Group 5

(Hazelann, Leo, Ivan)

Lesson Plan for: 02/20/2024 Your name: Lexi Schmidt

Title of Lesson:Title 1 Reading

Lesson Objectives/Learning Goals:

Kilpatrick/Warm Up Drills(Auditory Learners)
- Delete 2nd sound in blend
- Delete 1st sound in a word, but split initial blend in order to delete the 1st sound
- Substitute medial vowel

Phonics Chip Kit(Visual and Kinesthetic Learners)

- Initial and Final Digraphs (th/wh) 4.3
- Consonant Digraphs

Book/Discussion
- (RI.2.1) (DOK 1,2) Ask and answer cush questions as who, what, where, when, why, and how to
demonstrate understanding of key details in a text.
- (RI.2.2) (DOK 2) Identify the main topic of a multiparagraph text as well as the docs of specific
paragraphs within the text.
- (RI.2.3) (DOK 2) Describe the connection between a series of historical events, scientific ideas
or concepts, or steps in technical procedures in a text

Materials Required:
- Journal
- Chip Kit
- Whiteboard
- Markers
- Kilpatrick Warm ups
- Pencil
 Time Required: 20 minutes

Transition Plans:
- Get groups basket and chip kit materials ready prior to their lesson.
- Allow the group to tell me about their day or anything else settling into their seats
- Begin the lesson by starting with the Kilpatrick warm up drills.

Procedures:
Warm up:
1. Begin the lesson by doing the Kilpatrick warmups. This group has three sheets of warm ups
reciting two words for each page.

Transition:“ Awesome job! Time to get started on our chip kit

Phonics Chip Kit: Skill 4.3 Initial and Final Digraphs (th/wh)
- Hand out chip kit mats with the correct chips for lesson 4.3
- “ Ok, 2nd graders set up your chips at the top of your mat to show me you are ready.”
- “Today we are continuing to practice focusing the initial and final consonant digraph th and wh
patterns. Now remember we have already worked with the th sound so today we will be starting
with the wh sound. Words that follow this pattern have 1 sound before or after the vowel thats
spelled with 2 letters”
- Have students stretch out words given, build it on their mats and answer any follow up questions
I may give.
- Throughout the lesson I may ask the students questions like:
- Is there a /wh/ sound before or after the vowel sound?
- Does it follow the digraph wh pattern
- What is the digraph wh pattern?
Transition: “Let's keep working on our book, we have been reading all about silkworms and yesterday
we stopped on page 6 so flip to page 6 please.”
Book/Discussion: Continue reading Silkworms on pg.6
1. Stop on pg.6 discuss the word “pale”. “ Raise your hand if you know what the word pale means
in that sentence ______ just read? Student Answer Pale is referring to the brightness of a color.
Student will continue reading the page.
2. Stop on pg. 7 to discuss the measurements in parentheses. We have discussed this once
already so I will be checking if the students remember why there is a second measurement.
“Okay before the next person reads I want you to take a look at the measurements we see in
parentheses. We had talked about why books have this. Does anyone remember why? Student
Answer. I will give specific feedback based on what the students remember
3. After reading pg.8 I will ask students to retell me what steps of the Silkworm life cycle we just
read about. “ Now after reading more about the life cycle of silk worms can anyone let go over
what each step does and how long it takes. Raise your hand to start us off on the first part of the
cycle.”
4. Give specific feedback on what students have told me.” Awesome work today on recalling the
different steps in their cycle. Please hand back your book and you can head back to class I will
see you tomorrow!
 Group 6
(Vienne, Harper, Ashton)

Lesson Plan for: 02/20/2024 Your name:Lexi Schmidt

Title of Lesson:Reading Intervention

Lesson Objectives/Learning Goals:

Kilpatrick Warm up Drills (Auditory Learners)
- Delete the 2nd sound in an initial blend
- Delete 1st syllable from 3 syllable word
- Delete 1 syllable from a 2 syllable word (no compound)
Phonics Chip Kit (Visual and Kinesthetic Learners)
- CVCe Long a Skill 5.1
- Long Vowel Silent e

Book/Discussion
- (RL.1.1) (DOK 1,2) Ask and answer questions about key details in a text
- ( RL.1.2) (DOK 1, 2) Retell stories, including key details, and demonstrate understanding of their
central message or lesson.
- (RL.1.3) (DOK 1) Describe characters, settings, and major events in a story, using key details.

Materials Required:
- Journal
- Kilpatrick Warm ups
- Pencil
- Pigs New House
 Time Required: 20 Minutes

Transition Plans:
- Get Ashton, Harper and Viennes basket at the big table prior to picking her up.
- These students will be sent from their rooms to my room for their time.
- Allow them to tell me one thing about their day or anything else while they are settling into their
seats.
- Begin the lesson by starting with the Kilpatrick warm up drills.
Procedures:
Warm ups:
1. Begin the lesson by doing the Kilpatrick warmups. This group has three sheets of warm ups
reciting two words on each page for each student.

Transition: “Great job! Let's get into our chip kits.”

Phonics Chip Kit:CVCe Long a Skill 5.1

1. Hand out the chip kit mat with the correct chips for lesson 5.1
2. “Okay first graders, set up your chips at the top of your mat to let me know you are ready to
continue.”
3. Today we are focusing on the first long vowel pattern, which is the long vowel “a” silent -e
pattern. Words that follow this pattern are pronounced with the long “a” sound /a/
4. “Remember blue chips are consonant sounds, orange chips represent consonant digraph
sounds, red chips represent short vowel sounds and green chips represent long vowel sounds.
5. Have students stretch out each word that is given and build them on the mat.
6. Throughout the lesson ask students the following:
a. Is there a vowel sound?
b. Is it long or short?
c. Is the vowel sound followed by 1 consonant sound?

Transition: “Great job on building all of those words! Please put all of your chips in the middle of your mat
and hand it to me.Once you hand me your mat I will give you the new book we will be starting today.”

Book/Discussion: Begin reading Pig’s New House

1. Introduce book to students
2. “Okay readers, let’s open up our books and start reading on page 2.
3. After reading pg 2 ask students “Why do you think pig didn’t like his house?” Give Feedback
4. After reading pg.3 ask students “Why do you think he likes this new spot by the pond?” Give
Feedback
5. After reading pg. 4 ask students “What do you notice?” Give Feedback
6. After reading pg5. ask students “What do you notice now?” Give Feedback
7. “Lovely Job my friends, we will continue reading this book more on Wednesday. Please hand
back your books., and listen for your job in the line. I will see you tomorrow, have a great day!