Lesson Plan Design Template
Subject: ELD- SIPPS (Systematic Instruction in Phonological Awareness, Phonics, and Sight Words)
Lesson Title/Lesson #: Lesson 12
Time Allotment: 30 Minutes
Grade Level: 1
Content Standard(s)
State standards and/or
Common Core Standards
(list)
Goals/Objectives
SMART OBJECTIVES
(aligned with the standards)
for the lesson
Academic Language
What is the oral and/or
written language used for
academic purposes? How
will you know that your
students develop and
express content
understandings?
Prior Knowledge
What are the students’
content knowledge and skills
as well as life experiences
and academic experiences
developed prior to the
learning segment? Focus on
both assets and needs of all
and focus students in the
classroom.
Materials
Author/Teacher: Brittany Ferrier Date: February 7, 2019
California Common Core State Standards
CCSS.ELA-LITERACY.RF.1.2.A
Distinguish long from short vowel sounds in spoken single-syllable words.
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.1.3.A
Know the spelling-sound correspondences for common consonant digraphs.
CCSS.ELA-LITERACY.RF.1.3.C
Know final -e and common vowel team conventions for representing long vowel
sounds.
CCSS.ELA-LITERACY.RF.1.3.F
Read words with inflectional endings.
Goal of this Unit/Lesson:
Student Objective(s):
Given the prior knowledge of segmentation and long and short vowel sounds,
students will respond to a new inflectional ending by reading a mixed list and
practicing consonant blends.
Academic Language:
First, Middle and Last Sounds
Long and Short Vowel Sounds
Inflection endings
Consonant-Blend-Consonant
Academic Discourse:
Students will use academic language by practicing segmentation, vocalizing short
and long vowel sounds, dictation of decodable words and sight words, and reading a
mixed list.
Students have been taught segmentation of first, middle and last sounds, have been
taught short and long vowel sounds. They have also learned inflectional endings of
“s’ and “ing.” Students are successfully decoding words and the consonant clusters
of “th, sh, qu_ ch, tch, ck, dge, wh, ng, sn_, st, fl_, fr_, gr_, dr_, pl_, sm_, sp, cl_, sk,
and sl.” Finally, they have also been practicing with the final –e words.
Instructional Materials (handouts, etc.):
What materials are needed
for the teacher and
students? Instructional
resources?
Management
How will clear learning
expectations and a positive
learning environment be
established and maintained?
Instruction
Detailed step by step
procedures.
What will you do to set the
expectations both
behaviorally and
academically for the lesson?
What will you be doing to
model your instruction?
Practice & Application
How will students practice
and apply what they have
learned?
 Whiteboards
 Dry Erase Markers
 Short and Long Vowel Sound Cards
 Segmentation Template: First, Middle, Last
 Sight Word Cards
Technology Incorporated: Smart Board, Timer, Sight Word Video
Clear learning expectations will be positively established and maintained by the
teacher expressing what they anticipate will happen during this lesson. The teacher
will vocalize and reemphasize the classroom rules during reading groups and what
is expected of the students in order for them to be successful. The teacher will say,
“I expect my friends to be listening while the teacher is talking. I expect that students
will have their hands in their lap and sitting cress cross and following along with the
teacher when I am teaching each reading group. I expect my friends to make good
choices and not talk to their friends while the teacher is teaching. I expect my
students to think and process information as well as, ask questions if someone
doesn’t understand something.” These expectations will be repeated if the teacher
sees students not following directions, being disrespectful, or making poor choices.
Students should also know not to disrupt the teacher during her reading group.
I do (Teacher Modeling):
Segmentation of First, Middle, and Last Sounds
“Listen for the last (final) sound.” “Say ________.” “Sound ______.” “Last (final)
sound?”
A. these, rude, wake, while, chose, wide
B. vote, time, tube, Pete, shine, gave
Short and Long Vowels
You: “I’ll tell you the name of a sound, and you tell me the sound. For example, I’ll
say ‘long e’ and you say’/e/.’”
A. long o, short I, long a, short u, long e
B. short a, long I, short e, short o, long u
Present students the inflectional ending using contrastive pairs written in two
columns:
1. like/liked
2. name/named
3. hate/hated
Remind students that _ed has three different sounds: /t/ as in liked, /d/ as in named,
and /ed/ as in hated. Explain when adding _ed to a final –e word, we first drop the
final e.
Review: Short vowels, inflections and final e
Read a Mixed List
A. runs, saved, kit, games, smiling, dozing, stones, waving, missed, ruled,
track, hole, fined, kite, faking, prizes, voted, spoke, chased, robs
Challenge words: striking, traded
B. shine, trot, petting, smoking, soared, stoves, hiked, paving, flats, bored, late,
baking, hates, waved, shaking, poked, shin, biking, shapes, hushes
Challenge words: closing, scored
We do (Guided Practice):
Students respond to teacher directed instruction and practice key concepts and
ideas of ‘long and short vowels’ and inflectional ending of ‘ed.’ They also respond to
consonant blends and reading a mixed list. Students are able to collaborate with

Application
How will students apply what
they have learned?
Supports
How will you engage
students based on
individual and group
needs?
Closing
How will you end the
lesson?
Culminating activity or task
Assessment
Formal and informal
assessments.
How will students be
evaluated? How will you
know if the students attained
what you expected? What
evidence will be available to
show learning took place?
What will you change in the
future to support further
growth?
peers on concepts that are being taught and read the words with the inflection
covered and uncovered. Students also point out “How many consonants?” in the
words between two vowels.
You do (Independent Practice)
Students self-assess themselves during guided practice by checking for
understanding and having opportunities to read words individually without guidance
from teacher or other students. Ask students to put thumbs up or thumbs down after
reading mixed list, check for understanding.
Understanding/Learning Target: (Learning Context)
Differentiated Instruction:
Specifically Address:
ELL: For ELL students I will show visuals, repeated instruction, use corrections of
sounds or offer my students additional time to understand a concept if needed. I will
also check for understanding and have students practice concept of new signt words
sounds, inflectional endings.
Other Instructional Challenges: For my students with instructional challenges, give
brain breaks, extra processing time and direct instruction will aid my students in this
lesson.
Other Life Challenges: For students with life challenges off students give additional
time to process information, give direct expectations on what is desired from the
objective of the lesson also check and identify the needs of the student and
continually assess for understanding.
Thumbs up or thumbs down- heart centered to check for understanding.
Review activity of segmentation, short and long vowels, inflectional ending,
consonant blend, final e.
Ask students individually to read words off mixed list. Verify which students need
additional support or if lesson needs to be retaught.
Have student’s complete worksheet if needed. Also students will be mastery tested
after the end of 10 lessons.