Lesson Plans: Learning phonics through making words

Topic: Learning phonics through making words

Setting: 1^st grade Special/Regular Education classroom

Relevant New York Standards:

-Content Area: English Language Arts

-Standard Number and Label: Standard 1- Language for Information and Understanding

-Grade Level: Elementary

-Key Ideas: Listening and writing to acquire information and understanding involves collecting data, facts, and ideas; discovering relationships, concepts, and generalizations; and using knowledge from oral, written and electronic sources.

-Performance Indicators: Students will make appropriate and effective use of strategies to construct meaning from print, such as prior knowledge about a subject, structural and context clues, and an understanding of the letter-sound relationship to decode difficult words.

Annual Goal: Students will read and spell high frequency words.

Benchmark Objective: Students will use their phonological awareness and phonics skills to manipulate letters to spell words. Students will decode and spell words and use that knowledge as they read and write.

Prerequisite Skills:

- Ability to recognize the letters of the alphabet and their sounds.

- Ability to recognize positions of sounds in words

- Recognition of upper and lower case letters.

- Listening and writing skills.

Topic that preceded this lesson: The students made words using the letters i, g, n, r, s, t. The students made the words: Is, in, it, sit, rig, ring, grin, sing, sting, and string.

Topic Following this Lesson: The students will review the letters and sounds of c, f, g, m, n, p, r, s, t, w, i, a and then move on to a new lesson involving the letters u, k, n, r, s, t.

Instructional Materials:

-The book Systematic Sequential Phonics They Use by Patricia Cunningham

-Pocket Chart

-21 ‘working with words’ folders

-21 small folders to go in ‘working with words’ folder

-21 soft binders

-21 plastic pocket inserts

-2 sets of cards with capital letters on front and lower case on back (to go in pockets in big folder

-21 worksheets

Learners’ Description: There are 21 students in this classroom: Five special education students, four at-risk students, five enrichment students, and seven students at grade level. The student’s ages range from 6-7 years old.

Teaching Time: 30-40 minutes

Instructional Objective: As a result of my instruction, students will write 10 words (for example: in, man, cap) using the letters a, i, c, g, m, n, p. The students will write 8 out of 10 words correctly.

Evaluation Criteria: Students will write their sentences in the proper space provided on the worksheet. Once completed, the students will self-correct their worksheets and hand in for me to assess whether the instructional objective was met.

Social Skill Objective: As a result of my instruction, the students will remain seated, quiet, and will attend to the teacher with 90% accuracy.

Social Skill Instruction: I will reiterate the 5 ‘carpet time’ rules. 1. Eyes looking, 2. Ears listening, 3. Mouths closed, 4. Sitting flat, and 5. Hands on lap. I will explain the consequences of each rule if it is broken so the students are aware prior to the start of the lesson.

Evaluation Objective: I will observe the students while they are listening to instruction and determine if the students are complying to ‘carpet time’ rules.

Review and Focus: I will show each card with the letters of the last lesson on it (i, g, n, r, s, t) and ask the students to say the letter and its sound out loud and together. I will show them the words we made out of these letters during the previous lesson (is, it, in, sit, rig, ring, grin, sing, and string). Once the students have stated each letter, its sound, and the word, I will move on to the next lesson.

Capture Attention: To capture the students’ attention I will begin by reading them a short story that I wrote containing all of the words from the lesson, (in, pin, nip, nap, map, can, cap, camp, camping).

Presentation of Information/Guided Practice:

I will tell the students that we will be working with words.
I will hand out the big folders, mini folders, and letters.
I will tell the students to take out the letters a, i, c, g, m, n, p from their binder and place them in their mini folder on the green side.
I will roll down the pocket chart hanging on the bulletin board and place the same letter in the chart for the class to see.
I will have the students sit on the carpet.
Before we begin I will have the students hold up each letter, name it, and say its’ sound. I will have the students show both the lower and upper case letters. I will have the students point out the two vowels and tell me why vowels are important.
I will read the sentences from my book aloud. “Take 2 letters and make in.” I will use the word in a sentence, “I saw Abby in the store.” The students will put the correct letters in their folder. I will ask a student what letters we need to make in. I will then put my letters in asking the students where to put them, in what order.
Next, I will say, “Add a letter to make pin.” I will ask the students what letter we need to make pin and where it should be placed. After they do it, they will guide me as to where I will put my P on the chart.
We will continue with this activity until they have created the 10 words of the lesson.

Independent Practice:

The students will go back to their seats.
I will hand out the worksheets.
I will explain that they will write the same 10 words that we just made together using the letters a, i, c, m, g, p, n.
I will ask the students what letters need to go at the top of the page. When they name the first letter, I will ask them to look at me while I write that letter on the overhead. Once I have completed, I will ask them to write the same letter in the same place on their worksheets, just like me. I will model this for all of the letters.
I will call on a student to think of a word we made earlier. I will write the word and then the students will write the word. Together we will do two words and then the students will make words on their own. They will work independently as I walk around the room and observe.

Closure: When I have observed that the students have completed their worksheets, I will hand out markers for the students to self-correct their worksheet as we go over the words together. They will put a ‘C’ on the correct words and circle words that are incorrect. Once we have finished correcting the worksheets, I will instruct the students to correct the words that are circled with pencil and hand in to me for a final correction. Those who had no errors will receive a sticker on their worksheet.

Printer friendly version

Tiffany Clift
tiffanyclift@yahoo.com
last updated May 11, 2005
Plattsburgh State University