Title: Early Reading

Created by: Lauren Forte

Subject: Reading
Learning Outcomes:
The learning outcome of this lesson should be that students are able to better understand soundsymbol relationships, decode words, and read whole words
Some of the common core standards for grade 1 that this lesson may help in meeting:
CCSS.ELA-LITERACY.RF.1.1
Demonstrate understanding of the organization and basic features of print.
CCSS.ELA-LITERACY.RF.1.2
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
CCSS.ELA-LITERACY.RF.1.2.A
Distinguish long from short vowel sounds in spoken single-syllable words.
CCSS.ELA-LITERACY.RF.1.2.B
Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
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.B
Decode regularly spelled one-syllable words.
CCSS.ELA-LITERACY.RF.1.3.G
Recognize and read grade-appropriate irregularly spelled words.

Goals for learners to meet in this lesson plan are recognizing sight words, decoding words, gaining new sight words,
and blending phonemes.

Materials
Letter phoneme cards, rhyming cards, sight words, use of short a books and short a flashcards.
3. Procedures
Gain Learners' Attention:

Explain that when we are reading we read words that we know, but sometimes we may
also be able to read words that we dont know by sounding out and decoding words.
Explain to students that all words have different sounds in them made by the different
letters that are in the words, and some words have similar sounds, which is why we learn
to rhyme.

Explain that if we do not know the word that we see we can use the sounds of the letters to
make the word make sense to us.
Prepare:
Explain to students that you are going to go through the alphabet using the phoneme cards,
the sight word cards, rhyming cards, and short a flashcards, and after that we will read
from out short a book. Once we are finished we will try to find words in our book that we
know rhyme.
Explain:
Explain to students that the ending sound of the word stays the same even when you
change the first letter, and that this is called rhyming. Model sounding out the word,
tapping out the letters in the word using your fingers, and help students along during the
reading. Have each student read one line of the story going in a circle.
Check:
Check if students are able to read on their own, rhyme on their own, or if they need help.
Can they sound out words, can students put all of the sounds that they know together to
make a word?
Explore:
Allow students to help each other to find rhyming words or allow them to find a flashcard
for rhyming that another student has that will rhyme with one of their rhyming cards.
Differentiated Learning and Accommodations:
This lesson plan was developed to meet the needs of the students that are currently in my
reading group. The students are at variable levels, and this lesson incorporates all of them

by incorporating so many different pieces (phoneme cards, sight words, books, rhyming
cards, and short a flash cards).

4. Evaluate: Observable and Measurable Assessment

This lesson will help me to better monitor the students understanding of rhyming, blending,
memorization of sight words, and the recall of letters. I will observe the students and see what
progress has or has not been made, we may go back to this lesson plan daily to see if any
progress continues to be made.

5. Meeting Teacher Standards:

This lesson plan meets many of the teacher common core standards because it considers the
learners level of development, and the lesson was designed with the thought of developmentally
appropriate instruction in mind, and takes into account the individual learners that the lesson was
designed for. The lesson may be adapted and easily modified to consider the individual or group
performance, and I have collaborated with the classroom teacher and other ed techs in creating
the lesson. The lesson incorporates learning differences, and was designed as an adaptation of
curriculum material in a way that may better engage the students, and thus create a better
learning environment. Teacher data may be collected during the lesson, but an observation of the
students during the lesson should also be conducted to see what areas the student is struggling in.
Allowing students to practice decoding, blending, and the use of sight words on their own creates
a better opportunity for students to being to master reading, and the lesson should also provide
the student with different representations and explanations for how to use verbal and written
language. The lesson uses different instructional strategies by allowing the student to use
rhyming cards, sight word cards, short a flashcards, books, and phenome cards