Provide a lesson plan for the following data including a test with answers

 

 Lesson Plan: 

Subject: ELA

Grade Level: 1

Topic: Phonics and Word Recognition - A

Learning Objectives:

• Students will know and apply grade-level phonics and word analysis skills in decoding words.
• Students will know the spelling-sound correspondences for common consonant digraphs.
• Students will decode regularly spelled one-syllable words.
• Students will know final -e and common vowel team conventions for representing long vowel sounds.
• Students will use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
• Students will decode two-syllable words following basic patterns by breaking the words into syllables.
• Students will read words with inflectional endings.
• Students will recognize and read grade-appropriate irregularly spelled words.

Materials:

• Whiteboard or projector
• Markers or pens
• Paper
• Phonics manipulatives (optional)
• Decodable text (see below)

Procedure:

1. Warm-up (5 minutes)

• Review the letter sounds that students have already learned.
• Sing a phonics song or play a phonics game.

2. Introduce the lesson (10 minutes)

• Display the word A on the board or projector.
• Ask students to identify the letter and its sound.
• Explain that there are many different words that start with the letter A.
• Give students some examples of words that start with the letter A, such as apple, ant, and apron.

3. Teach the lesson (20 minutes)

Phonics:

• Teach students about consonant digraphs.
• Explain that consonant digraphs are two letters that together make one sound.
• Give students some examples of consonant digraphs, such as sh, ch, and th.
• Have students practice identifying and pronouncing consonant digraphs.

Word Recognition:

• Provide students with a list of regularly spelled one-syllable words that contain consonant digraphs.
• Have students sound out and read the words.
• Provide students with a list of words that contain final -e and vowel teams to represent long vowel sounds.
• Have students sound out and read the words.

Decoding:

• Provide students with a decodable text that contains words with consonant digraphs, final -e, and vowel teams.
• Have students read the text aloud.
• Monitor students' reading and provide assistance as needed.

4. Assessment (10 minutes)

• Distribute a test to students.
• The test should include a variety of questions that assess students' knowledge of consonant digraphs, final -e, vowel teams, syllables, inflectional endings, and irregularly spelled words.

Test:

Multiple Choice

1. Which of the following words contains a consonant digraph?

(A) apple (B) ant (C) apron (D) all of the above

2. Which of the following words contains a final -e to represent a long vowel sound?

(A) cake (B) kite (C) nose (D) all of the above

3. Which of the following words has two syllables?

(A) baby (C) dog (B) cat (D) all of the above

Fill in the Blank

4. The word that means a small insect is _____. (ant)

5. The word that means a sweet treat is _____. (cake)

6. The word that means a four-legged animal is _____. (dog)

True or False

7. Every syllable must have a vowel sound. (True)

8. All words are spelled regularly. (False)

9. Inflectional endings are added to words to change their meaning. (True)

10. Irregularly spelled words are words that do not follow the rules of phonics. (True)

Answers:

1. (D)
2. (D)
3. (B)
4. ant
5. cake
6. dog
7. True
8. False
9. True
10. True

Differentiation:

• Provide struggling students with more support during the lesson.
• This may include providing them with a smaller list of words to practice or giving them extra help with decoding words.
• Challenge advanced students by giving them more difficult words to practice or by having them write sentences using the words they have learned.