‌‌you‌‌do”),‌‌inquiry,‌‌guided‌‌or‌‌  words.‌  ‌
independent‌‌practice,‌‌or‌‌other‌‌  ○ Students‌‌will‌‌give‌‌a‌‌thumbs‌‌up.‌‌   ‌
learning‌‌methods.‌‌Please‌‌write‌‌what‌‌  ○ We‌‌will‌‌repeat‌‌with‌‌the‌‌following‌‌sets:‌r‌ ed‌‌rooster,‌‌yellow‌‌lemon,‌‌large‌‌round‌‌rock,‌‌busy‌‌ 
you‌‌are‌‌looking‌‌for‌‌in‌‌terms‌‌of:‌  ‌ bike‌‌builder,‌‌seven‌‌super‌‌suns.‌‌    ‌
● Students’‌‌thinking‌‌and‌‌how‌‌   ● We‌‌will‌‌move‌‌on‌‌to‌‌sort‌‌picture‌‌cards‌‌by‌‌beginning‌‌sound‌‌using‌‌the‌‌pocket‌‌chart.‌  ‌
they‌‌will‌‌start‌‌the‌‌lesson.‌  ‌ ○ Picture‌‌Cards:‌b‌ ag,‌‌bat,‌‌boat,‌‌book,‌‌gate,‌‌goat,‌‌hat,‌‌hook,‌‌lock,‌‌log‌‌   ‌
● Provide‌‌appropriate‌‌support‌‌  ● For‌‌example‌‌I‌‌will‌‌say:‌‌The‌‌first‌‌card‌‌is‌‌a‌‌“book.”‌‌What‌‌is‌‌the‌‌beginning‌‌sound?‌‌   ‌
(not‌‌explaining‌‌how‌‌to‌‌do‌‌it).‌  ‌ ○ Students‌‌will‌‌say‌‌/b‌‌/.‌‌    ‌
● Provide‌‌worthwhile‌‌  ○ I‌‌will‌‌call‌‌on‌‌students‌‌to‌‌come‌‌up‌‌and‌‌grab‌‌a‌‌picture‌‌card‌‌that‌‌starts‌‌with‌‌the‌‌same‌‌initial‌‌sound.‌  ‌
extensions.‌  ‌ ○ I‌‌will‌‌also‌‌call‌‌on‌‌students‌‌to‌‌come‌‌up‌‌and‌‌grab‌‌a‌‌picture‌‌card‌‌that‌‌doesn’t‌‌start‌‌with‌‌the‌‌same‌‌  
● Provide‌‌opportunities‌‌for‌‌   initial‌‌sound‌‌and‌‌we‌‌will‌‌start‌‌a‌‌new‌‌category‌‌with‌‌that‌‌sound.‌  ‌
students‌‌to‌‌engage‌‌in‌‌using‌‌  ○ Once‌‌we‌‌complete‌‌the‌‌sort,‌‌we‌‌will‌‌move‌‌on‌‌to‌‌segment‌‌phonemes.‌   ‌ ‌
the‌‌academic‌‌language.‌  ‌ ● I‌‌will‌‌tell‌‌students‌‌that‌‌we‌‌will‌‌be‌‌breaking‌‌apart‌‌words‌‌into‌‌their‌‌individual‌‌sounds.‌‌   ‌
This‌‌is‌‌where‌‌you‌‌will‌‌be‌‌  ○ Model:‌‌Listen‌‌as‌‌I‌‌say‌‌the‌‌word:‌u ‌ p‌.‌‌I‌‌hear‌‌/u/‌‌at‌‌the‌‌beginning‌‌of‌‌up.‌‌Up.‌‌/u/‌‌/p/.‌‌The‌‌ 
suggesting‌‌or‌‌modeling‌‌specific‌‌   sounds‌‌in‌‌up‌‌are‌‌/u/‌‌and‌‌/p/.‌‌How‌‌many‌‌sounds‌‌do‌‌we‌‌hear‌‌in‌‌total?‌  ‌
strategies‌‌‌and‌‌helping‌‌students‌‌  ○ Students‌‌will‌‌say‌‌two.‌  ‌
choose‌‌which‌‌strategy‌‌makes‌‌sense‌‌   ○ Now‌‌you‌‌try‌‌it!‌‌Listen‌‌and‌‌say‌‌each‌‌sound‌‌that‌‌you‌‌hear‌‌in‌‌these‌‌words:‌‌    ‌
to‌‌them.‌‌However,‌‌you‌‌must‌‌make‌‌  ■ go‌‌(/g/‌‌/o/)‌  ‌
sure‌‌ideas‌‌come‌‌from‌‌students.‌‌   ‌ ■ hay‌‌(/h/‌‌/a/‌‌/y/)‌  ‌
■ us‌‌(/u/‌‌/s/)‌  ‌
■ kick‌‌(/k/‌‌/i/‌‌/k/)‌  ‌
