Houston Baptist University

Department of Education
Lesson Plan Format
_____________________________________________________________

Subject: Reading Grade Level: K Time Estimate: 20 min

Unit: Spelling Topic: Ending Sounds

Goal(s): TLW understand how to match letter sounds to letters

TLW learn how to listen for the ending sound of a CVC word

Objective(s):
TSWBAT correctly identify the letters at the end of CVC words given to them.
TSWBAT legibly write the letters at the end of CVC words given to them.

TEKS:
K.17 form upper- and lower-case letters legibly using the basic conventions of print
K.18 use letter-sound correspondences to spell consonant-vowel-consonant (CVC) words

Materials/Resources/Technology needs:
Popsicle Sticks
Close Pins
Index Cards
Worksheets
_______________________________________________________________________

Instructional Procedures
Focusing Event: Go over the word “PIG” with students.
 Ask them how many sounds are in the word “P-I-G”?
 Ask them what the last sound in the word “PIG” is?
 Ask one student to spell “PIG” out loud?

Teaching/ Learning Procedures: Split students into three groups based on their level.
 GROUP 1: This will be my GT students. They will be given a worksheet where
they will not only have to fill out ending sounds, but they will also fill in
beginning sounds as well. Also, they will each be writing the letters instead of
only matching letters.
 GROUP 2: This will be my on level students. They will be given the popsicle
sticks and close pins activity. They will clip the ending sound onto the popsicle
stick based on what ending sound it is.
 GROUP 3: This will be my struggling students. They will be given the index
cards with the words already written onto them. Instead of filling a blank in, they
will be matching the letters with the manipulatives. They will make the sound of
each letter they are pulling down.
 Formative Check(ongoing or specific):
Teacher will be walking around the room the entire time students are in their groups
ensuring they are correctly doing the tasks, and also learning the material.

Reteach (alternative used when needed):

Have students practice writing CVC words in the sand inside of an aluminum foil pan.

Assessment:
 Students in group 1 will turn in their worksheets, and read 3 words off the sheet
aloud and point out the beginning and ending sounds.
 Students in group 2 will show teacher their final popsicle sticks and read 3 words
aloud, and point out the ending sound.
 Students in group 3 will show teacher their index cards and letter manipulatives.
They will sound out each of the words, and point out the ending sound in 3 words.

Closure:
Ask students to raise their hands if they would like to write down a word onto the white
board that they went over in their groups. Have the student sound this word out to the
class.
________________________________________________________________________
Modifications/Notes:
ELL:
-Students will be given a Spanish- English dictionary to refer to if needed.
SPED & ELL:
-Paired with a student who is above their level to help guide them during the
activities.
SPED:
-Students will be given written instructions with pictures of how to correctly do
the activity.
-Listen to audio tapes of words rather than reading them aloud.
-Letters can be highlighted with different colors, so they see how each letter
makes a different sound.
-Extra time will be given to complete activities.
-Students with visual impairments will be given larger print.
GT:
-If needed, these students may be paired with a struggling learner to help guide
them in the activities.