Grade Level First

Subject Language Arts

English Proficiency levels Level 1 Entry
Vocabulary Words Blends, beginning, shirt, ship, shell, skate,
skit, skirt, draw, dress, drain, score, scale,
scarf, swing, swell, switch
Objectives Student will be able to produce beginning
blend sounds of sh, sk, dr, sc, sw.

Student will be able to identify the different
beginning blends used by sorting pictures
in same beginning blends

Student will be able to produce and write
words that have beginning blends of sh, sk,
dr, sc, sw.
Standards 1.1.K.B Employ word recognition
techniques.

CC.1.1.1.C
Demonstrate understanding of spoken
words, syllables, and sounds
(phonemes)

Materials Beginning blend cards with example
picture

Picture cards for picture sort

Beginning blend worksheet

Beginning blend 4 in the row game

mirror
Introduction/Procedures Introduction:
1. Make each beginning blend sound
(sh, sk, dr, sc, sw)
2. Have student repeat after you for
each blend.
3. Have student repeat each blend in
mirror
4. Identify the different mouth
movements when producing each
beginning blend.
Procedure:
1. After introducing different sounds
using the beginning blending cards,
show student pictures cards.
2. Picture sort- Student will look at
pictures on each card. She will say
each card out loud. She will
listening to the beginning blend in
each word and sort it under the
letters sh, sk, dr, sc, sw. Pictures
will include a shirt, ship, shell,
skate, skit, skirt, draw, dress, drain,
score, scale, scarf, swing, swell,
switch.
3. After student has become more
familiar with the sounds she hears,
student and each will play
beginning blend 4 in a row game.
4. Student must produce the sound of
the box she chooses and give an
example word. If she does both
things correctly, she can make a
mark over the box. The first to get 4
in a row wins.
5. Student will then complete
beginning blend worksheet
independently. Student must look at
each picture and write the blend that
she hears. Student is encouraged to
write all other sounds she hears in
the word.

Assessment . 1. Checklist/rubric- can the student
produce/identify each blend.
Adaptations 1. Visuals will be used to help student
identify the sounds.


Grade Level First
Subject Language Arts
English Proficiency levels Level 1 Entry
Vocabulary Words Vowel, short, mit, kit, bit, hit, bed, fed,
shed, led.
Objectives Student will be able to identify the different
short vowel sound i/e.

Student will be able to identify which
sound is used in specific words.

Standards
CC.1.1.K.D:
Know and apply grade level phonics
and word analysis skills in decoding
words.
Demonstrate basic
knowledge of one-to one
letter-sound correspondence.
Associate the long and short
sounds with common
spellings for the five major
vowels.
Read grade level high-
frequency sight words with
automaticity.
Distinguish between similarly
spelled words by identifying
the sounds of the letters
that differ.
CC.1.1.1.C:
Demonstrate understanding of
spoken words, syllables, and sounds
(phonemes).
Distinguish long from short
vowel sounds in spoken
single-syllable words.
Count, pronounce, blend,
and segment syllables in
spoken and written words.
Orally produce single-
syllable words, including
consonant blends and
digraphs.
Isolate and pronounce initial,
medial vowel, and final
sounds (phonemes) in
spoken single-syllable words.
Add or substitute individual
sounds (phonemes) in one-
syllable words to make new
words.

Materials - mirror
- i/e short vocabulary picture cards
- short e worksheet
- short i worksheet
- small white board
- marker
Introduction/activation prior knowledge 1. go over each short vowel sound
2. have student repeat each sound
3. have student repeat each sound
while looking in a mirror
4. point out different mouth and
lip motions for each vowel
sound
Procedures 1. after introduction, concentrate
on different mouth motions
between the short e sound and
the short i sound.
2. Ask student what she sees in
mouth motion
3. Concentrate on short e sound
first
4. Together brainstorm a list of
words that use the short e
sound. Record words on white
board or piece of paper
5. If student struggles with coming
up with words, use vocabulary
picture cards
6. Repeat steps 4-5 with short i
sound.
7. After student becomes familiar
with both sounds mix
vocabulary picture cards
together.
8. Go on a word hunt with student.
Student must tap out words.
(oral assessment). Example-
bed, student must tap out b-e-d.
9. After oral assessment, student
must listen to teacher say a
word that has a short i or short e
sound. The student will write e
or i on the white board
depending on which sound they
heard in the word.
10. Finally, student will complete a
short e and a short i worksheet.
On the worksheet, the student
will look at a picture and
identify if the short e or short i
sound is being used.
Assessment Oral/reading assessment: word hunt-
student will orally tap out words and give
each letter sound in a word. Student will
then blend the word together.

Listening assessment: student will listen to
teacher tap out a word. Student will record
if the word contained a short e sound or
short i sound on a white board.

