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Phonics Lesson Plan 1

Phonics Lesson Plan

National University

Kate Minnis
Phonics Lesson Plan 2

Abstract:

This assignment was focused in a first-grade classroom taking place during a phonics

lesson. Students are at multiple performance level and in a low socioeconomic neighborhood.

During this lesson students are given different mediums to expand their learning. They are

provided opportunities for remediation and enrichment as needed. Best practices according to

training are utilized throughout the entire lesson.


Phonics Lesson Plan 3

TED 621B Lesson Plan TEMPLATE


Grade Scenario chosen: __1st Grade________

Lesson Topic: ___Phonics- the letter m____

Candidate’s Name: ____Kate Minnis_______

1. Introduction: (Identify Grade Level K12 Academic Content Standard(s) or


Common Core Standards, rationale, focus learner, create bridges from past
learning, behavior expectations)

Nevada Academic Content Standards (NVACS): Rationale:


RF.1.3: Know and apply grade-level phonics and First grade students are learning to read,
word analysis skills in decoding words. this is the biggest and most important task
RF.1.3a: Know the spelling-sound for every first grader to accomplish. Half
correspondences for common consonant way through the year and with good
digraphs. [ CITATION Cla178 \l 1033 ] phonics instruction students should be
Prior Learning: blending and reading many words.
Students have direct instruction daily on phonics, Students should be learning about blends,
practice during center time, have appropriate digraphs, trigraphs, combinations,
grade-level phonics skills retaught during small diphthongs etc. For students to become
group time, and struggling students have better readers they must understand the
instruction during intervention at their level (only different “things” that make up words
time below grade level is ever taught) (blends, digraphs, trigraphs,
[ CITATION Cla179 \l 1033 ]. Through these combinations, diphthongs, etc.). It is
activities students have already demonstrated imperative that all students are exposed to
understanding for each syllable having a vowel grade level standards. Students who are
and the ability to decode words. (This is of course below grade level will have other time to
except for target student 1 &2. They will get work on below grade level standards.
grade level exposure during whole group, centers,
and small group time and then have chance for At the appropriate time Target Student
remediation during intervention.) 1&2 will be given instruction at their level
Focus Learner/Behavioral Expectations: to help remediate them and hopefully
Students are active and social therefore it is close gaps. If not, it will be a chance for
imperative that a consistent routine and data to be collected so the RTI process
expectations have been established. Students will can move forward.
be reminded of our class mission and recite it and
will recite rules to remind themselves of
expectations. Students will be working with
assigned partners based upon data from
assessments and will be using Kagan Cooperative
Learning Structures to channel energy and
excitement into learning.
Phonics Lesson Plan 4

2. Learner Outcome(s)/Objective(s): (What will students learn from this lesson? How will
you measure mastery of the outcome?)
Rationale:
Objective: First grade students are expected to be
Students will know consonant digraph /ch/. able to decode and encode words with
Students will be able to decode and encode words blends, digraphs, trigraphs, combinations,
with digraph /ch/. diphthongs, multi-syllabic words,
understand affixes, understand spelling
Assessment: patterns, and read and spell frequently
Students are assessed weekly on phonics skills used irregularly spelled words. For
learned during that week. students to become successful with the
Students are given multiple computer based tests more challenging skills they need to
throughout the year: evaluate, STAR, I-Ready, understand the basics of decoding words
WIDA, and MAP. and understanding letter(s) sounds.
Students are given multiple 1:1 and other paper Analytic and Synthetic approaches are
assessments throughout the year: Core Phonics best combined together to help young
Survey, Phonemic Awareness Testing, QSI, students learn how to read (Gunning,
Writing assessments, and normal classroom 2016 p. 180).
quizzes and tests.
In this lesson and after this lesson
Conditions: students will continue to manipulate and
Learning will take place in a first-grade classroom create words with digraph /ch/.
on the rug. Students will be strategically placed
on rug with partners based upon data so that
students are not frustrated with their partner.
Students will transition back to tables to do hands-
on activities and then transition into centers.

Learning Behavior:
Students will use word tiles to make words.
Students will use letters and pocket charts to
create words.

