Lesson Plan For Digraphs
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Melina ArriazaLesson Plan For Digraphs
Uploaded by
Melina ArriazaArriaza’s Digraphs Lesson Plan
Topic: Digraphs Class: 1st Grade Reading Date: February 20, 2018
Preparation
Standards : CCSS.RF.1.3: “Know and apply grade level phonics and word analysis
skills in decoding words”
CCSS.RF.1.3.a. :Know the spelling sound correspondences for common consonant
digraphs”
Content Objectives: By the end of the Language Objectives: By the end of the
activity, students will be able to Know the activity, students will be able to orally read
spelling sound correspondences for the digraphs for the week.
common consonant digraphs. Student Friendly Language Objective: I can
orally read the words.
Student Friendly Content Objective: I will
be able to correspond the spelling sound to
my weekly words.
Learning Strategies: Learner Materials (supplemental and adapted)
Outcomes: Students will be able to match,Lakeshore Blends & Digraphs: Sort and
read, and say the digraphs in activities.Match, Teacher created Bingo, WORD
Work center, and teacher table
Key Vocabulary: Vocabulary Words: chin, wheel, ship, phone, chick, shell, chip, rich
Lakeshore: chin, queen, whistle, shell, photo, whale, shoe, chick, phone, chart, wheat,
cherry, quail, wheel, ship, quarter, quill, shamrock, shovel, chimney, quilt
Bingo: rich, chap, chess, Chad, bench, chuck, chop, chill, punch, church, chin, chick,
chat, lunch, chomp, March, chip, pinch, inch, chum, much, check, bunch, chest, hunch
Time: 3 Motivation INPUT
minutes
Motivation: Students need to understand two consonants can represent
one sound, known as a digraph
Building Background Knowledge: Teacher asks students to recall
yesterday’s digraph sight words with partners using their individual
word cards.
Links to Learning:
Purpose for Motivation:
The purpose of using hands-on activities, is so that students can
have a clearer image and understanding of digraphs. Student will
review previous learned sight words as the teacher reviews them on the
promethean board PDF daily list.
Adapted from the Pearson Lesson Plan Template. Originally developed by John Seidlitz
5 minutes Presentation MODELING/I Do
*“I do": Teacher: Using the promethean board, I review digraphs on the
PDF that is aligned to our basal. Students will review the digraph
words introduced earlier in the week.
I will choral read with students as I use my pointer to read each word.
The PDF also has the words written in a sentence for a better
understanding.
After the review of sight words I will go over the visual cards with
illustrations of words to help my LEPs
5-7 minutes Practice (explicitly describe) GUIDED PRACTICE /We Do
“We do": Teacher will continue showing picture cards,
Teacher will model with another student saying the sight word out
loud, and the partner will say the digraph and spell digraph, then use
the word in a sentence.
Students will take turns saying sight words aloud, stating digraph,
spelling and correctly use sight word in a sentence without repeating
their partner’s sentence.
10 minutes Application INDEPENDENT PRACTICE/ASSESSMENT/You do
each (Total 50
minutes) “You do": Students will be in small groups completing Daily 5.
Teacher Table, Word Work, Writing in Journal, Listening to Reading,
AR Read to Self
Teacher Table: Teacher will be conducting Teacher Table Bingo.
Students in her group will play BINGO if they are lower level reading
group, Teacher will show sight word after reading, higher levels will
only listen to word and must read in their BINGO card.
Word Work: Students will complete the digraph sort and match from
Lakeshore independently. If time permits, students will review blends
from previous week, with the blend sort and match.
Writing in Journal: Students will have a writing prompt to complete. If
students finish before it’s time to switch they can draw a picture, coor
and label it.
Listen to Reading: Students will listen to Main Selection of basal
Adapted from the Pearson Lesson Plan Template. Originally developed by John Seidlitz
AR Read to Self: Students will read their leveled series books two
times, and take AR quizzes. They will exchange books if they receive
an 80% or above.
As a reflection, students will be able to identify sight words during
small groups through Bingo, Sort and Match, reading, and listening to
reading. Students will be able to use teacher and peer support while
developing L2 vocabulary skills.
3 minutes Review
Key Vocabulary: Vocabulary Words: chin, wheel, ship, phone, chick,
shell, chip, rich
Teacher will have students sit down on the floor and show pictures,
students are to say and spell each word aloud.
Key Concepts:
Students are expected to read, write, and review sight words.
Adapted from the Pearson Lesson Plan Template. Originally developed by John Seidlitz
