Name: Olivia AtkinsonDate: 10/1/2013
lESSON cOMPONENTS / description1. Age Level / Grade / K-1
2. Lesson Topic/ Title / Topic: Phonics: Continuous Blending
Title: CCVC: Model-Lead-Check Blending
3. Common Core Standards for Reading
(write out/explain)
/ CCSS.ELA-Literacy.RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words.
CCSS.ELA-Literacy.RF.K.3a 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.
CCSS.ELA-Literacy.RF.K.3b Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.
These standards correspond to this lesson because in this lesson, students will be developing word analyses skills for CCVC words as they practice decoding words, by associating letter-sound correspondences and primarily focusing on the short vowel sound /a/.
4. Rationale for Instruction / Decoding CCVC words is foundational for young readers. Explicit phonics instruction by the teacher is important for students to gain proper blending skills and decoding skills to pronounce not only CCVC words, but lays the foundation for pronouncing more complex words with more ease.
5. Lesson Goals
By the end of the lesson, what do you expect student(s) to know, understand, and be able to do? / As a result of instruction, the student(s) will be able to say individual sounds of common consonants and the short vowel /a/, and blend them together to say the correct word.
6. Materials / Lesson taken from the CORE, pp. 215-218.
Either use chalkboard and chalk/ whiteboard and markers
Or can use printed pages with the words slam, trap, flat, flap, plan, flag, grab, clap. on them (and have tape!)
Blending Board for individual practice and assessment
7. Procedures of lesson
(Specific and scripted!!! What exactly will you say to students step-by-step? Being specific helps you to be fully prepared, anticipate the unexpected, and manage timing). / 1. Background for the teachers: First address the class and explain how students need explicit phonics instruction and this is particularly important with blending. I will be using a MODEL, LEAD, CHECK strategy for instruction.
2. Good afternoon, friends! Today we are going to continue our work of blending! Give me a thumbs up if you are ready to begin our work of sounding out words.
Kids put thumbs up.
(MODEL)
Ok, now FIRST, watch and listen to me blend the sounds in this word
Point to the left of slam and say
I will blend THIS word.
With finger, make a loop from just to the left of slam to the letter s. Point to the letter s say:
/sss/.I’m going to keep saying this sound until I point to the next letter.
Keep saying /sss/
With finger, make a loop from the letter s to the letter l. Pointing to the letter l, say
/lll/. Keep saying /lll/.
With finger, make a loop from the letter l to the letter a. Pointing to the letter a, say:
/aaa/ Keep saying /aaa/
With finger, make a loop from the letter a to the letter m. Pointing to the letter me, say:
/mmm/
Point just to the left of slam and say:
Now watch as I read the whole word.
Then quickly sweep with finger under the whole word and say:
Slam.
Say: To slam a door means “to shut it hard” When you slam a door, it usually makes a loud noise. Slam!
**Model again with the word Trap.
(LEAD)
Tape the word flat on the board.
Now I am going to lead you in sounding out words. You’re going to sound out some words along with me. Remember, we’ll keep saying a sound until I point to the next letter.
Point just to the left of flat and say:
Let’s blend this word.
With finger, make a loop from just to the left of flat to the letter f. Point to the letter f for one or two second and have student respond along with you:
/fff/
Continue as you did with Slam, and then when you get to T, point to the letter for only an instant and have student respond along with you: /t/
Did you hear the /a/ sound? That is called a short “a” sound. I will say it and then you will repeat. /a/ like flat.
Students repeat.
**Lead again by repeat the same routine with the words flap and plan. When you are finished, develop students’ vocabulary by going back and clarifying the meaning of any unfamiliar words.
(CHECK)
Tape up the word flag on the board. Say:
Now it’s your turn to sound out words and show me what you can do! This time when I point to a letter, I want you to say its sound. Keep saying it until I point to the next letter. When I sweep my finger under the word, say the whole word.
Point just to the left of flag and say:
Blend this word.
With finger, make a loop from just to the left of flag to the letter f. Point to the letter f for one or tow seconds to signal students to say the sound for the letter f. (/fff/)
Continue as you did with flat.
**Check again by repeating the same routine with grab and clap.When you are finished, develop students’ vocabulary by going back and clarifying the meaning of any unfamiliar words.
If a student or students respond incorrectly, stop immediately and model the correct response for the entire group and then ask the entire group to respond. For blending errors, such as pausing between sounds, immediately say
Don’t stop between sounds. Listen to me blend the word without stopping.
