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Subject: ELD- SIPPS (Systematic Instruction in Phonological Awareness, Phonics, and Sight Words)
Grade Level: 1
CCSS.ELA-LITERACY.RF.1.3.A
Know the spelling-sound correspondences for common consonant digraphs.
CCSS.ELA-LITERACY.RF.1.3.C
Know final -e and common vowel team conventions for representing long vowel
sounds.
CCSS.ELA-LITERACY.RF.1.3.F
Read words with inflectional endings.
Prior Knowledge
What are the students’ Students have been taught segmentation of first, middle and last sounds, have been
content knowledge and skills taught short and long vowel sounds. They have also learned inflectional endings of
as well as life experiences “s’ and “ing.” Students are successfully decoding words and the consonant clusters
and academic experiences of “th, sh, qu_ ch, tch, ck, dge, wh, ng, sn_, st, fl_, fr_, gr_, dr_, pl_, sm_, sp, cl_, sk,
developed prior to the and sl.” Finally, they have also been practicing with the final –e words.
learning segment? Focus on
both assets and needs of all
and focus students in the
classroom.
Materials Instructional Materials (handouts, etc.):
What materials are needed Whiteboards
for the teacher and Dry Erase Markers
students? Instructional
resources? Short and Long Vowel Sound Cards
Segmentation Template: First, Middle, Last
Sight Word Cards
Present students the inflectional ending using contrastive pairs written in two
columns:
1. like/liked
2. name/named
3. hate/hated
Remind students that _ed has three different sounds: /t/ as in liked, /d/ as in named,
and /ed/ as in hated. Explain when adding _ed to a final –e word, we first drop the
final e.
Other Life Challenges: For students with life challenges off students give additional
time to process information, give direct expectations on what is desired from the
objective of the lesson also check and identify the needs of the student and
continually assess for understanding.