Success Indicators:
Students will perform at the apply level of
Bloom’s Taxonomy. They will use what they have
learned about digraphs to create words using the
digraph /ch/. This will be done both with word
tiles and during center time. [ CITATION Van17 \l
1033 ]
Phonics Lesson Plan 5

3. Pre-assessment Activity: (What assessments did you conduct/what activities did you
engage in which made you decide that this particular standard and objective needed to be
taught now?)
Pre-Assessments: Rationale:
Students will be successful in this lesson based Most students demonstrate an
upon the previous phonics lessons taught. This is understanding of letters and their
the natural progression of how phonics is typically corresponding sounds. To continue to
taught. Most students know all the letter sounds so increase their reading abilities they need
this is appropriate to teach so they all become to be introduced to more complex
better more efficient readers. letter(s).

Linguistic Background: 8 ELL Students- 6 speak Spanish, 2 It is imperative to have students review
speak Korean. The other 14 students speak English. previously learned letter(s) and sounds
Academic Language Abilities, Content Knowledge and
Skills: 85% of students are at grade level with phonemic
and sight words.
awareness, 80% of students are at grade level with concepts
of print, 90% of students can identify all letters, 70% can Orally repeating sounds and reporting to
identify all sounds. 4 Students are reading at a DRA level a partner is a fun and engaging way for
above grade level, 9 students are reading at a DRA level at students to review letters and
grade level, and 9 students are reading at a DRA level below
grade level.
corresponding sounds.
Physical, Social, Emotional: Students are very active and
social. Socioeconomically struggling families.
Socioeconomic Considerations: 70% of students on free and
reduced lunch program. Many parents are unemployed or
working in low level service jobs.
Cultural Considerations: Students engage in few activities
outside of school – many in extended daycare at school.
Ethnic Diversity: 34% African American, 10% Asian, 21%
Caucasian, 35% Hispanic
Health Considerations & Attendance: No known health
concerns. Very good attendance by students.
Interests, Motivations, & Extra Curricular: Developmentally
appropriate interests. High motivation to read.

Review:
-To review students will quickly review picture
cards with corresponding letter(s). (Example:
Picture of net with the letter N next to it, students
would say: net, /n/, N.)

-Students will review 3-5 sight words. (Example:


Students would say the word, orally spell the
word, and then say the word 3 more times)

-Students will then be told a sound to them by the


teacher. The students will repeat the sound think
for 3-5 seconds and then when the teacher says go
will turn and tell their partner which letter(s)
make that sound.
Phonics Lesson Plan 6

4. Differentiation, Adaptation & Accommodation Strategies:


For all students use of Cooperative Learning Rationale:
Structures, Picture cards, Sight Word Cards, It is imperative to gather information
Chorally Responses, and echo response will be about student and not only make one
engaging, fun, and meaningful. assumption. There are multiple
possibilities as to why a student is
Modification for ELL: performing the way they are.
-Use Pictures
-Give adequate wait time Building relationships is the most
-Give clear directions important thing to do with every student
-Provide sentence stems in your classroom. By building these
-Use manipulative practice relationships you are better able to solve
problems and helps students solve their
Modification for Target Student 1: own problems.
Female English speaker who is 7 years old and
was retained in Kindergarten. She scored at the In first grade, all students are ELL
th
40 percentile for phonemic awareness and only students (even though they speak
identified 10 letters. She could identify sounds of English) as they are still learning about
consonants but no vowel sounds. She reads at a the English language. All ELL strategies
DRA level B. She is very quiet. She is immature will be beneficial to all learners not just
but is very interested in reading and writing. She those that speak another language.
is also the baby of the family. Could potentially be
several factors. She could have learned Students needing enrichment can be
helplessness due to being the baby of the family. given modified activities which extend
She may be too shy to ask for help or she could their thinking.
potentially have a disability. She is a definite
candidate for RTI especially after having already
been retained.
-She needs to work 1:1 with teacher to help build
relationship this will help to determine why she is
behind if it is shyness, learned helplessness or a
disability.
-She needs to be partnered with someone she will
feel comfortable sharing with.
-Use her interest in reading and writing for an
advantage to get student more interested and
engaged in phonics.

