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    The document outlines a phonics lesson plan for kindergarten students. It introduces two new phonograms (-ap and -ot) and has students use materials like letters and pipe cleaners to identify word parts and create new words. It includes objectives, procedures, materials, assessment, differentiation strategies and self-reflection questions.

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    Ilovepdf Merged 10

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    The document outlines a phonics lesson plan for kindergarten students. It introduces two new phonograms (-ap and -ot) and has students use materials like letters and pipe cleaners to identify word parts and create new words. It includes objectives, procedures, materials, assessment, differentiation strategies and self-reflection questions.

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    The document outlines a phonics lesson plan for kindergarten students. It introduces two new phonograms (-ap and -ot) and has students use materials like letters and pipe cleaners to identify word parts and create new words. It includes objectives, procedures, materials, assessment, differentiation strategies and self-reflection questions.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    257 views4 pages

    Ilovepdf Merged 10

    Uploaded by

    api-496402269
    The document outlines a phonics lesson plan for kindergarten students. It introduces two new phonograms (-ap and -ot) and has students use materials like letters and pipe cleaners to identify word parts and create new words. It includes objectives, procedures, materials, assessment, differentiation strategies and self-reflection questions.

    Copyright:

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    of 4

    EDUC 540 Videotaped Lesson - Phonics

    Date: ​Friday 1/31/2020 Lesson Time: ​Approx. 20 minutes

    Teacher: Slessinger/Whitney Grade Level: Kindergarten

    I. Content and Standards​:


    ● CCSS.ELA-LITERACY.RF.K.2 - Demonstrate understanding of spoken words, syllables, and
    sounds (phonemes).
    o K.2.A - Recognize and produce rhyming words.
    o K.2.B - Count, pronounce, blend, and segment syllables in spoken words.
    o K.2.C - Blend and segment onsets and rimes of single-syllable spoken words.
    o K.2.D - Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in
    three-phoneme (consonant-vowel-consonant, or CVC) words.1 (This does not include
    CVCs ending with /l/, /r/, or /x/.)
    o K.2.E - Add or substitute individual sounds (phonemes) in simple, one-syllable words to
    make new words.
    ● CCSS.ELA-LITERACY.RF.K.3 - Know and apply grade-level phonics and word analysis skills in
    decoding words.
    o CCSS.ELA-LITERACY.RF.K.3.A - Demonstrate basic knowledge of one-to-one
    letter-sound correspondences by producing the primary sound or many of the most
    frequent sounds for each consonant.
    o CCSS.ELA-LITERACY.RF.K.3.B - Associate the long and short sounds with the common
    spellings (graphemes) for the five major vowels.
    o CCSS.ELA-LITERACY.RF.K.3.C - Read common high-frequency words by sight (e.g.,
    the,​ ​of,​ ​to​, ​you​, s​ he​, ​my​, ​is​, ​are​, d
    ​ o​, ​does​).
    o CCSS.ELA-LITERACY.RF.K.3.D - Distinguish between similarly spelled words by
    identifying the sounds of the letters that differ.
    ● CCSS.ELA-LITERACY.RL.K.10 - Actively engage in group reading activities with purpose and
    understanding.
    ● CCSS.ELA-LITERACY.SL.K.1 - Participate in collaborative conversations with diverse partners
    about ​kindergarten topics and texts​ with peers and adults in small and larger groups.
    ● CCSS.ELA-LITERACY.SL.K.6- Speak audibly and express thoughts, feelings, and ideas clearly.

    II. Prerequisites:
    ● Students should be able to use familiar word parts including phonograms (-at, -in, -it, -an, -ap, -ot)
    to read and spell unfamiliar words.
    ● Students should be able to segment onset and rime to discover new word parts.
    ● Students should be able to learn new words (got, went, was).

    III. Essential Questions (provide a framework)


    ● How can I use vc word parts to make new words?

    IV. Instructional Objective​: Students will use pipe cleaner lassos to help them focus on the
    vowel-consonant combinations that make familiar words parts--including two new ones: -ap and
    -ot and complete an -ot word family worksheet.

    V. Instructional Procedures: Day One


    Before: Introduction (5 minutes)

    ● Remind students of the work they did making new words using magic words and word parts
    ● Teaching point: You can take almost any short word, and you can take off the beginning and
    make your own word part. Then you can add different consonants to that word part and make so
    many words from it.

    During: Teaching and Active Engagement (10-15 minutes)


    ● Show students three post-its lined up next to each other spelling out “map” (one letter on each)
    ● Remove the m post-it, replacing it with other consonant post-its to create new words.
    ● Introduce students to the “superhero” Word Wonder, who uses her lasso to capture word parts.
    ● Show students pipe cleaner lassos they will be getting to help them capture letters to make word
    parts.
    ● Show students a card with “lap” written on it, asking them to “lasso” a word part (ap) and say it
    aloud.
    ● Give partners magnetic boards and letters, and guide them through making cap, lassoing the
    “ap”, then changing the beginning consonant to make new words.
    ● Switch the partner roles (one will lasso, one will switch the consonant).
    ● Have partners make the word “dot,” lasso the “ot,” and change the initial consonant to make new
    words together.
    ● Allow partnerships to share words they created.

    After: Independent Activity (5 minutes)


    ● Explain that students will be completing an -ot word family worksheet independently.
    ● Have students complete the worksheet.
    ● Reinforce that students can use their lasso for any word to capture the word part!

    Materials and Equipment​:


    ● post-its with letters -m used during the lesson to teach -ap words.
    ● “lassos” from pipe cleaners - used to find the word-part on day one and day two.
    ● magnetic boards & letters - used to create words on day one and day two.
    ● -ot Word Family Worksheet

    Assessment/Evaluation​:
    ● Formative Assessment: Observe how students are creating words using the consonant and word
    part cards. Take note of those who are having a harder time to follow up with additional support
    on the following day.
    o While students work in pairs, filter around to offer additional support.
    ● Formative Assessment: score students on -ot word family worksheet.

    Differentiation: Individualized Activities:

    Differentiation:

    ● Pick students that may have a harder time, come up and switch the consonants with the -ap
    sticky notes to assess their word part ability.
    ● If students are overwhelmed/struggling with creating words using their magnetic boards, remove
    some of the consonants.
    ● Seat struggling students at one table to offer support while they complete the work sheet
    following the lesson.
    ● If needed, have students use their lassos to help them complete the worksheet.

    Enrichment:

    ● For those that finish the work sheet early, direct students to write as many -ot and -ap words that
    they can think of.
    ● If they finish that, have students read from their book bins.

    Technology: N/A

    Self-Assessment:
    ● Are students able to construct words on their own or did they need guided instruction?
    ● Were the magnetic boards helpful or distracting? How did the partnerships go?
    ● Were students successful in completing the worksheet?
    Copyright www.myteachingstation.com Early Childhood Educational Resources

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