Consonant Digraphs - Lesson Plan PDF

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Summary

lesson plan consonant digraphs building a lesson plan for the class reading foundations....

Description

SE template Name:

Date:

Miss Van Huis

Date created: 11/28/2020

Subject Area: Reading Skill area:  Foundational skills

Grade level 1st grade

Sub-skill:  Phonics and Word Recognition

Effective Instructional Design - Standards-Based Lesson Plan Standard: (MDE, grade level, CCSS) -

Grade 1 – Reading: Foundational Skills o CCSS.ELA-LITERACY.RF.1.3.A – Phonics and Word Recognition  Know the spelling-sound correspondences for common consonant digraphs

Learning Objective/Target and “I can” statement(s): -

In this lesson, I will be teaching the student to… recognize and produce the sounds for common consonant digraphs. In doing so, my student will develop and strengthen her understanding of the concept of consonant digraphs. Additionally, I will be teaching my student where consonant digraphs can be found in words (i.e. initial and final sounds).

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By the end of this lesson, the student will be able to… o Define “digraph” (using “kid-friendly” language)  Explain what a consonant digraph is  Explain how consonant digraphs differ from consonant blends o Recognize and produce the sounds for common consonant digraphs  Recognize and produce the sounds for the following initial digraphs: ch-, kn-, ph-, sh-, th-, wh-, wr Recognize and produce the sounds for the following final digraphs: -ch, -ck, -sh, -ss, -tch o Understand that consonant digraphs can occur at the beginning and end of words

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Formative assessments used to inform instruction: Each week, I meet with this student virtually on Mondays, Wednesdays, and Thursdays to work with her on reading as we complete her Phonics for Reading intervention lessons. Since my student’s IEP goals are not targeting academic skills, I used informal observations and assessments gathered from our virtual meetings to inform instruction. For example, I noticed that my student could benefit from review in the following areas: o Consonant digraphs (Ex: I noticed it is difficult for the student to remember the difference between “where” and “were”) o Word endings, and how word endings result in short or long vowel sounds (Ex: “spinned” vs. “spine”) o While reading, remembering to pause when reaching punctuation marks

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I chose to focus on the area of consonant digraphs for this lesson as this concept continues to present challenges for this particular student. -

Challenges the student may encounter: o Getting confused because “digraphs” is a complex/unknown word o Understanding that digraphs are made of two letters, but only make one sound  Understanding that sounds for both of the graphemes in a digraph are not heard (Ex: when sounding out “where” we don’t say /w/ /h/, we just say /w/) o Understanding that consonant blends and digraphs are different, even though they appear to be very similar o Distinguishing between words that have digraphs and words that don’t, while being able to fluently flip back and forth between them (Ex: where vs. were) I can . . . - Explain what a consonant digraph is - Recognize and produce the sounds for common consonant digraphs o Initial: ch- , kn-, ph-, sh-, th-, wh-, wro Final: -ch, -ck, -sh, -ss, -tch - Understand that consonant digraphs occur at the beginning and end of words Lesson Management: Focus and Organization

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The following positive strategies, techniques, and tools will be used: o General praise:  Examples: “Nice work!”, “Great job!”, “You got it!” o Specific praise and feedback:  Examples:  “I really like how you…”  “You did ______ to help you ______. That was a great idea because _________. Keep it up!” o Praising the student for effort and for working hard o Positive non-verbal communication:  Since this lesson will be taught virtually, I will provide reinforcement by doing things such as nodding my head, giving a thumbs up, smiling, etc.

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I will encourage on task, active and focused student behavior by… o Encouraging non-verbal feedback (Ex: nod, thumbs up, etc.) o Connecting the lesson to my student’s interests (i.e. The Little Mermaid, wrestling) o Asking the student to repeat a sound/word o Asking the student to give me directions when completing the word sort (since she cannot move the pieces herself) o Having the student read a story that relates to her interest o Playing a game at the end of the lesson Introduction: Creating Excitement and Focus for the Lesson Target

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I will introduce this topic by… directing the student’s attention to the PowerPoint slides which include the following components (below).

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I will generate interest by… connecting the lesson to my student’s interest of The Little Mermaid which will be the theme of this lesson! I will tell my student that Ariel needs her help learning about consonant digraphs which will help Ariel stop the evil sea witch, Ursula, from marrying her prince. Clipart characters from The Little Mermaid are included throughout the lesson to boost engagement and remind my student of the task that must be completed. The lesson concludes with a fun game and helping Ariel reach the land so she can marry the prince!

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I will access prior knowledge by… helping my student reflect on previous lessons that we have done using the Phonics for Reading intervention materials. We will reflect on words that we’ve seen with consonant blends, and also words that had consonant digraphs.

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To begin the lesson, we will practice and review… the definitions for “consonant blend” and “consonant diagraph.” To do so, I will also help my student with comparing and contrasting the main points from each concept.

