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CVC Words Phonics Victoria Budgell

November 13, 2012 Strategies and Cues Kindergarten Course Outcomes

Duration: 30 min

General Learning Outcome: 2 Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts. Specific Learning Outcome: 2.1 Use Strategies and Cues begin to make connections among sounds, letters, words, pictures and meaning. Learning Objectives The students will: recognize different letters and identify each letters letter sound in a CVC (consonant, vowel, consonant) word. dramatize, as a group, an action connected to each CVC word definition read. Learning Resources Consulted Alberta Program of Studies Language Arts (K) Magic Spoons Activity (http://teacherbitsandbobs.blogspot.ca/2012/01/magic-spoons.html) Materials and Equipment Smart Board CVC Word Generator (Smart Board) Prior to Lesson prepare CVC word generator (choose cards you could attach actions to) prepare golden spoons (spray with glitter to make them extra magical!) prepare golden spoon board (print and laminate) Procedure Intro (1 min) Transition have the students join you on the carpet once their bell work is completed. Have them locate their name on the Smart Board attendance activity and move their ____ up to the _____. Once theyve joined you on the carpet, ask the students to try and make the biggest circle they can on the carpet and show you their best sitting positions. Introduction (1 min) Good morning everyone! My, look at how lovely you are all sitting. Thank you very much. This morning were going to practice reading words using our letter sounds. Would you like to help me play a game? Body (9 min) Golden (Plastic) Spoons Magic Spoon Board

CVC Words Phonics Victoria Budgell

November 13, 2012 Strategies and Cues Kindergarten

Duration: 30 min

Activity #1 CVC Action Game (9 min) Demonstrate how to play the game: Tap the Smart Board to get a random word. Use your letter sounds to sound out the word. Once you know the word, act out as a group an action for the word ie. hop hop like a bunny in one spot! Have the students stand up, ask them to GO. When you want them to stop, say FREEZE, ask them to sit on their bums and show you their listening and sitting skills. There are 4 very important rules! If you do not follow the rules, you will not be allowed to play. 1. When I ask you to stand up, do NOT act out the word until I say GO! 2. Respect the space of people around you! We dont want anyone getting hurt or not having fun. 3. When I say FREEZE, you stop! 4. After we freeze, we sit back on our bums. The person who shows the best sitting and quiet listening skills will get to choose the next word. Closure (20 min) Activity #2 Adult Focused Learning Center + Independent Learning Centers Magic Spoons! Call each shape group to the Adult Focused Learning Center one at a time to complete the worksheet. ***Students will be rotating thru this center and the independent learning centers. Provide the students with a demonstration of how to play the game. Use the following steps: Have each student draw a magic spoon from a cup. Each spoon has a consonant on it. Have the student identify the letter sound connected to the spoon they selected. Using the board, create a word by placing the spoon next to a word ending. Have the students, as a group, sound out the word. Repeat the process until each student has had a turn to draw a spoon. Assessments Written/Performance Assessments: Formative teacher observation during CVC action game, Magic Spoons activity, class discussion, student response to questions and prompts. Special Considerations Adaptations: Provide students with one-on-one assistance/coaching to help them sound out the letters. Allow other students to help a student sound out their word if they get stuck. Model an action for the class for each CVC word definition. Extensions: Challenge students during the Magic Spoon activity to think of an action that could be connected to their created word.

CVC Words Phonics Victoria Budgell

November 13, 2012 Strategies and Cues Kindergarten

Duration: 30 min

Ask gifted students to try and independently sound out the word (for both activities). Sponge Activities

When students complete the Magic Spoon activity, have them to join their peers at the independent learning centers. Reflection I was really pleased with how positively the students responded to the initial CVC action activity. This was the first lesson where I incorporated the use of the Smart Board and the resulting activity was quite successful. The students were engaged and excited and most importantly they had fun while they were learning! There were 2 students who were a little slow to start participating in the activity, but I tried to remedy this by including/zeroing in on them in a positive way (ie. asking L if he wanted to have a turn to push the dice, choosing the next word). It was brought to my attention later that it was actually Ls last day at the school so he was feeling quite down, and the other student has difficulty associating words with meaning (ie. they are able to read cat but arent able to tell you what a cat is). I thought perhaps one way I could remedy this in future lessons was to include some visual prompts to help aid these students. This moment also helped remind me that these children are human (of course) and sometimes they just have days that are off. I think its really important to remember and consider this before reacting to behaviours, especially behaviours that are out of character for the student. During the Magic Spoon activity, again, students were all very engaged. I really tried to be very enthusiastic about the magic quality of the simple, plastic spoons. I threw a little glittler on them as well and I think this helped keep them all engaged and curious. One thing I did notice and realize as I was working one-on-one with each student, giving them a turn with the spoons, was that the rest of the students at the table were left with nothing to do. If I were to use this activity again, I think I would have an additional related activity at the table for the students to explore independently while I circle and assess individual students with the spoons. Areas that went really well during this lesson use of positive reinforcement, engagement. Areas to improve time management (being aware of the time, listening for the bell), being aware of whats going on with the rest of the students in the room (eyes in the back of my head), differentiation of instruction (providing extensions and adaptations ie. visual prompts)

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