■ hide‌‌(/h/‌‌/i/‌‌/d/)‌  ‌
■ team‌‌(/t/‌‌/e/‌‌/m/)‌  ‌
■ sock‌‌(/s/‌‌/o/‌‌/k/).‌‌    ‌
● We‌‌will‌‌move‌‌on‌‌to‌‌play‌‌I-Spy‌‌with‌‌our‌‌picture‌‌cards.‌  ‌
● I‌‌will‌‌have‌‌the‌‌cards‌‌hidden‌‌around‌‌our‌‌phonics‌‌area.‌  ‌
● I‌‌will‌‌say‌‌the‌‌sounds‌‌in‌‌the‌‌word,‌‌and‌‌then‌‌call‌‌on‌‌a‌‌student‌‌volunteer‌‌to‌‌come‌‌up‌‌and‌‌grab‌‌the‌‌card‌‌ 
whilst‌‌telling‌‌me‌‌what‌‌the‌‌word‌‌is‌‌put‌‌together‌  ‌
● We‌‌will‌‌repeat‌‌this‌‌process‌‌until‌‌all‌‌the‌‌cards‌‌have‌‌been‌‌spotted.‌  ‌
● As‌‌we‌‌find‌‌the‌‌cards,‌‌I‌‌will‌‌write‌‌the‌‌word‌‌on‌‌the‌‌board‌‌for‌‌students‌‌to‌‌see.‌‌   ‌
○ We‌‌will‌‌move‌‌on‌‌to‌‌wrap‌‌up‌‌the‌‌lesson‌‌by‌‌doing‌‌our‌‌blend‌‌and‌‌read‌‌2.7‌‌from‌‌the‌‌curriculum.‌‌   ‌
 ‌

6‌  ‌
September‌‌2021‌  ‌
 ‌
Closing:‌‌Wrap-Up‌‌and‌‌Extension‌  ‌ Closing:‌  ‌
End‌‌the‌‌lesson‌‌with‌‌a‌‌final‌‌review‌‌of‌‌   ● To‌c‌ lose‌‌up‌‌and‌‌review‌‌I‌‌will‌‌project‌‌Display‌‌and‌‌Engage:‌‌Blend‌‌and‌‌Read‌‌2.7‌‌(see‌‌materials‌‌box).‌‌   ‌
key‌‌ideas‌‌and‌‌knowledge.‌‌This‌‌is‌‌  ○ Line‌‌1:‌‌Students‌‌will‌‌read‌‌the‌‌line.‌‌    ‌
where‌‌you‌‌have‌‌students‌‌talk‌‌about‌‌   ○ I‌‌will‌‌ask:‌W ‌ hich‌‌words‌‌have‌‌the‌‌same‌‌vowel‌‌sounds?‌‌How‌‌are‌‌those‌‌words‌‌different?‌  ‌
their‌‌thinking‌‌and‌‌share‌‌strategies‌‌  ○ Student‌‌volunteers‌‌will‌‌share‌‌out.‌  ‌
with‌‌the‌‌whole‌‌class.‌‌It’s‌‌important‌‌  ○ Students‌‌will‌‌reread‌‌the‌‌line‌‌chorally.‌  ‌
to‌‌name‌‌strategies‌‌and‌‌use‌‌academic‌‌   ● Line‌2‌ :‌‌Students‌‌will‌‌read‌‌the‌‌line.‌‌
   ‌
vocabulary‌‌here,‌‌extending‌‌the‌‌   ○ Student‌‌volunteers‌‌will‌‌then‌‌reread‌‌selected‌‌words‌‌until‌‌they‌‌can‌‌identify‌‌them‌‌quickly.‌‌  
lesson‌‌to‌‌broader‌‌ideas.‌  ‌ ■ I‌w ‌ ill‌‌use‌‌the‌‌pointer‌‌stick‌‌to‌‌point‌‌out‌‌the‌‌selected‌‌words‌‌and‌‌students‌‌will‌‌read‌‌them.‌‌
   ‌
● Promote‌‌a‌‌community‌‌of‌‌  ● Line‌‌3:‌‌Students‌‌will‌‌read‌‌line‌‌3‌‌chorally.‌‌    ‌
learners.‌  ‌ ○ (These‌‌words‌a‌ re‌‌review‌‌for‌‌them).‌  ‌
● Listen‌‌actively‌‌and‌‌probe‌‌   ● Line‌‌4:‌‌(Challenge)‌‌Students‌‌will‌‌try‌‌to‌‌read‌‌the‌‌words‌‌in‌‌line‌‌4.‌‌Certain‌‌advanced‌‌students‌‌should‌‌have‌‌ 
thinking‌‌without‌‌evaluating‌‌  no‌‌trouble.‌‌   ‌