Modification for Target Student 2:


Female Spanish speaker who is 6 years old. She
scored in the 40th percentile with phonemic
awareness and the 80th percentile with concepts of
print. She knows 10 lower and 10 upper case
letters. She does not yet have any letter to sound
correspondence. She is very quiet but talks and
works well with peers. She has a large family that
Phonics Lesson Plan 7

primarily speaks Spanish. She is very curious and


has a high interest in reading and writing.
-This student is most likely a typical ELL student
that needs additionally language practice. She will
likely catch up quickly as soon as she acquires
more language.
-It is imperative that many ELL strategies are used
for her all the time. Pictures and sentence stems
should be provided. She should always be given
an adequate amount of think time and should be
given manipulative tasks when possible.

5. Resources: (Identify materials needed for this lesson accounting for varying degrees of
skill level)
Review: Rationale:
Picture Cards Students need a chance to manipulate
Sight Word Cards letters and create words. Students will
Assigned partners have different mediums in which they can
practice making words with the
Explicit Instruction: digraph /ch/.
List of words with /ch/ sound
Assigned partners
Sentence stems

Guided Practice & Centers:


Letter tiles
Pocket Chart
Letter Cards
Sight Word Cards
I-Ready (Computers & iPads)

6. Learning Activities: Explicit Teacher Instruction - (Explain, Model, Demonstrate,


Check for Understanding; what EXACTLY will you teach and how?)
Teacher will invite students to the rug and then Rationale:
state student friendly target with students: “I can “Instructional scaffolding is a gradual
read and write words with digraph /ch/, this will process during which teachers help
help me to become a better reader.” students incorporate new skills or
learning by modeling and providing
Students will then review the picture cards from guided practice until students are able to
previous lessons, sight words, and review letters proceed independently” [ CITATION
and their corresponding sounds while reporting to Wes10 \l 1033 ].
partners.
“Effective instruction begins with a clear
“Boys and girls echo these words after me, I want statement that is visible and explicitly
you to listen for the same sound you hear in each stated by the teacher to inform the
word. Chunk Lunch, Chin. Repeat them again students about what they are going to
after me. Now turn to your partner and tell them learn in the lesson” [ CITATION
Phonics Lesson Plan 8

which sound you heard in all of these words. Be Wes101 \l 1033 ].


sure to say a complete sentence. You need to say
the sound I heard in each of those words was: __.” It is imperative to give students sentence
stems and encourage discourse in
During this time while students are taking I would complete sentences.
walk around and listen to what they are saying
and correct any off-task students and One on One calling should never be done.
misconceptions. Students should always share in partners
and the teacher should then paraphrase
I would then bring students back together and tell what is said by the students to ensure that
them: “I heard most of you say that the sound you there are no misconceptions.
heard in those words was the /ch/. Turn to your
partner and tell they what letters you think make
up that sound. Be sure to use a complete sentence,
Say: I think /ch/ is made up of the letters: _____.”

During this time while students are taking I would


walk around and listen to what they are saying
and correct any off-task students and
misconceptions.

I would then bring students back together and tell


them: “I heard most of you say that the letters that
make the /ch/ sound are c and h. Boys and girls
how many sounds do you hear? (1) How many
letters make that sound? (2) Boys & Girls repeat
after me (using hand motions as well) a digraph is
when two letters come together to make one
sound. Please turn and teach your partner about
the digraph /ch/, make sure to use complete
sentences.”

Check for Understanding:


Teacher observation during partner talk.

7. Learning Activities: Guided Practice/ Collaborative Practice (Check for understanding


and provide feedback and re-teaching)
Students will transition back to their tables. Rationale:
Students will get out their letter tiles and find the Students need a chance to practice while
letters c and h. After all students have these two still having support. This activity gives
letters they will then spell words with digraph students the chance to practice and still
/ch/. get assistance as needed. It is a
Have students spell words until the majority seem manipulative activity so it is fun for
to be mastering the concept. During this time, the students. If students seem bored you can
teacher will be moving around the room observing always turn it into a race at tables. By
and assisting struggling students. doing a proper and private check for
Phonics Lesson Plan 9

Use the following words: check, chess, arch, understanding you can easily determine
march, chat, chase, chant, chop, chip, lunch, inch who needs to be retaught and who is
Check for Understanding: ready to be released to centers and have
Students will then get out their whiteboard and time to continue practicing their newly
will have to spell one word with a digraph /ch/ in learned skill.
it. They must keep their answer private until the
teacher asks to see it. After seeing who is correct
and incorrect the teacher will quickly make an
impromptu group of students not understanding
the concepts and do a complete reteach of the
lesson.

