Saint Mary-of-the-Woods College

Education Department
Lesson 1
Teacher Candidate _____________________Paige Arehart______________________
Name of Lesson _____________________Color By Words___________________
Subject ___________English/Language Arts___

Grade ____First

________

Rationale for lesson:

To improve student ability for matching and comprehension of words that are said to words in
text.
Learning outcomes:
Students will be able to match words heard/ oral words with those found in printed text.
Assessment of student outcomes:
Students will be given a worksheet and will be directed by teacher, orally, to color the word said
by the teacher a specific color on a worksheet/ list of words. i.e Color the word we blue, color
the word said pink. Students will correctly identify 85% of words.
Related Foundations/Indiana Academic Standard:
EL.1.1.1 2006 Concepts about Print: Match oral words to printed words.
Materials Needed:
Crayons
Worksheet/list of words
Lesson/Activity Presentation:
Anticipatory set:
Good morning, Class. Today we are going to be using our listening skills and our coloring skills
at the same time. We read a story yesterday together from our Language books, today we are
going to be identifying some of those words that were in the book to words on a worksheet with
coloring, so everyone please clear your desks and get out your crayons.
Teaching procedures:
Students will each be given a worksheet with twenty words on it that are from a familiar text
from a previous reading that was done in class. Each student will be directed to take out crayons
in twenty differ colors as well. Students will then be directed to the top of their worksheet for an
example with the teacher. Students will be directed to take out a blue crayon, then the student
will be told to color the word we blue. Each student will need to find the word we on their
paper and color it blue. The teacher will then hold up an already made example of the word we
colored blue to show students. Students will then be instructed on each of the rest of the nineteen
words to be colored a different color. Upon completion of this exercise each student will then
turn in their work for a completion and accuracy grade.

Guided & independent practice:

Student is engaged in guided practice while engaged in activity with teacher. Student may
participate in independent practice by practicing this exercise at home with a parent easily by
sending home another list and a set of the same instructions.
Closure:
Class, I know this may have been though for some of you, but you all did a great job. I think
that this was very fun and I hope that you all did too.
Differentiated instruction:
Students who are working at a faster pace could be required to have a higher accuracy rate such a
as 90% or higher while students who are not as successful could be allowed to receive an 80% or
a shorter list or teacher aid during the lesson.
Reflection on lesson:

Saint Mary-of-the-Woods College

Education Department
Lesson 2
Teacher Candidate _____________________Paige Arehart______________________
Name of Lesson _____________________Super Sight Words___________________
Subject ___________English/Language Arts___

Grade ____First

________

Rationale for lesson:

To improve student recognition and comfort with sight words.
Learning outcomes:
Student will be able to easily recognize sight words, write sight words, and identify letters within
the words.
Assessment of student outcomes:
Student will identify 15 out of 20 sight words on flash cards provided correctly. As well as
identify specific letters within the words when prompted.
Related Foundations/Indiana Academic Standard:

EL.1.1.11 2006 -Read common sight words (words that are often seen and heard)
Materials Needed:
20-30 flash cards with sight words printed on them
Checklist of words (for teacher assessment)
Lesson/Activity Presentation:
Anticipatory set:
Good morning, Class. Today we are going to continue to practice some of your sight words. We
are going to do two things today to work on your words: read the words and say the sounds the
letters in the words make. Each of you will work one on one with me to perform this lesson and
we will work on anything you find challenging, so make sure if you are having any trouble that
you let me know.
Teaching procedures:
Student will be given twenty flashcards with common one-syllable sight words on them. Student
will identify the sight word, and given help if needed. Student will be encouraged to sound out
words using letter sounds before teacher provides student with word. Student will also say the
sound that each letter in the word makes after reading the word.
Guided & independent practice:

Student is engaged in guided practice while engaged in activity with teacher. Student may
participate in independent practice by using the flashcards at home or even recess time to
practice the words as well as write different words than previously.
Closure:
You did a wonderful job today, (insert student name). Thank you for working with me. It is very
important that you know these words for both reading and writing so keep working hard.
Differentiated instruction:
Students who are working at a faster pace could be given more flash cards, i.e. thirty instead of
twenty, as well as having to write more words. Students who are below level could be given less
flashcards and asked to trace and say the letters while they trace instead of writing the words out.
Reflection on lesson:

Saint Mary-of-the-Woods College

Education Department
Lesson 3
Teacher Candidate _____________________Paige Arehart______________________
Name of Lesson _____________________ate, late, mate___________________
Subject ___________English/Language Arts___

Grade ____First

________

Rationale for lesson:

Student will learn how to apply common word patterns to both known and unknown words.
Learning outcomes:
Students will learn and apply common word patterns to words. i.e. gate, late, and kite (-ite, -ate)
Assessment of student outcomes:
Homework: Worksheet where students must create/think of and record words using 2 common
word patterns. Students must create a minimum of 20 words total.
Related Foundations/Indiana Academic Standard:
EL.1.1.14 2006 -Read common word patterns (-ite, -ate).
Example: Read words, such as gate, late, and kite.
Materials Needed:
Worksheet for students
Pencil
Chalkboard
Chalk
Lesson/Activity Presentation:
Anticipatory set:
Good morning, Class. Today we are going to be using word patterns like-ite and ate. Now this
may seem a bit scary or intimidating at first but we use lots of words that have these
combinations every day in words like mate, kite, gate, late, site. All of these are examples of
applying word patterns to words.
Teaching procedures:
Students will be directed on how common word patterns appear in everyday life and how
knowing the pattern can help them learn the word. If the student knows how to say the
combination ite or ate they can pair them with starting sounds and create all kinds of words.
Students will then be prompted to create examples.
This can be done with questions or examples like:
I know that mate, late, and gate all use the common word pattern ate. What can you
think of?

