Samantha Kole

Lesson Observation
Phonics Lesson
Topic: This lesson will be a phonics lesson based on the letter y and its sound.
Also, this lesson will use visual, auditory, and kinesthetic approaches to teach the
letter sound y. There will be a phonetic alphabet song, a blending board activity,
a vowel intensive activity, and a sand writing activity.
Duration: 30 minutes
Purpose: This lesson is to teach students the letter sound y and give them
practice with letter sounds that they are already familiar with.
Materials:
- Blending board
- Flashcards
- White board
- Markers
Michigan Standards:
1.CCSS.ELA-LITERACY.RF.K.1.B
Recognize that spoken words are represented in written language by specific
sequences of letters.
2. CCSS.ELA-LITERACY.RF.K.2.D

Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in
three-phoneme (consonant-vowel-consonant, or CVC) words.1 (This does not
include CVCs ending with /l/, /r/, or /x/.)

Objectives:
1. SWBAT demonstrate understanding of phonetic concepts such as the
letter sound y and other previously learned letter sounds by oral repetition.
2. SWBAT apply the letter sound y by orally giving specific examples.
Assessment of Objectives: Students will orally give examples of words that
start with y. Also, the 3 step approach to this lesson (auditory, visual,
kinesthetic) give students opportunities to show understanding. Through these
approaches, students will be able to air write the letter, speak the letter, and write
the letter in sand.
Anticipatory Set: Students will sing the phonetic alphabet song that they sing
daily. This song is a way for students to know their alphabet, but also know the
sounds of the letters as well. This is a great way for all students to participate and
get them ready for their phonics lesson.
Input=What/How: Students will listen as I explain the letter y and its sound to
them. I will give a few examples of words that start with y or have the y sound
in them: yarn, bay, yam, etc.

Modeling: For each part of this lesson, I will show the students how to do
whichever activity they are about to do. For example, when introducing the letter
y, I will write the the letter on the board and explain how to write it. When doing
the air writing, I will do it myself before I have them do it whole-class.
Checking for Understanding: During the vowel intensive part of this lesson,
students will be standing in a diamond formation so that they can hold up the
vowel that is being said in a word without their other classmates seeing. This is a
great way for students to show that they know the difference in their vowels.
Asking for examples when introducing the letter sound y is also a way to check
for individual students understanding.
Guided Practice: Students will write in the sand, air write, and write on their
wipe and write boards the letter y and words that have that letter in it. This is a
chance for me to walk around and observe students who are struggling with
various parts of this lesson and assist them.
Closure: The transition into reading groups will be the closure to this lesson. I
will ask students to raise their hand and tell me one thing that they liked best
about the lesson. This is important because there are so many different
approaches to teaching the letter sound y in this lesson, that it is good to see
who liked what type of approach.

Independent Practice: The students will have morning work the next day with
the letter sound y and words that contain the letter y in them.
Adaptations: The student in our classroom who has Down Syndrome often
refuses to participate in the group activities. She will be asked to participate but if
she refuses, her Para Professional will take her and do the same activity with her,
except one-on-one.