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Lesson Progression: o Information the student needs –  Explicit instruction on:  The definitions for “consonant blend” and “consonant digraph” o Main similarities and differences between the two concepts  How to identify consonant digraphs (i.e. read and say sounds)  How to evaluate and decide which consonant digraph is included in a word (given a blank)  How to create words with consonant digraphs  Directions on how to play the game or complete the practice activities o How is the lesson scaffolded?  This lesson is scaffolded by following an explicit lesson approach: “I do, we do, you do.” Each separate section is further scaffolded by involving a gradual release of responsibility based on the types of practice activities given and their level of difficulty. *See the guided practice section for more details/examples* o Step-by-step lesson progression:  Introduction  Generate interest (Little Mermaid Theme)  Introduce the “I Can” statements for the lesson  Make connections to prior learning (previous lessons in Phonics for Reading)  Review key concepts (blends and digraphs)  I do  Model how to say the sounds; student repeats  Identifying sounds in words/pictures  Evaluating/Deciding which sound best completes the word  Creating words with consonant digraphs  We do  Review consonant digraph sounds

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 Guided practice activity #1 (word sort)  Guided practice activity #2 (creating words)  Guided practice activity #3 (finding consonant digraphs in a story)  You do  The student will demonstrate her knowledge of consonant digraphs by participating in a collaborative practice activity!  Conclusion  Revisit “I Can” statements  Make connections to future learning experiences -

Accommodations and Differentiation: o Remediation or interventions –  PowerPoint slides provide a useful outline to guide me and the student throughout the lesson  Lots of visuals are provided to support the student in sounding out words, etc.  Several different types of activities and examples are provided to aid in understanding o Extension and enrichment –  I will be continually monitoring my student’s progress throughout the lesson. If I notice that my student is catching on to the material quickly, I may invite more participation from the student during the modeling phase (entering into guided practice a little sooner to ensure that my student stays engaged)  Requiring the student to create her own words  Applying the concept to a storybook  Connecting to the student’s interest and inviting the student to play a game at the end of the lesson

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Methods, Materials, and Technology: o Materials/technology –  PowerPoint slides  Includes all of the following lesson materials which are embedded directly into the PowerPoint: o Lesson content/info. o Guided practice activities o Story (Source: https://princess.disney.com/ariels-story) o Game  Google Meets video conferencing platform and related materials:  Personal laptop to join in on the call  Desktop computer to present slides

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Webb’s Depth of Knowledge (DOK): o Recall: words we have seen before in Phonics for Reading that include blends and digraphs o Skills/Concept: read and produce words with initial and final consonant digraphs o Strategic thinking: word sorting and fill-in-the blank activities o Extended thinking: applying knowledge to a storybook and game activity

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Thinking Levels - Questions to engage thinking: o Remembering: “In our Phonics for Reading lessons, we have seen words with

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consonant blends and digraphs before. Do you remember some examples?” o Understanding: “What is a consonant digraph, and what sounds does each one make?” (provide examples) o Applying: “What consonant digraphs are in this page of the story?” o Analyzing: “What are the similarities and differences between consonant blends and digraphs?” o Evaluation: “Which consonant digraph best completes the word?” (fill-in-the blank) o Creating: “What word can you create that begins with the ‘ph’ sound?” Modeling (“I Do”) -

I will provide visual and verbal input by… o Directing the student’s attention to the PowerPoint slides which include many different layouts and types of visuals to aid in her understanding. o Visuals will be paired with explicit verbal input  For example:  I will show the student a consonant digraph. I will model how to say the sound, and then ask the student to repeat the sound.  I will show the student some slides with 3 pictures. I will say the sound of the digraph, say each word, and then “think aloud” as I pick the picture that best matches the sound.  I will show the student some picture cards. I will say the name of the picture, and then “think aloud” as I decide which digraph best completes the word.

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I will make the content clear and the task steps explicit by… o The lesson is structured in an organized, logically sequenced manner.  For example:  Lesson goals are in the order that we will be discussing/learning the content o The PowerPoint includes “title pages” in between different activities which include directions as to what we will be doing in the next section. o As mentioned above, I will model to the student how I am determining the correct consonant digraph to fill-in-the blank, etc. by thinking aloud and referring back to the visuals in the slides.

Important note: This learning objective does not require a significant amount of modeling as we are simply reviewing consonant digraph sounds. While teaching the lesson, I will continually monitor my student’s progress to see how she is doing with the material. If I notice that my student is ready to move on to guided practice, I will encourage her participation and assistance even during the initial modeling stage. Check for Understanding: -

Sample questions/answers: o “What is a consonant blend?”  Answer: A blend is created when two or more consonants are next to each other in a word. We can hear the sounds of both letters in a blend.