Writing words on the board and having students underlining the common word patterns
and circling the beginning sound.
Students will then be directed to for a homework assignment to write a list on their worksheet of
20 words using ite and ate as the common word patterns for the words they create. The
homework will be sent home and must be returned the next day to be taken for a completion
grade as well as to be examined for accuracy and content.
Guided & independent practice:
Student is engaged in guided practice while engaged in activity with teacher. Student is engaged
in independent practice when they are completing the assignment as home.
Closure:
Class, we encounter common word patterns every day and you may not even know it. Think
about other word patterns that are in words that sound the same but only have one or two letters
difference. Please make sure that you finish your homework and bring it back tomorrow with at
least 20 words on it.
Differentiated instruction:
Students who are working at a faster pace could be required to complete more words, or words
form more common word patterns. Students working at a lower level could be asked to complete
fewer words, such as 15.
Reflection on lesson:

Saint Mary-of-the-Woods College

Education Department
Lesson 4
Teacher Candidate _____________________Paige Arehart______________________
Name of Lesson _____________________Popcorn Fun__________________
Subject ___________English/Language Arts___

Grade ____First

________

Rationale for lesson:

Student need to be able to read smoothly and easily, particularly within familiar text.
Learning outcomes:
Students will practice reading aloud smoothly and easily from a familiar text.
Assessment of student outcomes:
Students will be audibly monitored by teacher while reading from a familiar text in class using a
checklist that includes: fluency, cadence, tempo, and comfort and make no more than 4 mistakes.
Related Foundations/Indiana Academic Standard:
EL.1.1.15 2006 -Read aloud smoothly and easily in familiar text.
Materials Needed:
Text that is familiar to student
Record sheet with each students name as well as boxes for fluency, cadence, tempo,
comfort, and mistakes box
Lesson/Activity Presentation:
Anticipatory set:
Good morning, Class. Today each of you are going to read from the story that we read in class
yesterday. Each of you is going to popcorn read, so after you have read at least one paragraph or
as many as four you can say popcorn and chose another student. The only rule is that you must
read a minimum of one paragraph and also that you have to pick someone to read that has not
read previously. Lets begin on page 15.
Teaching procedures:
Students will be directed to a specific text that was read at least once, if not more, the previous
day(s) to begin reading. Each student will then begin popcorn reading the story, each of them
reading at least one paragraph but no more than four. Each student will subsequently then pick
another student who has not yet gone. Each student will read parts of the familiar text until all
students have gone and if there is anything left the teacher will complete the text. While students
are reading teacher will assess each of them on fluency, cadence, tempo, comfort with reading,
and mistakes made while reading.
Guided & independent practice:

Student is engaged in guided practice while engaged in activity with teacher. Student can engage
in independent practice by reading a text more than once at home or in a classroom setting
without guidance from teacher.
Closure:
Class, thank you all for being so quiet and attentive while each of your peers read today, as well
as all of you trying so hard while you read different parts of the story. We will continue doing
popcorn reads from time to time.
Differentiated instruction:
Students who are working at a faster pace could be required to complete more words, or words
form more common word patterns. Students working at a lower level could be asked to complete
fewer words, such as 15.
Reflection on lesson:

Saint Mary-of-the-Woods College

Education Department
Lesson 5
Teacher Candidate _____________________Paige Arehart______________________
Name of Lesson _____________________Decoding and Reciting__________________
Subject ___________English/Language Arts___

Grade ____First

________

Rationale for lesson:

Students will gain the ability to generate sounds from letters and a variety of letter patterns.
Learning outcomes:
Students will be able to recite letter sounds for all the letters of the alphabet as well as the
different sounds that vowels can make.
Assessment of student outcomes:
Students will recite the different sounds of letters within the alphabet as well as the different
sounds for vowels in a one on one quiz with teacher; each student will correctly identify at least
22 sounds.
Related Foundations/Indiana Academic Standard:
EL.1.1.10 2006- Decoding and Word Recognition:
Generate the sounds from all the letters and from a variety of letter patterns, including
consonant blends and long- and short-vowel patterns (a, e, i, o, u), and blend those
sounds into recognizable words.
Materials Needed:
Letter identification checklist (for teacher use)
List of letters
Chalkboard
Chalk
Lesson/Activity Presentation:
Anticipatory set:
Good morning, Class. Today we are going to be continuing our practice of the sounds that
letters make as well as the different sounds that vowels can make depending on if they are long
or short. Lets begin.
Teaching procedures:
Students will be prompted to raise their hands and say the sound that one to two letters makes.
Each of these letters will then be written on the board so that the other students know what letters
have already been said. Students will then be given a short review of how vowels can be either
long or short.

Ask prompting questions like:

When is a vowel long and when is a vowel short?
What makes a letter combination that can change how two or more letters sound
together?
When there is an e on the end of a word, what sound does the vowel make?
Students will then be quizzed individually on each of the 26 letters in the alphabets sounds as
well as the long and short vowel sounds. Each student will correctly complete 22 sounds from
the alphabet letters and vowels.
Guided & independent practice:
Student is engaged in guided practice while engaged in activity and examples with teacher.
Student can engage in independent practice by reciting and practicing the sounds of letters at
home with a parent.
Closure:
Class, each of you did a great job today. I know that it can be confusing sometimes with letter
sounds; particularly vowel sounds so please do not get discouraged.
Reflection on lesson: