Mrs.

Eslinger
Lesson Design #1
Grade 1 Common Core Standards
RF.1.3.B Decode regularly spelled one-syllable words
RF.1.2.B Orally produce single-syllable words by blending sounds (phonemes)
Lesson Objective:
Today we will practice reading and writing words with short a, o, i
Materials:
Phonics for Reading First Level Teacher Manual
Phonics for Reading Student Practice Book
Letter cards
White Board & Marker
Playdough
Decodable Reader The Big Bag( Sonday 6a)
Background: We just completed lesson 4 of Phonics for Reading and will begin lesson 5.

Activities (one-to-one setting):

1. Display and state the objective: I will practice reading words with a, o, i
2. Sound Drill: Letter sound review with letter cards. Ask student to identify the letters we
will be focusing on today.
3. Section A: New Words/Blend Sounds: Teacher prompts sound-by-sound blending: sound,
blend, fast way for words in rows 1-3.
4. Student reads rows 4-5 without as much prompting (fast way).
5. Allow student to work independently as they circle words that go with each picture. Check
for understanding at this point before moving on.
6. Sight words. Circle words student identifies. Underline words they need to know.
7. Challenge Words read two-syllable words. Cover each part with a sticky note.
8. Decodable Reader. Practice before moving on to section B. Sentences and Stories. Student
will practice reading decodable reader with short i and a.
9. EXTENSION: build cvc words with playdough as additional multi-sensory practice.
FORMATIVE
Teacher will check for understanding as student completes independent sections of
circling words that go best with each picture. Also, Section B. Sentences and
Stories.
CLOSING:
Teacher will restate objective and ask student to reflect on todays lesson. Share next steps
for future session.
Reflection: I videotaped this lesson. At first, the video camera was a distraction as my
student kept looking and playing with his pencils to see himself on the camera. He later got
used to it and worked as usual. The overall quality of the video was not great as I used my
phone. I didnt get a good angle, but hopefully you can still hear my student and I as we
worked on this lesson. I too was a bit thrown off by the filming as I skipped a few crucial
steps of modeling. That was the first thing that I noticed as I watched the video. I
 shouldve modeled the blending and reading of new words as well as using the say-spell-say
approach to reading the new sight words. Overall, my student was able to meet the
objective goals and was successful in reading the decodable reader. Phonics for Reading is a
teacher-directed approach that my student is responding to. There is a script to follow, and
that is challenging, as I dont like sounding like a robot. I use it as a guide. I do plan to
continue using this program and I hope to increase the frequency of our sessions. I do
incorporate the use of playdough and other multi-sensory low-tech assistive technology to
engage my student.

Lesson #2

Grade 1 Common Core Standards

RF.1.3.B Decode regularly spelled one-syllable words
RF.1.2.B Orally produce single-syllable words by blending sounds (phonemes)
Lesson Objective:
Today we will practice reading and writing words with short a, o, i
Materials:
Phonics for Reading First Level Teacher Manual
Phonics for Reading Student Practice Book
Letter cards
White Board & Marker
Playdough
Decodable Reader The Big Bag( Sonday 6a)
Background: We are completing the second half of Lesson 5 (Phonics for Reading)

Activities (one-to-one setting):

1. Display and state the objective: I will practice reading words with a, o, i
2. Reread section A for warm-up.
3. Section C: Spelling Test: Bob, map, nod, mop, Bob has a mop.
4. Section D: Practice Activity 1
5. Section E: Practice Activity 2
6. Word Check for Part E. Check work together.
7. Reead decodable The Big Bag for additional fluency practice.
FORMATIVE
Teacher will check for understanding as student completes independent sections of
circling words that go best with each picture. Also, Section B. Sentences and
Stories. We will complete a word check together to check for accuracy.
CLOSING
Teacher will restate objective and ask student to reflect on todays lesson. Share next steps
for future session.
REFLECTION: I made sure to review and model the sound-by-sound blending. We moved on to
the spelling test and my student was able to complete the spelling test with success. I had
to prompt that Bob was a name and needed a capital beginning. We moved on to the practice
 activities and completed the word check together. Student is ready for lesson 6.

Lesson #3

Grade 1 Common Core

RF.1.3.B Decode regularly spelled one-syllable words
RF.1.2.B Orally produce single-syllable words by blending sounds (phonemes)
Lesson Objective:
Today we will practice reading and writing words with short a, o, i
Materials:
Phonics for Reading First Level Teacher Manual
Phonics for Reading Student Practice Book
Letter cards
White Board & Marker
Playdough
Decodable Reader The Big Bag( Sonday 6a)

Background: We just completed lesson 5 of Phonics for Reading and will begin lesson 6.
Lesson 6 has the same focus as lesson 5.
Activities:
1. Display and state the objective: I will practice reading words with a, o, i
2. Letter sound review. Say each sound and ask student to write the corresponding letter on
their white board. Review all letter sounds once more before erasing white board.
3. Section A: New Words: Teacher models and prompts sound-by-sound blending: sound,
blend, fast way for words in rows 1-3.
4. Student reads rows 4-5 without as much prompting (fast way).
5. Allow student to work independently as they circle words that go with each picture. Check
for understanding at this point before moving on.
6. High-frequency word review. Circle words student identifies. Underline words they need to
know.
7. Challenge Words read two-syllable words. Cover each part with a sticky note.
8. Sentences and Stories. Allow student to read the sentences and stories and to match each
story with the correct picture.
9. EXTENSION: reread decodable reader or build cvc words with playdough as additional
multi-sensory practice.
FORMATIVE
Teacher will check for understanding as student completes independent sections of
circling words that go best with each picture. Also, Section B. Sentences and
Stories and progress on decodable reader.
CLOSING
Teacher will restate objective and ask student to reflect on todays lesson. Share next
steps for future session.
REFLECTION: We have been practicing a, i, and o for the past few lessons. Looking ahead,
lesson 7 will also have the same focus. Lesson 8 will introduce short u. The pacing and
review is appropriate for my student as he can often mix up the a and i. I do feel that
theres not enough practice of challenge words. I will extend this practice by writing these
words on a whiteboard and showing how they are divided.
Videos will be sent via Dropbox.