Then model again. (ALSO EXPLAIN WHOLE WORD BLENDING! TAPE)
Now you each get to work on the blending boards to create your own words. Sound out the words that have a short /a/ vowel sound in the middle! Sound out the words and I will come around to listen to see how you are doing!
Give students each a blending board and have them blend words on their own, like scan, slap, and drab. Check on students’ progress.
8. Evaluation
State ways to link to learning to your objectives. How will you know students learned the objective? (This can be a quick and informal way to check for understanding) / I will check if students are able to do continuous blending by informally checking if they are blending the words correctly, without stopping during the “Check” part of my lesson, when I have students blend without any guided help by me. I can check during the words “flag,” “grab,” and “clap” to assess whether or not all of the students are blending correctly. Then, I will have students by having them use a blending board (
to blend words on their own, like scan, slap, and drab. I will check to see can say the sounds of individual consonants, and blend them properly, using the short /a/ sound.
Name: Olivia AtkinsonDate: 10/1/2013
lESSON cOMPONENTS / description1. Age Level / Grade / K-1
2. Lesson Topic/ Title / Topic: Phonics: Variant Correspondences
Title: Silent “e” Changes
3. Common Core Standards for Reading
(write out/explain)
/ CCSS.ELA-Literacy.RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words.
CCSS.ELA-Literacy.RF.K.3a 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.
CCSS.ELA-Literacy.RF.K.3b Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.
CCSS.ELA-Literacy.RF.K.3bd Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
These standards correspond to the lesson activity because students will be practicing phonics in decoding words and blending consonants and short and long vowels to accurately say the word. Students will also be distinguishing between words that are short vowel words and words that have a silent “e,” which can be very similarly spelled.
4. Rationale for Instruction / Being able to distinguish between short vowel words and silent “e” words is foundational to students’ comprehension and is vital to their correct pronunciation of words. It is important for students to understand that similarly spelled words can have different pronunciations based on the silent “e,” which makes the middle vowel long (say it’s name)/
5. Lesson Goals
By the end of the lesson, what do you expect student(s) to know, understand, and be able to do? / As a result of instruction, the student(s) will be able to distinguish between similarly spelled words and categorize them as either short vowel words or silent “e” words and correctly decode and pronounce each word.
6. Materials / Lesson adapted from (
P.048 print outs
Activity Master P.048.AM2
7. Procedures of lesson
(Specific and scripted!!! What exactly will you say to students step-by-step? Being specific helps you to be fully prepared, anticipate the unexpected, and manage timing). / 1. Explain to the class that this will be a lesson on short vowel words and silent “e” words.
Hello friends! We are going to continue our work on short vowel words and silent “e” words. Today we are going to play a game! I have a bunch of strips of paper here and each person is going to get to choose one from my hand and play the game.
Pass out to each student a piece of paper that has the short vowel word and silent “e” word columns to record the words in.
I will go first to show you how to play. I’m going to pick this word!
Show the strip of paper that says “at” to the class
Can anyone tell me what this word says?
Child answers “at.”
That is correct. I like how you sounded that word out! Now is the a in at a short vowel or a long vowel sound?
Child answers short.
Great! Everyone say /a/ with me!
Everyone says /a//
Good job! Ok So would we put the word at on our short vowel word column or silent “e” column?
Child answers short vowel.
Yes. Everyone record the word at on their paper under the short vowel column.
Now, what happens if I unfold the paper? Oo! There is now a special silent “e” at the end of the word? What does that silent “e” make the at say?
Child says, “it’s name!”
Correct, it makes the a say it’s name. The new word is ate.
So where should we record the word ate on our column?
Child says, “under the silent “e” column.”
Correct.
Model again and then have students pick the strips of paper and sound out for the class the short vowel word, record it, then say the silent “e” word, and record it, as well for words like mad(e), not(e), plan(e), etc. (See handouts)
8. Evaluation
State ways to link to learning to your objectives. How will you know students learned the objective? (This can be a quick and informal way to check for understanding) / The students will be assessed after I model the first two words. Each student will get a chance to pick a strip and read the short vowel word and the silent “e” word. I will assess students based on their individual answers of sounding out the short vowel word and the silent “e” words to me in front of the class and I will score each of their worksheets that have the short vowel and silent “e” columns in which they have sorted the words.