Teacher: Ms.

Tracy Sedano
Date of Lesson: 03/31/15

Grade/Subject: 1st Grade Resource Room

Time: 8:30-9:15

Teacher Actions, Students Actions, Materials, Accomodations,

AT
Standard:
CCSS.ELA-LITERACY.RF.K.2

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

CCSS.ELA-LITERACY.RF.K.2.B

Count, pronounce, blend, and segment syllables in spoken words.

CCSS.ELA-LITERACY.RF.K.2.C

Blend and segment onsets and rimes of single-syllable spoken words.

Objective:
SWBAT create a sound book providing students with practice in finding pictures
with a specific consonant or vowel sound.
End of lesson Assessment:
Teacher will assess students progress by collecting data on the amount of pictures
student was able to identify with the correct phoneme.
Exit Ticket:
Circle the words that have the C sound:

Summary of activity:
The activity in this lesson is, My Sound Book, which is a three-ring binder
where sound pages are inserted. Each student will make their own sound book
where they collect pictures from old books, magazines, workbooks, printed off
pages, or stickers that start with various sounds. Each day using the My Sound
Book one sound will be selected that the students are learning. They will be
taught the sound and write the letter representing the sound on top of a new
sound page.
Students will then look through material to find pictures that represent the
determined sound. They will then glue the pictures on the sound pages. Students
will be scaffolded according to ability levels. Higher student will not need to check
picture with teacher, medium level will check picture with teacher, and lower level
will work with a partner. Once picture is found, student will say word out loud to
teacher. Student will receive a colored star from teacher every time they complete
a picture they believe is associated with the phoneme. Colored star will determine
mastery. Green: student was able to correctly determine picture with phoneme
independently, Yellow: student was able to determine picture with teacher
assistance and Red: student was unable to distinguish picture with sound.

Students are then able to share with others their sound pages. They will put sound
page into their My Sound Book and can continue until the book is complete with
all the phonemes taught.
This activity will meet the needs of students developing phonemic awareness,
with pictures (objects) being represented by spoken words that can be broken
down into smaller phonemes. Students will begin to recognize that phonemes are
small unit of sounds that letters can represent. This will meet the students need
of understanding letter-sound correspondence. This activity should be used
because it can start with vowels and constants representing phonemes and
progress to letter combinations representing sound. The book can eventually
include all 44 phonemes that students must learn.
Additionally, this activity can be used to further develop students phonemic
awareness. Students can also use their My Sound Books to recognize individual
phonemes that can be blended to form words. They can use their pictures for
words that consist of individual phonemes that are blended to form the word. For
example, students had previously identified cat as a picture that begins with the
C sound. They will then identify the individual phonemes in the word /c/ /a/ /t/,
count the phonemes, and learn how they can be blended to form words.

Opening:

Introducing Constant sound

(3 min)

TW review with students what they have been working on

SW bring out their sound book and turn to new page to begin
to work on.
Teacher in front of room to begin instruction, students in
seats with My Sound Book.
TW introduce sound they will be learning today, C (hard-C
sound). Teacher and students will determine the letter that
represents the sound.
TW demo how to write letter.
SW write letter on the top of page

Introduction to new material (I do):

(5 min)

Materials:
Students
created My
Sound Book
Whiteboard to
write letter.

Teacher demos C

TW demo looking through a magazine to find a picture that

starts with the letter C.
TW stop and look at one page. TW begin naming the items on
the page and modeling asking self questions:
o Thats a ball. Does ball start with the C sound? No
so I cant use that picture.
o Thats a type of vegetable. The vegatable is called,
carrot. Does carrout begin with the C sound? Yeah!
Okay I can cut this picture out and paste in on My
Sound Books page.

Highlight
magazines,
old
books/magazi
nes used to
cut out
pictures,
printed out
sheets of
pictures
Demo page
for students
to refer too

Guided Practice (We do):

(5 min)

Teacher and Student find word together

Teacher and students will practice determining a picture that

represents the C sound with a page handed out to
students.
SW determine the picture on the page that represents the
C sound. SW cut out picture and paste on My Sound Book
page. This will be used as an example of C sound and they
will leave space to paste more pictures.
Teacher will lead the students as needed.

Highlight
magazines,
old
books/magazi
nes used to
cut out
pictures,
printed out
sheets of
pictures
Page with C
sound
pictures

Independent practice (They do): SW look for pictures

(20 min)

TW instruct students that every time they find a picture they

believe begins with a C sound they will ask the teacher by
saying, I think ____ begins with the sound C. If student is
correct will return to cutting/pasting picture and determining
syllables.
SW be designate 20 minutes to find as many pictures as they
can to add to their sound book. The timer will be set to
designate time.
Teacher will pair students into partners if lower phonemic
awareness level
For every word the student identifies as the C sound they
will get a colored start to represent mastery of word.
Teacher will be walking around and collecting data on
individual student progress and taking notes on the goal for
each student.

Highlight
magazines,
old
books/magazi
nes used to
cut out
pictures,
printed out
sheets of
pictures
Students My
Sound Book
Timer

Closing: (7 min)

TW gather the students to close class. Students will introduce

one word they discovered that begins will the sound C. This
is done for students to be introduced to more words that
begin with the C sound.
TW write the words on the whiteboard as students introduce
words so that students can begin word recognition process.

Students My
Sound Book
Whiteboard

Assessment (5 min)
TW instruct students to circle the pictures that have the C sound
Exit Ticket:
Circle the words that have the C sound:

Exit ticket
hand out