Standard 1.0 General Reading Processes

Phonics Lesson Plan

Kindergarten

Topic: Students will apply their knowledge of letter/sound relationships and word structure to decode unfamiliar words.

Indicator: Students will decode words in grade-level texts.

Objective: Students will blend letter sounds in one-syllable words (CVC); they will be able to list 20 CVC words, such as cat, hat, bed, pen, tip, sit, hug, mug, mop, and top.

Materials: CVC worksheets, papers that have different CVC pictures and words, tape, marker, pencils, small colored erasers, CVC words board game

Introduction/motivation: CVC (consonant-vowel-consonant) words are words that follow the pattern consonant-vowel-consonant. The consonant is at the beginning and end of the word, and the vowel is in the middle. These are considered the simplest words and the starting point of many phonics programs (after some work on initial sounds). CVC words highlight the short vowels such as the “a” incat, the “e” in bed, the “i” infin, the “o” intop, and the “u” insub. Display different CVC pictures and words on the board. Ask: “Do you know what kind of words these are?” Students will read the words and try to figure out what kind of words they are.

Procedure:

A. I Do!

1. I will put 10 CVC pictures up and have the words underneath the picture on the board. I will illustrate CVC words by underlining the short vowel letters a, e, i, o,andu. Ex. cat, hat, pen, ten, pig, lid, dog, log, sun, and bus.

2. I will explain that CVC words are consonant-vowel-consonant words. We will be working with short vowels. The CVC words start with a consonant letter and ends with a consonant letter, and the vowel letter is in the middle. Ask: “Do you know what consonants are?” Ask: “Do you know what vowels are?”

3. Review with students the short vowel letter and sound in each word on the board by reading the word aloud, pointing out the short vowel letter, and saying the short vowel sound. For example, I will point to the word "cat" as I say it. Then explain: "The short vowel in the word cat is “a.” The letter “a” makes the /ă/ sound." Ask: “What other words contain short vowel sounds in the middle of the word such as the ones on the board?” Write down their responses.

B. We do!

1. Play “Say and Spell CVC Words” board game. (Small version of the board game is to the right). (Here is the link for the board game http://bogglesworldesl.com/CVCwordsgame.htm)

2. In this game students roll the dice and advances that number of spaces; they might land on pictures of CVCwords. They have to say the name of the picture and spell the word. If the player cannot spell the word, the player moves back. The CVC words are: bat, kid, ten, dog, cup, mom, bus, top, bus, sub, tub, pin, pan, van, pot, jam, hen, can, dot, jet, rug, lid, hat, pen, lip, bed, log, vet, fan, web, fin, pig, wig, gum, cub, net, sun, and pup. (6 students will play at a time; then, the next 6 students will play).

Name three words that have an A in the middle. / Name two words that end in T.
Name two words that begin with L. / Name two words that end in N.

3. There are also “word skill” card squares that emphasize word skills such as middle sounds, beginning sounds, and ending sounds. (Small versions of these cards are to the right). When students land on these squares the student must choose a card and answer the riddle. The card might say, “name two words that have an “a” in the middle.” If the student cannot answer the riddle, the student moves back. (We will use erasers as the game pieces to move back and forward).

4. There are instruction squares where students have to follow the instructions written in the squares. For example, the instruction square might say, “go back 3 spaces.” The student must go back 3 spaces.

5. The first one to the finish is the winner.

C. You do!

1. Students will receive a worksheet on CVC words; it will be a word bank and pictures. Students will write the correct word underneath the picture. It will be a word search as well.

2. Students can work in groups to help each other find the words in the word search.

3. When students are done, we will go over the worksheet together.

4. After, students will make a list of 15 CVC words.

5. Then, students will put the CVC words into groups that have the same short vowel sound, and the students will read their list of CVC words. Give students examples: pot, mop, and top goes in the short “o” vowel group, and cat, hat, and sat goes in the short “a” vowel group, etc.

Summary:

Students should be able to state what they have learned about CVC words. I will have students state what CVC words are, and they will give me an example of three CVC words. Students should understand why CVC words are important. They are important because it helps students decode and say words. Decoding words are the start of reading. Students will list as many CVC words as they can in ten minutes, and the student who lists the most words will get a treat.

Evaluation: Students were able to learn several CVC words by sounding the letters out.

Follow-up activity:

Student will be given homework which will be to list 20 CVC words using the short vowels a, e, i, o, u. Students should list four words using the short vowel “a,” four words using the short vowel “e,” four words using the short vowel “i,” four words using the short vowel “o,” and four words using the short vowel “u.” Students should group the CVC words by their short vowels.

Modification/accommodation:

For the diverse students, I will provide pictures of CVC words using the short vowel “a” only.

Students will write the name of the picture underneath.

CVC Word Search

Write the words from the word bank under the correct pictures then find them in the grid below.
Word Bank
bus / hen / jet / log / pin
hat / jam / lid / mop / rug

Name______Date ______

Homework

CVC Words

Directions: List 20 CVC words using the short vowels a, e, i, o, u and group the CVC words by their short vowels. Example: Cat and hat goes in the short vowel “a” group. List 4 words using the short vowel “a,” 4 words using the short vowel “e,” 4 words using the short vowel “i,” 4 words using the short vowel “o,” and 4 words using the short vowel “u.”

a / e / i / o / u
cat
hat