Lesson Plan Form - LBS 400

Candidate:

Subject:

Grade level(s):

Date:

Nancy Soto

ELA

Kindergarten

November 30, 2015

Standard:
CCSS.ELA-Literacy.RF.K.2.c
Blend and segment onsets and rimes of single-syllable spoken words.
I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):
Students are going to learn how to read Consonant-Vowel-Consonant words with guided practice and on
their own then show an action to remember the word.
II. LEARNING OUTCOME (Objective):
Given a set of words, students will apply their knowledge of CVC words by demonstratingtheirexisting
knowledgeoflettersounds.Studentswillreadwords and preform an action to represent each words.
Studentswillbuildletterrecognitionfluency.
DOK/Cognitive Rigor Level: Students should be able to differentiate between sounds. Students need to
be able to recognize words and connect them with actions.
Language Demands -Requires that students be able to sound out letters in order to read the word.
III. CURRICULUM CONNECTION:
Before: Students will have learned the sounds of each letter.
After: Students will be able to read other words on their own and connect them to actions making words
easier for them to remember when writing and reading.
IV. INSTRUCTION
A. ENGAGEMENT (Motivational Activity):
Anticipatory Set: Today we are going to learn a secret that will help you read words. Your mom and
dad will ask How did you know that? So are we ready for the secret? Class reviews CVC words
together with action.
Student friendly objective: By the end of our lesson you should apply your knowledge of letter
sounds by reading words and becoming familiar with them for future writing.
Purpose: It is important to lean CVC words because the help you learn how to read and write.
B. INSTRUCTIONAL SEQUENCE (Teaching Methodology With Student Activities):
Step #1: CVC Word PAT
a. T input I would introduce the first CVC words Pat
a. T model I will show students the first word Pat, sound out consonant P then vowel A, then blend
them and read blended part PA with next consonant T and finally read the word PAT. Students will

repeat after me or fallow as I read.

b. Student response: Check for understanding by having students read the word and show an action
for the word. PAT= patting there back with one hand.
Step #2: CVC Word CAT
a. T input I would introduce the second CVC words Cat
a. T model I will show students the second word Cat, sound out consonant C then vowel A, then
blend them and read blended part CA with next consonant T and finally read the word CAT. Students
will repeat after me or fallow as I read.
b. Student response: Check for understanding by having students read the word and show an action for
the word. CAT= making cat sounds.
Step #3: CVC Word GUM
a. T input I would introduce the third CVC words Gum
a. T model I will show students the third word Gum, sound out consonant G then vowel U, then
blend them and read blended part GU with next consonant M and finally read the word GUM. Students
will repeat after me or fallow as I read
b. Student response: Check for understanding by having students read the word and show an action
for the word. Gum= pretending to chew gum.
Step #4: CVC Word TEN
a. T input I would introduce the fourth CVC words TEN
a. T model I will show students the fourth word TEN, sound out consonant T then vowel E, then
blend them and read blended part TE with next consonant N and finally read the word TEN. Students
will repeat after me or fallow as I read
b. Student response: Check for understanding by having students read the word and show an action
for the word. TEN= show all ten hand fingers.
APPLICATION ACTIVITY (Practice and/or Reflection): For guided practice, teacher will have
students read the words (YUM, WAG, PET, DIG, JOG, and TAP) as a group with help from the teacher
and act out an action for each word.
MATERIALS & RESOURCES:
Large flashcards with the words printed on them
Rug area were students can move around
V. ASSESSMENT STRATEGIES (Methods For Obtaining Evidence Of Learning):
Formative:
Students will be able to sound out the word and blend sounds to read the word. They will act out an action
to show understanding. Students will be able to do the reading and acting on there without teacher
model.
Summative: At the end of the lesson students will individually read out the word on the flashcard and
together as a class will act out the action.

VI. ACCOMMODATIONS and/or MODIFICATIONS FOR INDIVIDUAL LEARNERS (Content,

Instruction, Practice):
To accommodate students with vision problems it would be helpful to use large flash cards. Along with
individual flashcards for the students the need them or all. If there are challenged learners teacher must
repeat the step over again and provide one on one repetition. For students with high achiever change them
with harder words.
VII. HOMEWORK (if appropriate): No Homework