Name: Date: Name(s): Lesson Grade/Subject:

Sam Steel 1st, DSA and play

School Site: N/A Lesson Topic: Est. Days for lesson/unit:

1
Subjects addressed* 1)Phonemic awareness 2)Speaking and Listening 3)

1 2) 3)

Literacy Standards 1) CCSS.ELA-LITERACY.RF.1.2 2)CCSS.ELA-LITERACY.SL.1.3 3)

Addressed: Demonstrate understanding of Ask and answer questions about
spoken words, syllables, and sounds what a speaker says in order to
(phonemes). gather additional information or
clarify something that is not
understood.
Other Standards 1) 2) 3)
Addressed:
If you used pre- 1) 2) 3)
existing lesson/unit
plans, add links here:
(so others can view)
If you taught or plan to 1) How book was read/ how 2) Make necessary
teach this lesson in a activity was run would accommodations for
real classroom – depend on behaviors on students based on
discuss it here. classroom. needs.

· List Lesson Goals

1. Lesson Goal 1: The student will be able to correctly sort a word sort of ch and tr words with
75-80% accuracy. Using a game that focuses on ch and tr words, the student will be able to play against
the teacher until one person wins. The student will be able to write the words they have sorted and
played the game with down into the correct categories with 85-90% accuracy.

· List Materials and Technology Resources needed for the Lesson:

● Word study sheet ch and tr feature (also used for game board cards)- Make in folder
● Game board
● Game pieces
● Paper
● Pencil

A. STARTING THE LESSON

· Review previous (days) lesson/assess previous learning:

● N/A
· Describe -Setting the stage for learning:
 ● Students will come to back table to work one on one with the teacher. The other
students in the class will be working in centers.

· Warm-up Activity:
● The teacher will ask the student if they remember doing the spelling assessment with
the teacher last week.
● The teacher will explain that the sort and game are based on what they learned about
them as a speller.

B. Teaching THE LESSON

Lesson Activities:
● The teacher will have a a ch- tr- word sort. It will be precut.
● The teacher will model the word sort for the students. The teacher will model 3 words
for each feature.
● The teacher will ask the student to complete the word sort. If any mistakes are made
the teacher will try and have the student find the mistakes first, then guide them if
needed.
● The teacher will have the student read all the words that belong to a feature from the
sort.
● The teacher will then explain to the student that they will play a game. The first person
to the end wins.
● Game rules: Both player have a game piece, start at go. When it is a player's turn they
will pick up a word from the pile of words. All the cards will be face down in the pile. The
players must say the word and feature aloud before moving their game piece.The player
will move to the next space that has the words feature on the game board. First player
to reach the end wins.
● Play game with student.
● After game, put board away but keep out word cards.
● Give student paper and pencil for the writing sort.
● Explain to the student that they will be sorting like before, just writing the words down
this time. This sort is blind.
● Have the student complete the blind writing sort. If any mistakes guide the student to
the correct answer,
● If extra time, play game again.

C. LESSON CLOSURE
● Talk to student about the feature they practiced.
● Ask the student to think of one example of each feature that was not on the work study cards.
● Thank the student for helping you with all of their work. Let the student know they did a great
job.
Lesson Assessments:
● Teacher will be able to use the data to determine what phonics skills the student has mastered or
still needs to work on. This game can be recreated to focus on any phonics skills that need to be
assessed.

Lesson Extension/Homework:
● No homework will be assigned with this lesson.