General Information   * Subject(s): Reading/ vocabulary   * Topic or Unit of Study: Word identification: phonics recognition and decoding   * Grade/Level: Grade 1   * Instructional Setting: classroom of 20 pupils in a reading lesson context sited in groups of 4 pupils. Standards and Objectives Wisconsin state Core Curriculum/Student Achievement Standard(s) Reading standards:  1. growth of comprehension.  2. text complexity (Winscosin Department of public instruction, 2011). Speaking and listening standards:  1. Develop collaboration.  2. Develop flexible communication. Language standards:  1. Writing and reading convention standards.  2. Acquisition of vocabulary. Lesson Objective(s) By the end of the lesson:   * The pupils should be able correctly spell words appropriate for their grades.   * The pupils should be able to set phonetically irregular words in appropriate order. Materials and Resources Instructional Materials   * Letter cards.   * Smart boards. Instructional Plan Identification of Student Prerequisite Skills Needed for Lesson In the beginning the teacher provides opportunities for practicing word recognition. Using the smart board, the teacher includes parts of words mixed with other words learnt in previous lesson. This section takes 10 minutes. Guided Practice In the activity of making words, the teacher will use a set of letter cards for each student. One side of the letter cards will contain capital letters. The other side of the cards will have small letters. In each set of cards, the teacher includes more than one of each vowel and other frequently used letters. The teacher uses cards generated from the smart-board to guide the students into the activity.   * The first step will require the teacher to distribute the letters before giving the directions for each word that students are to make (Keifer, Hepler, & Hickman, 2010)   * The teacher picks a simple two letters and asks students to make a word using the two letters. For instance, the teacher makes the word “TO” and then tells the children to make the same word from their set of letter cards.   * Then the teacher asks for one student to volunteer and assemble the correct arrangement of the lettercards on the smart board to form the word “TO”. Once the one student arranges the correct letters, the teacher asks a different volunteer to read the word. If the response is correct, then the teacher assesses whether all the students managed to arrange their cards correctly (Gunning, 2010).   * In each word making activity, the teacher spends approximately 10 minutes before moving to the next activity. The teacher should focus on using at least three words. Before moving to the next word, the teacher first gives direction and uses the word in a sentence so that students can understand the context of its use.   * In order to cater for students who are struggling with understanding, the teacher can stretch out the words to make the letters clear.   * Finally, on the smart board the teacher lines up the words that the students made in their correct order. This ending session will require the students to read the words aloud in order to be able to sort words according to patterns and beginning/ending sounds (Gunning, 2010). Independent Student Practice In order to make use of the team sitting arrangement, this section will involve group work and partner