Name: Maggie Donnell

School Site: Woodbine

Lesson Title/Subject: Introducing /r/ and spelled r.

Grade: 1st
Content Standard(s): 1.PA.2b Demonstrate understanding of spoken words, syllables, and sounds
(phenomes.) Orally produce single syllable words by blending sounds (phenomes), including consonant
blends.
English Language Arts Anchor Standards and/or Math Practice Standards: Knowledge of Language
ELD Standard(s): Phonemic Awareness: 1.4 Distinguish initial, medial, and final sounds in singlesyllable words.
Anti-Bias Framework Anchor Standard and Domain:
Grade Level Outcome:
List Measurable Objectives in this column.
Note: The objectives will match the standards.
Content Objective: BTEOTL, SWBAT (A) identify the letters r and the
sound /r/ by writing at least 3 examples on their white boards.

Describe Assessment Tool and Criteria

I will CFU by checking the answers on their
whiteboard and see if they are correct
During collaboration I will walk around and
observe while they are working with their group to
figure out the word

Social Skill Objective: My students will be able to focus their attention

to the task at hand; while paying attention to me, or their peers and
independently.

Independently I will check their whiteboards before

we move onto the next subject.
I will watch while Im up teaching, but I will also
add this to the observations I will do while Im
walking around during their collaboration time.

Brick Words:

How will you CFU?

What and how will you assess during collaboration?

Which language demand(s) will you need to teach in order to achieve

the content objective? (Write them/it out.)
Language Objective(s) (language demands):
Multicultural/Social Justice:

What and how will you assess during independent

learning?
How will you CFU?
What and how will you assess during collaboration?
What and how will you assess during independent
learning?

Cohesiveness/Continuity: My students have been doing this with letters from the alphabet every day. This
will be a focus of a different letter and sound, but it is the same concept.
Materials: Whiteboards, markers, erasers, open court TE, smartboard, matching decodable book

Differentiation
Modification of the ________________ based on _____________ because
classroom element

student trait

Lesson Implementation
Focus Lesson

Hook: I will have them all stand up (and get their wiggles out) and start doing the actions that go along
with the card sounds. I will say a letter (like t) and tell them when they figure out what sound it is (/t/),
shout out the sound and do the action (ticking timer.) We will end on /r/ and I will let my students know
that this is the letter of the lesson today.

Objectives are stated in student friendly language: Today boys and girls were going to learn about r
and /r/, like the robot card!
Clear explanation of purpose and relevance: This is very important for my students to know. It is crucial
for them to learn sounds and how to blend so they can learn to sound things out and become great
readers!

Building Background
o I will link /r/ and r to the other letter phenomes we have gone through. My examples will have
other letters that we have gone over.
o I will use words and sentences that are relatable to my students lives (as much as I can,
sometimes it is hard to get creative with certain letters and sounds.)
o There isnt really any key vocabulary besides the letter r.

Modeling of the new learning (think aloud and/or demonstration): I will be using demonstration. I will
do examples with the whole class and then model how to do an example independently.

Guided Instruction
For this lesson after I am done giving my examples I will let my students think of words on their own that
have the sound /r/. I will use popsicle sticks to get student answers. We will quickly go over some of the
words they came up with on the whiteboard (the big one not their own.) After I will pass out the individual
whiteboards and markers. Starting off with the sounds and then blending them altogether, Ill do some
examples on my own and then I will invite the students to right the words on their whiteboards. After Ive
gone over the words and sentences I will get out the decodable books. I will have them go back to their
desk and read to their partner. I will walk around and listen to the students read. Those who finish early will
then move on to reading a book from the classroom library.

Explicit Teaching of Social Skill and Activity

For this lesson I will be using focusing attention. They have already explicitly been taught this social skill
so I will just quickly review it. I will make sure to point out when good focusing attention has been used. I
will also CFU to see if they recognized a classmate, or maybe even themselves, using it correctly.

Collaboration
They will work as a group on a few of the words I sound out. At the end of the lesson I will also
have them partner up at their desks and read their decodables to each other.

Student Reflection
Social: After they work as a group on some problems, I will make it a point to ask how they focused their
attention or how their partner did. Did you focus your attention to what your partner was saying? How
could you have focused your attention better? If you were listening attentively was it easier or harder to
listen to what your partner said?

Independent Learning
For this lesson I will have my students use their whiteboards to write the problems I give to them orally.
These answers will be shown to me before they can move on. A lot of this lesson will be done
collaboratively so the independent portion will be very small.

Student Reflection
Content: I will make sure my students know what we did; How did changing the
beginning/medial/ending letter in our word make our word different? Was it easier to add a letter to
change the word or to take away a letter to change the word?
Process: I will ask questions that will make my students think about how they did all the work they just did
and what it was like Was it easier to sound out all the sounds in our words, or putting all the sounds
together? Why?
MAKE SURE TO INCLUDE THE FOLLOWING EMBEDDED IN THE LESSON:

Clear expectation of behaviors for different tasks:

I will go over a lot of expectations today. The first one will be how they act when they partner up
(they will do this on the carpet and at their tables with their decodable books.) My next expectation
will come right before I pass out the whiteboards. This will be quick, but I will have CFU because it
can become a huge distraction. I will let them know that if they draw with their pen it will be taken
away and they will just have to verbally say the words.
Use of higher order thinking skills:
My higher order thinking skills for my students will come with the harder words we get to. When I
start adding and taking away letters to make new words I will include questions like Why does
changing the o to and a make our sounds and words different?

Teacher Reflection
(This reflection does not require fully formed paragraphs or copious amounts of evidence. These are
questions that you should address after each lesson but you may use short hand, bullet points, etc. to
respond.)
1. What specific examples of student learning show that students met or made progress toward the
objectives?
2. Looking at this evidence, what were your (the teacher candidates) actions and/or strategies that
contributed to and built on successful student learning?
3. What specific examples of student learning show that students struggled to meet or make progress
toward the objectives?
4. Looking at this evidence, what were your (the teacher candidates) actions and/or strategies that
interfered with student learning? Describe any missed opportunities.
5. Considering student learning, if you were to teach this lesson again, what would you do differently?
6. Using the evidence of student learning described and observed, what will be your next steps in future
instruction with the class, small groups, and/or individual students?
Congratulations! You have now completed the PIARA cycle!