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o “What is a consonant digraph?”  Answer: A digraph is created when two or more consonants are next to each other in a word. The two consonants make only one sound together. o “What are the main similarities and differences between blends and digraphs?”  Answer: Both a consonant blend and digraph involve two or more consonants that are next to each other in a word. However, you can hear both sounds in a blend, but a digraph only makes one sound. o “Where can digraphs be found in words?”  Answer: Digraphs can be found both in the beginning and end of words. -

Formative assessment strategies: o Asking the student to reflect and remember concepts we have visited in the past. I will observe and take note of what the student is able to remember. o I included “repeat slides” where I ask my student to review the sounds and try to say the sounds on her own by memory. This is a great time to check her understanding! o The following sections provide great formative assessment data:  Observing my student’s performance during the guided practice activities  Taking note of my student’s ability to apply her knowledge and create new words using the digraphs  Observing my studen’ts performance during the read aloud as I reflect on her ability to apply her knowledge to the storybook  Observing my student’s performance during the collaborative practice activity Guided Practice (“We do”)

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Together, the teacher and the student will… o As mentioned above, I will encourage more participation and involvement from my student during the modeling phase if I feel that she is ready to move on to guided practice early. The “modeling stage” includes the following activities which may become more like guided practice activities after initial modeling occurs:  Circling the picture that begins or ends with the given digraph  Filling in the blank with the digraph that best completes each word  Creating new words using each digraph sound o Work through the guided practice activities  Check for understanding: reviewing the sounds of each digraph  Guided practice activity #1: word sort  Guided practice activity #2: creating words with initial and final consonant digraphs  Guided pratice activity #3: searching for consonant digraphs in a story

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Gradual release of responsibility will be accomplished by… o Following the explicit instructional approach. I will use formative assessments regarding my student’s engagement, responsiveness, and participation with the lesson to help me decide when to move on to the next stage of instruction (I do  We do  You do). o Completing tasks in a sequential order, beginning with tasks that are more simple and ending with tasks that require applying knowledge and creating new things.  Ex: Guided practice activities follow this sequence: identify and review sounds,

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evaluate/determine which sound best completes each word, create new words, apply knowledge to a story book. Independent Practice (“You do”) -

The student will demonstrate her acquired skills by… participating in a collaborative practice activity! We will be playing a board game which will provide a way for me to formatively assess my student’s knowledge of the content material, since she is required to provide answers on her own in order to move her game piece along the board. The game instructions are as follows: 1. Pick a card 2. Say the word that matches the picture on the card 3. Tell which consonant digraph you hear (*Remember, it could be at the beginning or the end of the word) 4. After you identify the consonant digraph in the word, move forward to the space with that digraph. If you choose the wrong digraph, stay put where you are. 5. Have fun!  Closure

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The learning targets and “I can” statements will be revisited by… reviewing the PowerPoint slides which clearly outline and state each learning target. I have created “I Can” statements for each main section of focus, as well as summarized the “I Can” statements into one shorter, easier-to-understand statement which I will have the student repeat. I don’t expect the student to remember each small detail of every concept we learn, I am just looking for her ability to recall the most important sounds/information.

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The student will be involved in the lesson closure by… being asked to reflect on the lesson’s objectives and share some sounds/consonant digraphs that we learned in the lesson. I also creatively connected the lesson closure to my student’s interest by including a slide where Ariel thanks her for helping her get to land so she could marry the prince!

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I will make connections to future learning experiences by… including a slide that references a topic that we will be learning about next (Ex: vowel digraphs). o Note: I will not be creating another individualized lesson for this student, but I have included this slide as an example of how I would introduce a future lesson/concept. Assessment

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What evidence supports that the objective(s) were met? o The student is independently able to generate the sounds of the consonant digraphs o The student is able to fill in the blank with the correct consonant digraph/sound o The student is able to create words with a consonant digraph o The student is able to find consonant digraphs in words/stories o The student is able to state correct answers during the collaborative practice activity (game)

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What should my students know, understand or be able to do after this lesson?

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o After the lesson, my student should know:  What a consonant blend is  What a consonant digraph is  Common consonant digraphs and their sounds o After the lesson, my student should understand:  The difference between a consonant blend and a consonant digraph  Consonant digraphs are made up of two consonants that only make one sound  Words with consonant digraphs are often not pronounced like the letters appear to be (they are sight words that you simply must remember and cannot always sound out) o After the lesson, my student should be able to:  Satisfy the lesson objectives (above)  Examples: generate sounds of common consonant digraphs, create words with consonant digraphs, and identify digraphs in words -

What formative assessments will be used to inform future instruction? o My student’s performance during the guided practice and collaborative practice activities  Examples:  My student’s ability to generate the sounds of the digraphs independently  My student’s ability to determine which digraph best completes each word  My student’s ability to create words with digraphs

Reflection To be completed after the lesson 1. What evidence do you have that the objective(s) or learning target(s) were met? 2. Using your assessment data, how will you change the lesson or instruction for the next time? 3. How well did the student perform/respond? 4. Was the student engaged? 5. How was your timing? 6. Did the student struggle? What can I do to help this student? 7. What will you do to extend the learning if the student met the target? 8. What did the student know? What did the student not know? Were there any surprises? o The student was already familiar with…

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o Before the lesson, the student… o I was surprised by…

(Adapted from Elementary EID templates, SE team, 2020)...