Detailed Lesson Plan in Mother Tongue

Name: Bernadette Labrado Email: blabrad@stedwards.
edu
Class: First Grade Subject: Phonemic Awareness/Spelling
Date: 3/2414-3/28/14 Lesson Length: 15 minutes
The Teaching Process
Lesson Objectives: Unit Objectives:

This lesson focuses on students using a variety Students will focus on learning words with r-
of strategies to learn how to spell controlled vowels: -ar
appropriately and to match sounds to letters.
Standards Addressed: TEKS Materials Needed:

(2) Reading/Beginning Reading Day 1:
Skills/Phonological Awareness. Students Spelling list *attached
display phonological awareness. Students are Privacy offices
expected to: Pre-test paper
(A) orally generate a series of original Poem
rhyming words using a variety of phonograms Day 2: none
(e.g., -ake,-ant, -ain) and consonant blends Day 3: Whiteboard, Poem
(e.g., bl, st, tr); Day 4: none
(B) distinguish between long- and short-vowel Day 5:
sounds in spoken one-syllable words (e.g., Word Search
bit/bite);revised August 2012 Privacy offices
(C) recognize the change in a spoken word Spelling homework journals
when a specified phoneme is added, changed, Spelling assessment paper
or removed (e.g.,/b/l/o/w/ to/g/l/o/w/);
(D) blend spoken phonemes to form one- and
two-syllable words, including consonant
blends (e.g., spr);
(E) isolate initial, medial, and final sounds in
one-syllable spoken words; and
(F) segment spoken one-syllable words of
three to five phonemes into individual
phonemes (e.g., splat =/s/p/l/a/t/).
(3) Reading/Beginning Reading
Skills/Phonics. Students use the relationships
between letters and sounds, spelling patterns,
and morphological analysis to decode written
English. Students will continue to apply
earlier standards with greater depth in
increasingly more complex texts. Students are
expected to:
(B) combine sounds from letters and common
spelling patterns (e.g., consonant blends, long-
and short-vowel patterns) to create
recognizable words;
Instructional Sequence
Warm-up: N/A
Introduction:
Day 1: Today we are going to take our pre- Day 2: none
test to find out which list you will be studying Day 4: Today for spelling we are going to play
and practicing for the week. a game of Sparkle, to practice our spelling
Day 3: “Today we are going to be practicing words.
our words with a controlled r-, focusing Day 5: Today is Friday so we will be taking our
mainly on our –ar sounds, but spelling our spelling test later. Right now you are going to
words out on our whiteboards and by reading work on the word search in order to have one
a poem out loud.” last review of our spelling words before the test.
Phase 1: Engage the Learner
Activity:
Day 1: The students will be tested over “List Day 2: none
A” of the spelling words. They will use a Day 4: Have students get on the perimeter of the
piece of notebook paper and put up their carpet start with one student and give them a
cardboard fold-out boards to ensure privacy word on the spelling list. The next student says
and to make sure they are spelling the words the next letter in the word, and so on. If a
on their own. I will be calling out the words student gets a letter wrong they must sit down
one at a time and give an example of the until the next round.
spelling word incorporated in a sentence. Day 5: To start with, the students will receive a
Day 3: As I call out the spelling words, word search that has all of the spelling words
students will write them on their white board, incorporated. They will work individually to
and then hold them up to show completion find and highlight the words as they find them.
and for me to check the spelling.
What is the teacher doing? What are the students doing?

Day 1: During this time I will be calling out Day 1: Students will be listening as I call out
the spelling words and giving you an example the words and write them with the best spelling
sentence. you can do. Make sure you aren’t looking at
Day 3: During this time I will giving clues for your neighbors’ paper.
each spelling word and you will write the Day 3: Students will be sitting quietly and
word on your whiteboards. I will give an writing the words on their whiteboard. After
example sentence and leave out the spelling everybody has had a chance to write the word I
word, so you will fill in the blank will ask everybody to tell me the spelling word,
Day 4: Teacher is calling out words and you will spell it together.
Day 5: I will be walking around making sure Day 4: Students are spelling words out one after
you are all working hard and quietly. another
Day 5: Students will be working quietly to find
each of the words. You may ask a friend for
help if you cannot find a word.
Phase 2: Explore the Concept
Activity:
Day 1: Give students the “Star Bright” Poem Day 2: n/a
to fill out and study Day 4: N/A
Day 3: After I’ve given clues for all of the Day 5: After the students have had a chance to
words, students will have some time to review their words with the word search, they
practice writing the words on their own on the will take their spelling test/assessment. They
white boards. will put up their cardboard fold-out boards to
ensure that they keep their eyes on their own
paper.
What is the teacher doing? What are the students doing?

Day 1: I will be calling out the words and Day 1: Students will body spell along with me.
modeling how to body spell. Day 2: none
Day 2: none Day 3: Students will be working quietly,
Day 3: I will be walking around to check practicing their spelling words by writing them
students’ work and to make sure they are on their white boards.
using the white boards appropriately. Day 5: You will be listening closely for the
Day 5: I will be calling out the words and spelling word and write the words on the
giving an example sentence for each word. I correct number. Some of you have different lists
will also walk around to make sure you are and a few extra words, so listen closely for
keeping your eyes on your own paper. instruction to make sure you’re writing the
correct word on each line.
Phase 3: Explain the Concept and Define

the Terms
Activity
Day 1: The spelling homework for this week is Day 2:N/a
on the back of your spelling list. Make sure Day 4: N/A
you work on it throughout the week so that Day 5: N/A
you have it ready to turn in by Friday.
Day 3: Introduce each worksheet one by one
going through each sound. Model examples of
each sound and then have students
Summary/Conclusion of the lesson:

Day 1: Now that we’ve taken the pre-test I Day 2:N/A
will check to see which list you will be Day 4: Good job practicing you spelling words.
studying for the week and circle it on your You should be starting to get familiar with them
spelling list. Make sure you study your now. Tomorrow is our spelling test, so I hope
spelling words at home. this has helped you and that you will study a
Day 3: That was excellent review of our past little more tonight so that you are ready to do
spelling words. I’m really impressed with how your best on the test tomorrow.
well you all are able to find words that match Day 5: Table leaders, please gather the tests
these sounds. Now remember to keep from your table and bring them up. I’m sure
practicing your spelling words for our everybody did a fabulous job. I will grade these
spelling test on Friday. and get them back to you by Monday. I need
everybody to open up their spelling homework
folder so that I can come around and check your
work and stamp if it’s done.
Notes/Reflection
Day 1: Students use their “Spelling tic-tac-toe Day 5: Students are supposed to bring their
for homework the rest of the week. completed homework in their spelling notebook
to get checked.
Spelling list:
A: B:
1. harm 1. started
2. farm 2. harsher
3. card 3. sparked
4. star 4. market
5. yard 5. larger
6. barn 6. smartest
Challenge words: Word Wall Words:

1. barnyard 1. car 5. Went
2. parkway 2. him
3. streetcar 3. know
4. handlebar 4. they

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Name: Bernadette Labrado Email: blabrad@stedwards.

Class: First Grade Subject: Phonemic Awareness/Spelling

Date: 3/2414-3/28/14 Lesson Length: 15 minutes

The Teaching Process

Lesson Objectives: Unit Objectives:

Standards Addressed: TEKS Materials Needed:

Phase 1: Engage the Learner

What is the teacher doing? What are the students doing?

Phase 2: Explore the Concept

What is the teacher doing? What are the students doing?

Phase 3: Explain the Concept and Define

Summary/Conclusion of the lesson:

Challenge words: Word Wall Words:

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