Writing assessment- student will look at
pictures and write the sounds she hears in
each word. Each word will either contain a
short e sound or a short i sound.
Adaptations - visuals will be provided for each
word


Grade Level First
Subject Language Arts
English Proficiency levels Level 1 Entry
Vocabulary Words Vowel, long, long vowel sound, cake,
shake, make, bike,
Objectives Student will be able to identify the long
vowel sounds.

Student will be able to read magic e words.

Standards
CC.1.1.K.D:
Know and apply grade level phonics
and word analysis skills in decoding
words.
Demonstrate basic
knowledge of one-to one
letter-sound correspondence.
Associate the long and short
sounds with common
spellings for the five major
vowels.
Read grade level high-
frequency sight words with
automaticity.
Distinguish between similarly
spelled words by identifying
the sounds of the letters
that differ.
CC.1.1.1.C:
Demonstrate understanding of
spoken words, syllables, and sounds
(phonemes).
Distinguish long from short
vowel sounds in spoken
single-syllable words.
Count, pronounce, blend,
and segment syllables in
spoken and written words.
Orally produce single-
syllable words, including
consonant blends and
digraphs.
Isolate and pronounce initial,
medial vowel, and final
sounds (phonemes) in
spoken single-syllable words.
Add or substitute individual
sounds (phonemes) in one-
syllable words to make new
words.

Materials - Mirror
- Magic e racecar track
- Toy car
- Long vowel vocabulary picture
cards
- Magic e worksheet
Introduction/activation prior knowledge 1. go over each long vowel sound
2. have student repeat each sound
3. have student repeat each sound
while looking in a mirror
4. point out different mouth and
lip motions for each vowel
sound
5. introduce magic e concept
Procedures 1. After introduction, introduce
magic e concept.
2. Show student different picture
vocabulary cards that contain a
magic e
3. ask student if she hears the e
4. repeat with multiple pictures
5. explain that a magic e makes
the vowel say its name in a
word.
6. When a vowel says its name, it
makes the long vowel sound.
7. Practice reading magic e words
using the racecar track and toy
car.
8. Student drives through the
track. As the toy car drives over
each word, the student reads the
word.
9. After student has practiced
reading each word, have student
complete the worksheet.
10. Student must look at the picture
and tap out the word.
11. Student must realize that each
word contains a magic e.
Assessment Oral/reading assessment: Racecar track.
Student will read each word on the racecar
track.

Listening assessment: Student will listen
for each vowel sound that is made and
repeat the teacher.

Writing assessment- Student will look at a
picture and write the word of the picture on
the blank.
Adaptations - visuals will be provided for each
word



Grade Level First
Subject Science
English Proficiency levels Level 1 Entry
Vocabulary Words Fall, Spring, Winter, Summer, Autumn,
cold, warm, hot, sun, chilly, 12 months of
the year
Vocabulary Instruction Plan Phonology: Student will identify any short
vowel sounds heard in vocabulary words
Ex: summer, hot, sun, chilly

Morphology: Student will identify the
number of syllables in each vocabulary
word and identify where in the word the
syllable breaks.

Syntax: Students will describe a season
using one complete sentence.

Pragmatics/semantics: Fall vs fall Ex: Fall
the season compared to falling down. Why
is the season called Fall?

Idioms: describe the weather in a season
using idioms/hyperboles. What is the actual
meaning? Ex: It is so hot, I could live I a
swimming pool.

Cognates: identify cognates for the 12
months of the year


Objectives Students will be able to orally describe the
4 seasons of the year using accurate
vocabulary and syntax.

Students will be able to write at least one
sentence describing their favorite season of
the year.
Standards
Standard: 3.3.PK.A5
Subject Area: Science and
Technology and Engineering
Education
Grades: Pre-Kindergarten
Identify seasons that correspond
with observable conditions.
Identify how weather affects daily
life.

Academic and Social Interactions Students will discuss seasons orally with a
classmate
Students will act out vocabulary words.
Students will have to guess what word the
student is acting out.
Materials - Visual cards of each vocabulary
word
Introduction/Procedures - Concentrate on one season at a time
- Introduce 4 seasons to students:
Fall/autumn, Winter, Spring,
Summer
- Include a visual for each season
- Ask students to describe each
picture
- Explain time of year that each
season occurs
- Introduce Fall/Autumn
- Weather is chilly/cold in Fall
- Show visuals of fall/what people
wear during the fall.
- Repeat for each season
- Have students act out Hot, cold,
chilly, warm
- Students must guess what other
student is acting out
- Have students describe or share a
memory that took place in one of
the seasons.
Assessment - students will describe their favorite
season using at least 3 vocabulary words in
2 or more sentences. Students can do this
orally or written.
Adaptations - visuals and videos will be provided
for the students
- students have the option to be
assessed orally or written