1. Regis University
Lesson Plan Template
Name: Cherie Richwine
Title: Word Practice with The Alphabet Tree
Content Area: Reading Grade: First Duration: Lesson 1, 40 minutes
Standards and
Benchmarks:
Key Ideas and Details:
CCSS.ELA-LITERACY.RL.1.1
Ask and answer questions about key details in a text.
CCSS.ELA-LITERACY.RL.1.2
Retell stories, including key details, and demonstrate understanding of
their central message or lesson.
Print Concepts:
CCSS.ELA-LITERACY.RF.1.1
Demonstrate understanding of the organization and basic features of print.
Phonological Awareness:
CCSS.ELA-LITERACY.RF.1.2
Demonstrate understanding of spoken words, syllables, and sounds
(phonemes).
Phonics and Word Recognition:
CCSS.ELA-LITERACY.RF.1.3
Know and apply grade-level phonics and word analysis skills in decoding
words.
Objectives: Students will make connections between letters and sounds.
Students will recognize high frequency words.
Students will spell and write sight words and decodable words.
Students will use voice-print matching with text.
Students will identify beginning, middle, and final sounds in a given word.
Students will listen to a story and tell events from that story.
Pre-Assessment /
Activating
Background
Knowledge
Activating Background Knowledge
Ask students what they know about letters. Answers will vary: letters are in
their names, make words, letters make the alphabet.
Assessment: Monitor the students’ accuracy with identifying sight words during the
memory game.
Check for accuracy with reading, writing, and spelling words for the word
worksheet and leaf cut out activity.
Resources and
Materials/
 The Alphabet Tree by Leo Lionni
 High frequency word cards for memory game printed on cardstock

2. (Technology
integration is
REQUIRED)
 Pencils
 Worksheets for the words, said and make, where students trace,
write, find, and build the words
 Scissors
 Glue
 Green and brown construction paper to make a tree
 Poster board
 Markers
 Sentence strip with the sentence divided by words. The sentence
reads: I will help you to make words, said the bug.
Differentiation/UDL
Considerations
REQUIRED (Use
Modifications
Worksheet)
 Give students wait time for processing answers to questions
 Give simple, step by step directions to support students during
activities
 State needed materials for activities
 Help students focus with frequent reminders
 Provide models for activities
Preparing Students
for the Lesson:
 Transitions
 Expected
Behaviors
Transitions:
 Student will transition quietly from the first grade classroom to the
resource room.
Expected Behaviors
 Students will use whole body listening
 Students will raise their hands to answer questions.
 Students will listen to each other and speak one at a time.
Teaching the Lesson
(Lesson Sequence/
Activities):
 Motivation/
Anticipatory Set
Explain to students that they will practice making words and reading words.
The students will listen to the book The Alphabet Tree read aloud.
The students will participate in sight word memory.
The students will complete worksheets to practice spelling and writing high
frequency words.
The students will listen to part of the story and complete an activity for
making a sentence on an alphabet tree.
 Teacher Input,
Modeling, &
Checking for
Understanding
Show students how to play the word memory game. Read and spell the
words used in the game aloud with the students.
Words for the game include: make, not, help, one, will
 Guided Practice Read the first ten pages of The Alphabet Tree.
Ask the students about the story.
Who were the characters in the story?
Where did the story take place?
What happened to the letters in the story?
How do you feel on a windy day?
How did the word bug help the letters in the story?
Why did the word bug tell the letters to get together?

3.  Independent
Practice
Students will complete high frequency word worksheets where they write
and build the words.
Students will write words on the leaves that match words used in the story.
 Review/Re-do Students will listen to part of the story and choose words printed on
sentence strips that they hear in the story. They will write the words on
leaves and make an alphabet tree together. Students will write the words in
pencil and then trace over the writing with black marker on leaf cutouts
made from green construction paper. They will figure out the sequence of
the sentence so that it can be glued to the branches of the tree. Students will
also write letters on separate leaves to glue to the tree.
 Closure Students will read the sentence they put together aloud.
 Reflections Overall, the lesson went well and the students liked the book. When I
showed them the book and asked them what they knew about letters, one
student began reciting the alphabet aloud. I was able to lead him to an
answer by asking what he was saying, and he replied “the alphabet.” The
student who has scored the lowest on assessments was absent for this
lesson. During the worksheet activity, I would like to improve my
instruction by asking the students more questions about the words they are
writing and building. I plan to have them read the words and spell the words
aloud while working so that we continue to think about the words and stay
focused on the task.