Name: Michelle Kim Topic/Title: Short I sound Phonics (Day 1) Grade Level/CT:

First grade
VISION-SETTING: KNOW, SO, SHOW

1a. STANDARD: NJ Common Core Standards 1b. ENDURING UNDERSTANDINGS

CCSS.ELA Literacy.RF.1.2 1. Students will be able to recognize the sound of a short I.
Demonstrate understanding of spoken words, syllables, and sounds 2. Students will be able to practice identifying some of the words that have the
(phonemes). short I sound.
CCSS.ELA Literacy.RF.1.2.a
Distinguish long from short vowel sounds in spoken single- syllable words.

2a. STUDENT LEARNING OBJECTIVES 2b. TEACHER CONTENT KNOWLEDGE (necessary prior knowledge)
- Students will be able to recognize the sound of a short I. - Teacher should understand the sound of a short I
- Students will be able to practice identifying some of the words that
have the short I sound.
3. ASSESSMENT
1. Students will be taking a pre-test before the lesson, for the teacher to understand students prior knowledge.
2. Students will be given the opportunity to enhance their learning through different types of activities with the whole class, in groups, and individually. This will
allow the teacher to have the chance to make some observations on student progress.
3. Students will be taking a post-test to measure mastery of the lessons covered.

PROCEDURE AND PRACTICE

METHODS: GO

TEACHERS ROLE WHAT ARE STUDENTS DOING? MATERIALS

Questions to Ask
1. STARTER/ANTICIPATORY SET (2 min.)
Students will be introduced to the new phonics word. White board
Introduce the new phonics word. Write the letter on the white board. Ask students what Marker
sound the letter I makes. Have all students make the sound of short I.
2. INTRODUCTION OF NEW MATERIAL
(Guided Instruction/Procedure/Exploration) (8 min.) Students will be listening to the read aloud and Book
repeating each short I word in each page.
Introduce the book that will be read aloud.
As you read the book, have students repeat the short I words on each page.
 3. GUIDED PRACTICE/EXPLORATION/ACTIVITY (15 min.)
Students will be looking at the word/ picture on the
Call each team to sit on the rug. As a class, we will be doing the Fishing for short I fish to categorize them into the correct basket. Cut out fish
activity. The teacher will place all the cut out fish on the ground. The teacher will be Fishing pole
explaining the game and modeling it to the students. The teacher will take the fishing Paper clips
pole and try to catch any of the fish on the floor. After the teacher catches the fish, she 2 baskets labeled
will show the class the word or the picture on the fish. The teacher will ask one of the
students to identify the word / picture. The teacher will repeat the word and ask the
students if the word has a short I sound or another sound. There will be two baskets for
students to categorize the fish (basket 1 short I basket 2 other). The students will
help the teacher place the fish into the right basket. Have about 5 students try this
activity.
* Explain to the students that they will get a chance to do this activity with a partner
during center time.

4. INDEPENDENT PRACTICE (10 min.)

Short I book
Introduce the short I book that students will be creating. First have students write their Students will be reflecting back to the list of short Pencils
names on the bottom of the cover. Explain what the students will be doing by modeling I words to create their book. Crayons
the activity. Students will be doing only two boxes today. In each box, students will be
writing a short I word. The students can use words that were mentioned previously on
our list of short I words on the board. Then students will need to draw a picture of the
word.
5. CLOSING (5 min.)
Short I book
Ring the bell for students to stop working. After every students looks up at the teacher, Students will be cleaning up their materials. Students
give the next instructions. Have students clean up their materials, but keep their books on will be sharing the words they used for their book.
their desk. Look for the group that cleans up the fastest, and give them a scoop (points
for groups). Once everyone is cleaned up, have a couple students share what words they
have used for their book.
REINFORCE-MENT

HOMEWORK/FOLLOW UP ACTIVITY (if appropriate).

Homework
Students will be completing a puzzle worksheet. Students will color the short I worksheet
words in one color, and the other words in another color.