Content Area: Language Arts Math Other __________ _ Grade/Subject Area 1^st Grade Reading Date 3/04

Strand Phonemic Awareness Standard/Benchmark Objective: 1.7 Add, delete, or change target sounds to change words (cow-how)

1.8 Blend two to four phonemes into recognizable words.______________ Duration of Lesson 20 minutes

Correlated to District-Wide Assessments: CAT6 CA/PUSD Content Standards (CAT6 Augmented) CAHSEE

Focus Objective (What the student will know or be able to do) Students will orally substitute initial and final phonemes

Prerequisite Knowledge (What prior knowledge/skills student should have) Phonemic levels 1-4 including rhyme, parts of a word, sequence of sounds, and separation of sounds.

Sample Benchmark Assessment (Refer to ATU - section number) ________________________________________________

Bloom's Level of Thinking: Knowledge Comprehension Application Analysis Synthesis Evaluation

THEME 7 WE CAN WORK IT OUT PG. T86 HM

Instruction: (Remember to include strategies for differentiation for subgroups i.e., ELL)

Anticipatory Set/Introduction of Concept (Check for Understanding) What the teacher does: The teacher reviews separation of sounds by asking children to repeat the sounds in several given words (i.e. sad--/s/ /a/ /d/ , sat---/s/ /a/ /t/). Also review beginning sounds (i.e. What sound do you hear at the beginning/ending of the word can? /k/ /n/ etc.). The teacher listens, checks for understanding, and re-teaches as necessary. What the student does: The students orally participates in the lesson. Strategies for Differentiation: (if applicable)	Materials and resources: Phoneme isolation cards
Focused Instruction (Check for Understanding) What the teacher does: The teacher reads aloud the rhyme “Out the Window.” Then asks the children to repeat the sounds in the word stood /s/ /t/ /oo/ /d/. ASK: What word form the rhyme will we have if we change the beginning /s/ /t/ sounds in stood to /g/? (good) Repeat with the following: the /t/ in took to /l/ in look, the /b/ in book to /sh/ in shook., the /h/ in hood to /w/ in wood, the /k/ in cook to /br/ in brook.. Teacher models all responses with students. Say hood slowly, asking children to repeat after you: /h/ /oo/ /d/. ASK: What word will we have if we change the ending sound /d/ in hood to /k/? hook. Repeat with the following the /d/ in should to /k/ (shook), the /d/ in hood to /f/ hoof. Teacher models all responses with students (guided lesson) What the student does: The students will participate in the lesson, substituting beginning/ending sounds as directed with the teacher (guided lesson). Strategies for Differentiation: (if applicable) Extra Support pg 216 Teach/review /oo/ sound for oo with the students who need extra help.	Materials and resources: Out the Window I stood on my tip toes, and I took a good look. But all I saw was the rain So I sat down with a book!
Targeted Student Practice (Check for Understanding) What the teacher does: The teacher provides a beginning/ending sound and a target word. The teacher then monitors to see that the sound has been correctly changed in the word. What the student does: The students will participate in the lesson, substituting beginning/ending sounds as directed. Strategies for Differentiation: (if applicable)	Materials and resources:
Independent Practice (Check for Understanding) What the teacher does: What the student does: NOT APPLICABLE Strategies for Differentiation: (if applicable)	Materials and resources:
Reteaching (Check for Understanding) What the teacher does: In small group the teacher reviews and practices substituting phonemes into target words, beginning with initial phonemes and working towards final phonemes. What the student does: Students participate in small group/individual instruction as needed Strategies for Differentiation: (if applicable)	Materials and resources:

Post Assessment: (Check for mastery i.e., classroom assessment, textbook assessment) Anecdotal records, authentic assessment