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Grade: Kinder/1st
Instructor: Summer Wineteer (Miss Wineteer)
Small Group Lesson (5 students)
Name of the Lesson:
Systematic Instruction in Phonological Awareness, Phonics, and Sight Words (SIPPS) Lesson 18- Blending, Segmenting, and High Frequency Words.
Prior Knowledge:
Students have been working on blending and phonemic awareness through phonics games, reading sight words before coming into the classroom,
rhyming words with one another, and learning different diagraphs. The assigned SIPPS groups have worked together before, so students are aware of
the general process and enjoy working with the program.
Goals/Objectives:
Students will work on blending and sequencing letters to form words.
Students can retell what they have read.
Students can match and read sight words.
Common Core Standards:
CCSS.ELA-LITERACY.RF.1.2.C- Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
CCSS.ELA-LITERACY.RF.1.2.B - Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
CCSS.ELA-LITERACY.SL.1.1.A - Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the
topics and texts under discussion).
CCSS.ELA-LITERACY.RL.1.7 - Use illustrations and details in a story to describe its characters, setting, or events.
CCSS.ELA-LITERACY.RF.1.2.D - Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).
Materials:
SIPPS handouts including: list of words to blend, blending worksheets with spaces for the sounds, high frequency word cards, 1 mini book for each
student, 1 story printout for each student, paper for student writing, Halloween finger for tracking.
Adaptations & Accommodations:
SIPPS groups have been chosen using an assessment to differentiate the groups so that each group is at a similar level. The groups read different
stories and use different words for their practice in blending. Most of my small group consists of English language learners, and one student has
speech problems. I chose a lesson that will enable all students to succeed.
Procedure:
Steps of the lesson: learning activities
Supervisor Observations
reactions/responses
Two parts:
if say sounds, say blend
an say sounds, say blend
am say sounds, say blend
at say sounds, say blend
it say sounds, say blend
in say sounds, say blend
if
an
am
at
it
in
Segmenting:
We are going to segment words now. I
am going to tell you the word, and I want
you to repeat the word, and then sound
out the word for me.
Students will say:
Say _______, sound _______
fit
ant
ran
sit
fan
rat
Say under
Can we spell under?
Under
u-n-d-e-r
Closure:
Students will read their mini book by
themselves in their head or in a whisper
voice.
Independent Practice: