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Name: Ally West____ Topic: CVC (consonant, vowel, consonant sound) words__

Mini Lesson – Center #2


Mini Lesson Topic K.FFL.PWR.3 Know and apply grade-level phonics and word analysis skills when decoding
isolated words and in connected text.
Name the teaching point.
1. Demonstrate knowledge of one-to-one letter sound correspondence by producing
the most frequent sound for each consonant.
2. Associate the long and short phonemes with common spellings for the five major
vowels.

3. Read common high-frequency words by sight.

4. Decode regularly spelled CVC words.

Distinguish between similarly spelled words by identifying the letters that differ.

Materials  CVC laminated letter pieces


 Worksheet
Gather materials, more text…

Connection During the last lesson we learned how to associate the long and short
phonemes with common spellings for the five major vowels. We completed
Tell them what you taught the
previous lesson. During the last two worksheets for this lesson and completed a whole class activity using the
workshop, we learned how to... Promethean board.

Explicit Instruction  The teacher will first prepare the center by spreading the laminated CVC
letters out on a table. The teacher will also place 4-5 (depending on group
Tell them how to do it. Watch size) worksheets on the table for students to complete as they build words.
me do it… or Let’s take a look at
 The teacher will show the students how to complete the activity before
how (author) does this when
students begin rotating.
s/he writes
 The teacher will build a word by placing a consonant, vowel, and consonant
sound word together. Then the teacher will read the word to the group and
write the word down. The students will complete this 6 times until their
worksheet is complete.

Guided Practice Once students have read their word they can trade parts of the puzzles with
their partner.
Ask them to try it out with a
partner, or with you for a few
minutes. Now try it out with a
partner… For example: If you have made the word dog, trade the /d/ with fib’s /f/.
Then each player can read their new word: “I have dib, I have fog!”
Independent Practice The students will need to be able to read, say, and form CVC words quickly
because these words appear often - in stories, homework, classwork, etc.
Remind students how the
teaching point can be used in
independent writing. (There
should be a link between the Students may be asked to use a CVC word in a sentence during independent
mini lesson and the students’ writing. (Ex. Write a sentence using one CVC word.)
independent writing lives).

Group Wrap Up The students will need to be able to read, say, and form CVC words quickly
because these words appear often - in stories, homework, classwork, etc.
Restate the teaching point. Ask:
Did you try what was taught?
Did it work for you? How will it
affect your future writing? The teacher will be walking around during the centers and may ask students
at this center to read the word he/she forms or form a word using a certain
consonant or vowel letter.

CVC Puzzles
Name: _____________________________________
Write the CVC word your form on the line using a pencil. Once you have written 6 CVC words
with a pencil write the CVC word with a crayon in the box above the line.

DOG
EXAMPLE: _DOG_________________ 5.
_______________________________

1. _______________________________ 6. _______________________________

2. ________________________________

3. ________________________________

4._________________________________