Olivia Sasse

TED 508
7/20/20
Phonics Lesson Plan Template - Adapted from LETRS (Moats and Tolman)
Component Instructional Technique Time
State Goal Students will be able to successfully substitute
phonemes and letters in simple one-syllable
words to make new words. Student friendly:
Students will be able to replace sounds and their
letters to say and write new words.

Practice Hello my friends! We are going to practice 1 min

Phonological sounding out words! Can you sound out the
Awareness word “cat” with me? Let’s sound it out
together! /C/, /a/, /t/! Students respond. Very
good! Now let's sound out the word “mat”
together! Say it with me, /m/, /a/, /t/! Students
respond. Very good, let’s tap it out with our
fingers, /m/, /a/, /t/! Students move their fingers
corresponding with the teacher’s movements.
How many sounds do “cat” and “mat” have?
Students respond. That’s right class, three
sounds!

Review My friends, do you remember how yesterday I 1 min

Previous showed you pictures of different objects and we
Lesson/ sounded them out together? Yes? Let’s go over
one of them. Shows class a picture of a hat.
Content
What is this class? Students respond. That’s
right, a hat! Let’s sound it out together, /h/, /a/,
/t/. Awesome! Now what is the letter name that
goes with the sound, /h/? Students respond.
Perfect! It’s the letter “h”! Now what about the
sound /a/? Students respond. Yes class, it’s the
letter “a” And the /t/ sound? Students respond.
Yes my friends, that’s the letter “t”! Now we are
going to practice a new skill using letter sounds
and letter names!

Introduce Alright my friends, today we are going to use our 4 mins

Concept phonics skills to make new words by substituting
sounds and letters out of words we already
know! We are also going to practice writing
these words down! How exciting! The words we
 just went over, “cat”, “mat”, and “hat”, all sound
very similar! That is because the only difference
to these words is that the first sound and letter
name changes! We are going to practice writing
down these words with a special tool! Holds up
a blank Elkonin box worksheet to show the
class. We are going to right down the letter
names in each box while sounding out the letter
sounds to make whole new words! Let me show
you what I mean. Teacher puts their worksheet
under the projector so students can see the
teacher’s worksheet on the board. I am going to
use the word “rug”. I’m going to sound it out,
/r/, /u/, /g/. That is three sounds, so I am going to
write down the letter names of these sounds on
my worksheet. The letter name for the sound /r/
is “r” so I will write that in my first box. Teacher
writes down “r” in the first box. The second
sound is /u/ which has the letter name “u”, so I
will write that down in my second box. Teacher
writes down “u”. Then the last sound is /g/ which
has the letter name “g” so I will write that down
in the last box. Teacher writes down “g” in the
last box. Now I will write down the whole word in
the right column here. Teacher writes down
“rug” in the right column. Now my friends, we
are going to practice together. We are going to
change the first letter and sound of the word
“rug” to make a new word. We are substituting,
or switching out, the first sound and letter name
and we are going to do it together!

Provide Hands out one Elkonin box worksheet per 5 min

Guided student. Okay my friends, let’s get started! The
Practice word “bug” sounds a lot like “rug” doesn’t it?
Let’s see why! We are going to begin with the
word “bug”. Let’s sound out the word “bug” with
our fingers. /B/, /u/, /g/. Students follow along
with their own fingers with the teacher. Very
good! Now let’s write down the letter names.
The sound /b/ is what letter? Students respond.
That’s right class, it's “b!” Let’s write ‘“b” in the
first box on our worksheet. Teacher writes down
a “b” in the first box, students follow along on
their own worksheets. Now what is the second
sound again? /U/ that’s right! And what letter
 name goes with the /u/ sound? Students
respond. Perfect, the letter “u” so let’s write that
in our second box! Teacher writes it down and
students follow along again on their own sheets.
And the last sound is /g/, what is its letter name?
Students respond. Very good, so let’s write “g”
in our last box! Teacher writes it down and
students follow along again on their own sheets.
Now let’s write the whole word “bug” on the right
side of the paper together. Class, let’s look at
my sheet on the board one more time. You see
how “bug” and “rug” Teacher points to both
words. Are super similar? That is because the
last two sounds of both words are the same! We
just changed the first sound of “rug”, to make the
new word, “bug!” The last two letter names and
sounds of these two words are the same.
Teacher points to the letters on the worksheet to
compare and students can see. Can everyone
see that? Students respond. Very good! Let’s do
one more. Teacher repeats the same process
with the word “mug” with students following
along on the next line of their worksheets.

Provide Okay my friends, flip over your worksheets to 4 min

Independent the other side of our special tool. (Worksheets
(extended) are double sided with Elkonin boxes on both
sides). You are going to practice this substitution
Practice
skill with a different word now! Think of the word
“dog”, and see if you can stretch out the sounds
and write out the letter names in the boxes. Use
your tapping fingers to help you! Then, think of
another word that has the same ending sounds
as the word “dog” and write it down on the next
line of your worksheets.This is just like what we
did on the other side of your worksheet! Teacher
circulates the room to make sure students are
working and understanding the concept,
possible new words could be “fog”, “log” and
“hog”, among others.

Dictation Teacher passes out sheets of lined paper, one 4 mins

per student, to the class. Okay my friends, you
have been doing so great so far! Now, I am
 going to say some words and letter sounds out
loud, and you are going to write them down on
your paper as I say them! Get your pencils
ready! Okay, please write “lap” down on the first
line of your paper. “Lap”. Wait for students to
finish writing. On the next line, take away the /l/
sound of “lap” and add the /n/ sound. Replace
the /l/ sound of “lap” with the /n/ sound. Circulate
the room and make sure students are following
along. Now on the next line of your paper,
replace the /n/ sound of “nap” with the /g/ sound.
Replace the /n/ sound of “nap” with the /g/
sound. What word do we have now class?
Students respond. That’s right, “gap”! Now let’s
start with the word “can” on the next line. Write
“can” down on the page. Let’s take away the /n/
sound at the end, and replace it with the /t/
sound. Replace the /n/ sound with the /t/ sound
on the next line on your page. What word do we
have now? Students respond. That’s right
friends, the new word is “cat”! You are all doing
so well! Repeat with more dictation if needed,
depending on how students are grasping the
concept.
Word That was great class, now let’s do one last 3-4 mins
Meaning/ worksheet. Passes out a Word Ladder
Word Work worksheet to each student, has pictures for
clues on it. The worksheet only has five new
words to construct. Please do your best work
and practice substituting different letters in
different words! Circulates the classroom to see
if any students need help and that they are
working on the worksheet with ease.
Read Text 3-4 mins
Students will read the book, Hungry Raccoons per
Decodable Reader Level A, Book 3, to the small
teacher in small groups of three at a time.
https://eps.schoolspecialty.com/EPS/media/Site- group
Resources/Downloads/samples/1018MX/pp_a-
reader_A3.pdf?ext=.pdf