Planning Phonics, word Recognition, and Spelling Instruction

GCU College of Education

LESSON PLAN TEMPLATE
03/2014

Teacher Candidate: Dana Enochs

Grade Level: Kindergarten
December 3, 2017
Date:
Reading/ Writing/ Spelling
Unit/Subject: What was that sound?
Instructional Plan Title
I. PLANNING
Lesson This lesson starts out with a reading of “Birthday Soup” then goes on to students working on word
summary and recognition, spelling, and single letter and consonant digraphs.
focus:
Classroom and There are 30 students in the class. Six of which are reading below grade level. Four students are
student factors: reading above grade level. One of the four is a year younger than his peers and is reading two
years above grade level. The remaining students are all reading at grade level. The students will
begin the class as a whole. They will later be placed into small groups for collaboration and input
or they will work in centers.

National / State “RL.K.1 With prompting and support, ask and answer questions about key details in a text” (OLS,
Learning 2017).
Standards: “RF.K.3. Know and apply grade level phonics and word analysis skills in decoding words.
a. Associate the long and short sounds with common spelling (graphemes) for the five
major vowels” (OLS, 2017).

Specific learning target(s) / objectives: Teaching notes:

Students will identify key words from the text. The instruction time for this lesson is forty minutes.
Students will understand what single letter & All materials, resources, worksheets are all placed in
consonant digraphs are. the appropriate places.
Students will know the difference between a short and Teacher will make sure that students have a clear
long vowel.
understanding of what consonant digraph, short and
long vowels are before allowing them to go to their
centers.
Agenda: Formative assessment:
1. Beginning of the lesson: story During review of lesson have a checklist of students.
2. Working on word recognition, vowels, &
consonants,
3. Working in small group while other work
independently
4. Review lesson
Planning Phonics, word Recognition, and Spelling Instruction

Academic Key vocabulary: Function: Form:

Language:  Duck To help student understand Students will look for these
 Two consonant digraphs and short words along with others
 See and long vowels sounds throughout the story.
 You
 soup

Instructional “Birthday Soup” copy for students

Materials, Whiteboard
Equipment and Students need pencil and paper
Technology:
Grouping: Students will start the lesson as a whole group for the reading of the story. Then they will split
into smaller groups, the students who are below reading level will be in one group to work with
me. While the students that are at grade level will be placed into groups of four to work at the
centers.

II. INSTRUCTION
A. Opening
Prior Prior to starting the lesson, we will review short and long vowels reminding students to watch out for
knowledge them in the story.
connection:
Anticipatory After the lesson students will be able to use these skill with future reading and writing.
set:
B. Learning and Teaching Activities (Teaching and Guided Practice):
I Do Students Do Differentiation
Planning Phonics, word Recognition, and Spelling Instruction

1. Explain that we are going to
read “Birthday Soup”
2. Explain what single letter
and consonant digraph,
along with short and long
vowels.
3. Let students know we are
working on word
recognition and spelling.
4. Read the story to students.
5. Work with students
individually on reading,
writing, and spelling.
1. Review the story.  Students who need
2. Look for single letter and extra help will work
consonant digraphs on the board with me in small group.
find the ones that match the ones  We will work on their
in the ones in the story. reading according to
3. Count how many you can find. their RTI.
4. Make a list of short vowel and
long vowel around the room.
5. Students will then compare their
lists to see who has the most
correct.

III. ASSESSMENT
Summative Monitoring student progress towards mastering skills such as word Differentiation:
Assessment: recognition and spelling. Observations and running records. Observations and portfolios of
students work showing progress
with weekly records.

Closure: Ask students what they learned today. What was the neatest part?

Homework: No homework.

GCU College of Education

LESSON PLAN TEMPLATE
03/2014

Teacher Candidate: Dana Enochs

Grade Level: Kindergarten
December 3, 2017
Date:
Reading, Spelling, Writing
Unit/Subject: Read it! Spell it! Write it!
Instructional Plan Title
I. PLANNING
Lesson The lesson will show students how words read transfer into written text and how important it is for
summary and them to have the skills and understanding to decode, blend, and segment those letter sounds into
focus: spoken word.
Planning Phonics, word Recognition, and Spelling Instruction

Classroom and There are 30 students in the class. Six of which are reading below grade level. Four students are
student factors: reading above grade level. One of the four is a year younger than his peers and is reading two
years above grade level. The remaining students are all reading at grade level. The students will
begin the class as a whole. They will later be placed into small groups for collaboration and input
or they will work in centers.

