UNIT FIVE: WEEK FIVE: February 26- March 1, 2024

Lesson Plan 4 of 4
Class: Standard 2
No of Students: 24 Theme: My Country: The Environment of T & T – Land
Exceptionalities: One child has symptoms of ADHD, not diagnosed
Tiers: Students will be tiered into three levels according to their reading, writing and
comprehension abilities.
Subject: English Language Arts- Reading
Duration: 25 to 30 minutes Topic: Phonics Blends
Context/Big Idea(s): CONSIDERATION
Teaching phonics blends, like "wh," is essential to improving the  H.F.L.E.:
literacy skills of young readers. It helps them decode words correctly Effective
and read more fluently. Knowing "wh" broadens their vocabulary and Communication
makes it easier for them to understand a variety of texts. Being Critical Thinking
proficient in phonics blends gives students the confidence and Literacy
competence they need to succeed in school.  Reading
Prior Knowledge: ❒ Writing
Students have knowledge of:  Oral
 Words with blends from stories Communication
 How the word is pronounced from family members or videos ❒ Literary
Ministry of Education Expectations: Appreciation
 5.1.1 Apply appropriate phonic skills and strategies in reading ❒ Media &
 5.2.8 Associate diphthongs with their respective sounds Information
including “u, au and aw;” phonograms -ough, -tion/-sion, in the Literacy
final position with their respective sounds /off/ and /shun/and Numeracy
silent consonant digraphs in the initial position (e.g. 'gn-, wh-, ❒ Problem Solving
wr- and kn-')  Critical thinking
 Communication
Outcomes:
 Representation
At the end of this learning experience, students will:
❒ Reasoning
All tiers:
❒ ICT Skills
 Given a word or words from the set induction, students will
 Differentiated
express the blend ‘wh’
Instruction
Tier 1:
 Assessment
 Given a short passage, students will identify words entailing the Pre-Assessment
blend ‘wh’ with little assistance from teacher Summative
 Given a storybook, students will demonstrate proper Assessment
pronunciation of words with the blend ‘wh’ with little
assistance from teacher
Tier 2:
 Given a simplified short passage, students will identify words
entailing the blend ‘wh’ with assistance from Tier 1s and
teacher
 Given a simplified storybook, students will demonstrate proper
pronunciation of words with the blend ‘wh’ with assistance
from Tier 1s and teacher
Tier 3:
 Given 2-3 sentences, student will identify words entailing the
blend ‘wh’ verbally with assistance from the teacher
 Given a very short simple storybook, student will demonstrate
proper pronunciation of words with the blend ‘wh’ with aid
from teacher and peers
Essential Questions:
 Can you identify the words with the blend ‘wh’?
Introduction/Set Induction:
Reading Practice: The teacher would provide students with short passages (Tier 1 and
simplified short passages for Tier 2) and sentences (Tier 3) containing words with the "wh"
blend. Teacher would have students take turns reading aloud, emphasizing the pronunciation of
the blend and its usage in context.
Resources:
Whiteboard makers Whiteboard pencils storybooks for all tiers crosswords
Colour by number picture word searches
Teacher Activities Student Activities
Teaching Point 1 All students will observe what is being done,
1. The teacher would have words written ask questions when needed (V.C.C.E.)
on the board from the reading passages Students will engage in discussion about the
and engage students in discussion words with the blend ‘wh’
about the blend ‘wh’
Teaching Point 2 Tier 1 students would identify words in short
1) The teacher would hand Tier 1 students’ passages entailing the blend ‘wh’ and can
short passage for students to identify request assistance from the teacher if needed
words in sentences entailing the blend Tier 2 students would identify words in
‘wh’ simplified short passages entailing the blend
2) The teacher would hand Tier 2 students ‘wh’ and can request assistance from the
simplified short passage for students to teacher and Tier 1s if needed
identify words in sentences entailing the Tier 3 student would identify words in 2-3
blend ‘wh’ sentences entailing the blend ‘wh’ and can
3) The teacher would have 2-3 written request assistance from teacher and/or peers if
sentences for Tier 3 student to identify needed
words entailing the blend ‘wh’ verbally
with assistance from the teacher
Teaching Point 3 Tier 1 students, upon receiving the storybook,
1) The teacher would give Tier 1 students read the story and practice reading
a storybook to demonstrate proper demonstrating the proper pronunciation of the
pronunciation of words with the blend words, especially the words with the blend
‘wh’ ‘wh’ and they can request teacher’s assistance
2) The teacher would give Tier 2 students Tier 2 students, upon receiving the simplified
a simplified storybook to demonstrate storybook, read the story and practice reading
proper pronunciation of words with the demonstrating the proper pronunciation of the
blend ‘wh’ words, especially the words with the blend
3) Teacher would give Tier 3 student a ‘wh’ and they can request assistance from Tier
very short simple storybook for student 1s and teacher
 to demonstrate proper pronunciation of Tier 3 student would attempt to read the very
words with the blend ‘wh’ short and simple storybook and practice
reading demonstrating the proper
pronunciation of the words, especially the
words with the blend ‘wh’ and they can
request assistance from peers and teacher
Accommodations:
Accommodations that specific students may need to access learning are as follows:
Presentation Accommodations
 Explicit and concise instructions
 Visual representations of content
Response Accommodations
 Increase or decrease wait time as needed
 Tier 2s have the option to request help either from teacher or peers
 Tier 3 has the option to answer verbally
Timing/Scheduling Accommodations
 Tier 1s would have crosswords with are slightly more challenging than word searches
 Tier 2s would have word searches with a twist to not make it too easy
 Tier 3 would have a colour by number picture to colour and identify the
Setting Accommodations
 Adequate furniture provided for space and usage.
 Clean and well-lit area
 Inclusive and welcoming atmosphere
Management Strategies:
To manage time and disruptive behaviour, the following strategies will be used:
 Positive Reinforcement- Students will be consistently praised for their correct responses
and appropriate behaviours.
 Teacher Helper- Tier 3 students will assist the teacher
Extended Practice: Content will be extended into future lessons.
Closure: A verbal recap would be done where students would state one (1) thing they
remember from class
Assessment: Word Search or Crossword Puzzle: Teacher would create word searches for Tier
2 students containing words with the "wh" blend but instruct them that they have to write the
words as they find it and inform students of how many words are in the word search. Tier 1
students would get a crossword puzzle to complete containing words with the "wh" blend. Tier
3 student would get a colour by number picture to colour and uncover the picture of something
that has the blend ‘wh’ in the word. Teacher would ask Tier 3 to identify the unmasked picture.
Reflection:__________________________________________________________________
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Lesson Plan Key

Integrated Subjects – Red Questions – Green
Formative Assessments – Orange Activities/Strategies – Blue