8. Independent Practice: (Provide practice that supports the learning outcome. Note:
Independent activities are assigned assuming that students understand the concept well
enough to work on their own.)
Independent practice will be done through center Rationale:
activities.
During all rotations, I will strategically
Students will have four centers to move through. place the other students in specific
They will have a pocket chart and word card centers based upon their needs. The high
center to continue practicing phonics skills with students will spend 30 minutes on I-
digraph /ch/. They will have a technology center Ready so they are being taught and
to work on I-Ready Reading lessons. They will enriched at their current level. The
have a sight word center where students play sight medium-high students will continue
word memory with a partner. They will have a working with making as many words as
teacher center where students are working on possible with the pocket chart. The
grade level standards with different levels of medium-low students will play sight
scaffolds. word memory.
Students will be grouped based on ability level.
Six High students will be in one group, six During center time, each student’s
medium-high students will be in one group, five individual needs will be met. They will
medium-low students will be in one group, and have opportunities to practice different
the five lowest students will be in one group. skills and work with peers.
Based upon the CCSD framework small
groups/center time is 60 minutes long. Students
will spend 30 minutes at the first center and 20
minutes at the last three centers. During the first
30 minutes, I will work with the lowest group and
teach them below grade level standards to help
remediate and catch them up. The remainder of
the groups will then rotate through the teacher
center and will focus more on comprehension
these groups will all be taught based upon grade
level standards.
Check for Understanding:
Teacher Observation
Phonics Lesson Plan 10

9. Assessment and Evaluation: (Describe how you will assess and/or evaluate the students’
learning. Describe differentiating assessment strategies you will use for ELL, special needs
students, highly achieving students and low achieving students.)
Formative: Rationale:
Teacher observation in whole and small group Phonics is essential in helping students to
setting. become successful and fluent readers. All
students will have multiple assessments
Summative: in the classroom and at the whole school
Weekly there will be a phonics assessment this level. Students that are struggling will
will determine every week how students are also be monitored weekly to gather
performing. evidence in case there is a need for
Students who are being intervened with will be special education.
progress monitored weekly.
Computer based and paper tests will be given
multiple times through the year to determine
student’s progress.

10. Closure: (Describe how students will reflect on what they have learned.)
Closure: Rationale:
Students will return to the carpet after centers and It is imperative to get students to think
classroom is cleaned up. Teacher will restate the about their thinking (metacognition).
learning target and ask students to share with their They need to be aware of what they are
partner one thing they learned today. During this learning and how well they are
time, the teacher will be listening and observing understanding what they are learning.
what students learned today. Once students have
shared they will quickly fill out a survey (as
shown below) with smiley faces rating how well
they think they understood the concept.
Phonics Lesson Plan 11

References
Clark County School District. (2017, September). Literacy Instruction Framework. Retrieved
from Regional Proffessional Development Program:
http://rpdp.net/admin/images/uploads/resource_8077.pdf
Clark County School Distrit. (2017, September). English Language Arts 1. Retrieved from
Curriculum Engine Clark County School District: http://curriculum.wiki-teacher.com/
Gunning, T. G. (2016). Creating Literacy Instruction. United States: Pearson.
Kagan, S., & Kagan, M. (2009). Kagan Cooperative Learning. San Clemente: Kagan Publishing.
Vanderbilt University. (2017, September). Bloom's Taxonomy. Retrieved from Center for
Teaching: https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/
WestEd. (2010). Communicates Selected Standards or Objectives to All Students. WestEd.
WestEd. (2010). Instructional Scaffolding Gradual Release Framework. WestEd.