National / State “RL.K.1 With prompting and support, ask and answer questions about key details in a text” (OLS,
Learning 2017).
Standards: “RF.K.3. Know and apply grade level phonics and word analysis skills in decoding words.
b. Associate the long and short sounds with common spelling (graphemes) for the five
major vowels” (OLS, 2017).

Specific learning target(s) / objectives: Teaching notes:

Learn the difference between a single and consonant
digraph.
Understand what short and long vowels are
Recognize key words from story
Make the “Birthday Soup” fun and interactive, make sure
each student has chance to participate in adding to the
“soup”.
The second half of the allotted lesson time with working in
small group keep students focus on improving reading
fluency.

Agenda: Formative assessment:

1 Read story Running records and Checklist
2 Make soup-using consonants and vowels
3 Work with small group
4 Check on independent students.
Academic Key vocabulary: Function: Form:
Language: two This will assist students in
soup vowel sound and consonant
see understanding and word
recognition.
duck
you

Instructional a pot, index cards, story “Birthday Soup” individually printed for students
Materials,
Equipment and
Technology:
Grouping: Students will start the lesson as a whole which will take roughly 25 minutes then they will have
independent reading time.
Planning Phonics, word Recognition, and Spelling Instruction

Prior This lesson connects to student’s prior knowledge of phonics.
knowledge
connection:
Anticipatory After this lesson students, will be able to use these skills to read more fluently.
set:
B. Learning and Teaching Activities (Teaching and Guided Practice):
I Do
1 Read the story “Birthday
Soup”.
2 I ask students if they know
what a single letter and
consonant digraphs are?
3 Place pot on table in front of
class
4 Explain that we will be
making our own version of
“Birthday Soup” using
single letter& consonant
digraphs, along with short
and long vowels
5 Call on students one at a
time to come up with their
contribution to the soup.
6 At the end of the lesson I
will pull out the cards and
we will discuss what each
student put into the soup
and what it means.
II. INSTRUCTION
A. Opening
Students Do Differentiation
1. Each student uses an index card  Students with RTI will
to write what they want to go work in small reading
into the soup. group for 20 minutes.
2. Students need to put their name To work on reading
on the back of their cards. fluency.
3. Each student will come up and
add their portion to the soup.
4. Once that is done students will
read independently.
5. When students are reading they
will see how many words they
can find in their books that are
from the story Birthday Soup.
6. During independent reading time
student will choose a book of
their choice to read. During that
reading time they will also be
looking for key words from the
story “Birthday Soup” that are
written on the board.
7. When they find them, they will
write down how many times
they see them.

III. ASSESSMENT
Summative Students individual work in the class answering questions and Differentiation:
Assessment: class participation. Observations and portfolios of
students work showing progress
with weekly records

Closure: What did the students learn today that they think they will be able to use in reading the most? What
was the most fun?
Homework: See how many single letter and consonant digraphs and short and long vowel you can find on things at
home make a list.
Planning Phonics, word Recognition, and Spelling Instruction

Developing a reading lesson is so much more than just reading a story to your students.

once you read the story you need to break down the story into workable parts only to put back

together. However, it still is not as simply as that when putting it together you have to

differentiate it for each individual student and their specific learning needs. Now this part is

easier than it seems, when you have students that are at nearly the same learning needs they can

be taught together. This can become very helpful during small group instruction. Although you

want to make sure that you have material that not just covers the material for the average student

but that is unique for those that not just want to but those who have the cognitive ability to go

beyond the basic lesson. It is our responsibility to hold all our student to high expectations, as

well as uphold and promote academic excellence and success of each and every student with in

our classroom.
Planning Phonics, word Recognition, and Spelling Instruction

Reference

Ohio Learning Standards, (2017). Retrieved from http://education.ohio.gov/Topics/Learning-in-

Ohio/English-Language-Art/English-Language-Arts-Standards