or‌‌telling‌‌them‌‌how‌‌you‌‌  ○ Student‌‌volunteers‌‌will‌‌then‌‌tell‌‌how‌‌the‌‌words‌‌in‌‌columns‌‌2‌‌and‌‌4‌‌differ‌‌from‌‌the‌‌words‌‌in‌‌  
would‌‌do‌‌it.‌  ‌ columns‌‌1‌‌and‌3‌ .‌ 
Summarize‌‌main‌‌ideas‌‌and‌‌identify‌‌   ○ Student‌‌volunteers‌‌will‌‌demonstrate‌‌how‌‌they‌‌blended‌‌the‌‌words‌‌with‌‌four‌‌letters.‌  ‌
future‌‌problems‌‌that‌‌they‌‌would‌‌be‌‌   ● Lines‌‌5-6:‌‌Students‌‌will‌c‌ horally‌‌read‌‌lines‌‌5-6.‌  ‌
able‌‌to‌‌solve‌‌using‌‌the‌‌thinking‌‌you‌‌  ○ I‌‌will‌‌point‌‌out‌‌the‌‌word‌p ‌ ot‌‌‌from‌‌line‌‌5‌‌and‌‌call‌‌on‌‌a‌‌student‌‌to‌‌blend‌‌the‌‌word.‌  ‌
have‌‌discussed.‌‌Provide‌‌a‌‌brief‌‌  ○ I‌‌will‌‌point‌‌out‌‌the‌‌word‌n ‌ aps‌‌‌from‌‌line‌‌6‌‌and‌‌call‌‌on‌‌a‌‌student‌‌to‌‌blend‌‌the‌‌word.‌  ‌
preview‌‌of‌‌what‌‌the‌‌next‌‌lesson‌‌will‌‌   ○ I‌‌will‌‌point‌‌out‌‌the‌‌word‌h ‌ at‌‌‌from‌‌line‌‌6‌‌and‌‌call‌‌on‌‌a‌‌student‌‌to‌‌blend‌‌the‌‌word.‌  ‌
include.‌  ‌ ● Wrap‌‌up.‌  ‌
Curricular‌‌and‌‌Instructional‌‌  Resources‌‌and‌‌Materials:‌ 
Resources‌‌or‌‌Materials‌  ‌  ‌
-‌‌List‌‌and‌‌provide‌‌a‌‌brief‌‌rationale‌‌  ● RUSD‌‌Curriculum‌:‌‌HMH‌‌Into‌‌Reading:‌‌Teacher’s‌‌Guide‌‌Volume‌‌1‌‌Modules‌‌1-3‌‌pg.‌‌288-289‌  ‌
for‌‌all‌‌necessary‌‌lesson‌‌resources‌‌and‌‌   ● Video‌:‌‌https://www.youtube.com/watch?v=tkYDoNKit6o‌  ‌
materials.‌‌If‌‌not‌‌original,‌‌cite‌‌the‌‌
  ● Letter‌C‌ ards:‌‌‌a,‌‌d,‌‌h,‌‌i,‌‌o,‌‌p ‌ ‌
source.‌  ‌ ● Word‌‌Cards:‌d‌ o,‌‌got,‌‌had,‌‌has,‌‌him,‌‌his,‌‌live,‌‌not,‌‌of,‌‌our,‌‌wants,‌‌what,‌‌with,‌‌your‌  ‌
-‌‌Attach/link‌‌a‌‌copy‌‌of‌‌all‌‌materials‌‌   ● Picture‌‌Cards:‌‌‌bag,‌‌bat,‌‌boat,‌‌book,‌‌gate,‌‌goat,‌‌hat,‌‌hook,‌‌lock,‌‌log‌  ‌
the‌‌teacher‌‌and‌‌students‌‌will‌‌use‌‌   ● Blend‌‌and‌‌Read‌2‌ .7‌‌‌(Online‌‌HMH‌‌-‌‌see‌‌photo‌‌below):‌  ‌
during‌‌the‌‌lesson;‌‌e.g.,‌‌handouts,‌‌  
questions‌‌to‌‌answer,‌‌slides,‌‌  
worksheets,‌‌and‌‌so‌‌on.‌  ‌

7‌  ‌
September‌‌2021‌  ‌
 ‌

 ‌
Supplies,‌‌Equipment‌‌and‌‌   Equipment‌‌and‌‌Technology:‌  ‌
Technology‌‌   ‌ ● Projector‌  ‌
-‌‌List‌‌all‌‌other‌‌supplies‌‌that‌‌need‌‌to‌‌
  ● Whiteboard‌  ‌
be‌‌available.‌  ● Pocket‌‌Chart‌‌on‌‌Wheels‌‌
   ‌
● HMH‌‌online‌‌curriculum‌‌(I‌‌do‌‌not‌‌have‌‌access).‌  ‌
 ‌

8‌  ‌
September‌‌2021‌  ‌