UNLV Student: Kelley Ward PSMT Name: Ms.

Williams

Lesson Plan Title: Phonics Lesson Plan Phonemic

Topic: Awareness

Date: 9/4/2018 Estimated Time: 30 mins

Grade Level: 1st School Site: Woolley

1. State Standard(s):
● RF.1.2a - Distinguish long from short vowel sounds in spoken single-syllable
words.
● RF.1.2c - Isolate and pronounce initial, medial vowel, and final sounds
(phonemes) in spoken single-syllable words.
● RF.1.2d - Segment spoken single-syllable words into their complete sequence of
individual sounds (phonemes).
● RF.1.3b - Decode regularly spelled one-syllable words.
● RF.1.3g - Recognize and read grade-appropriate irregularly spelled words (sight
words).
● SL.1.1a - Follow agreed-upon rules for discussions (e.g., listening to others with
care, speaking one at a time about the topics and texts under discussion).
● SL.1.1b - Build on others' talk in conversations by responding to the comments of
others through multiple exchanges.

2. Teaching Model(s):
● Whole Group
● Direct Instruction
● Cooperative
● Independent
● Lemov Strategies:
o At Bats

3. Objective(s):
● Students will read and write words associated with cvc words.

4. Materials and Technology Resources:

Teacher Materials:

● Explicit phonics template

● Michael Haggerty phonemic awareness text – “The Skills That They Need to
Help Them Succeed!”
● McCraken phonics manual
● SmartBoard
Student Materials:

● Markers
● Erasers
● White boards
5. Instructional Procedures:
a. Motivation/Engagement:
TW CHAMP lesson to review learning and behavior expectations with students.

TW Say:

● Conversation Level: “conversation level is a zero when the teacher is

talking”
● Help: “If you need help, please raise your hand and wait to be called on”
● Activity: “We will read and write words with the “fl” sounds”
● Movement: “Please sit criss-cross applesauce with your hands in your
laps”
● Participation: “Eyes are on the smartboard and/or teacher and you have
listening ears”
● Success: “If you do all of these things, you will have a successful phonics
class”

b .Developmental Activities or Learning Experiences:

We will start Phonics class with Who Let the Letters Out? Song and hand
motions for the students to practice all their sounds in repetition. (At Bats Lemov)
TWS: “Today we are going to learn how to read and write words with the
FLl sound. But before we begin, please turn to a partner and name all of the
vowels and explain why vowels are special letters.”
● TW allow students time to discuss.
● TW bring class together with a call and response chant (ex. Hocus pocus
everybody focus).
● TW call on 1-2 students to respond.
● Once students have responded, TW explain that like ‘ck’ sound the two
letter fl are best friends and make them ‘fl’ sound.
● TW explain that learning how to read words with the fl’ sound will help us
become better readers and writers.
● TW direct student’s attention to fl’ sound explicit phonics chart.
● TW follow the gradual release model for this lesson:
1. TW will model sounding out and blending 1-2 words to demonstrate
activity.
2. TW will prompt and guide students through the task and assist if
necessary. Whole group, students will sound out and blend words
on explicit phonics chart.
3. SW independently apply the learned skill by saying the letter
sounds, blending the sounds together, and reading the word.
Independent Activity:

● SW practice sounding out and writing words with ‘fl’ sound on their whiteboards.
● TWS: “Markers up, caps off, snap it on the back.”
● TW choose a few words from the chart to practice writing.
● TWS: “I am going to say sounds that make a word. One of the sounds will be the
‘fl’ sound. When you hear the ‘fl’ sound, please write the pattern we learned
today. I want you to stretch out the word and write all the sounds you hear on
your whiteboard”
o Ex. TWS say the sounds in the word flip (/fl/i/p/)
o Students will write “flip” on their whiteboards.
o Practice writing words ​not​ listed on the explicit phonics chart (please see
McCraken manual for additional words p. 143-157).
o Circulate and help students who need additional support. Practice writing
3-4 additional words.
o TWS “markers up, caps off, snap it back on”

c. Closure:
TWS “What was today’s learning objective? What did we learn?
● TW call on 1-2 students to restate learning objective.
● TW restate the “big idea” of the lesson.
● TW will direct students to return materials to desks and return to carpet
for phonemic awareness lesson.

d. Extension:
6. Accommodations, Modifications and Differentiations for Diverse Learners:
- This lesson is a lesson that is done everyday in class so most of the students
know what they are supposed to be doing. But I will be walking and looking at the
students whiteboards while we are going through the lesson and for students
having a hard time I will try and do one on one time with them.

7. Assessment and Evaluation of Learning:

a. Formative: ​Teacher observation and student responses.
b. Summative: ​None

8. Homework Assignment: ​None

9. Reflection:
This lesson went pretty good as it was my first lesson and the one I was most nervous for. I was

about 2 words in and the admin came in, I’m not sure if it was to observe me or my mentor

teacher but it kind of through me off a bit. She sat down and was taking notes but when she left

she never came back, so I don’t know what it was about. I did mess up on two words but the

kids were awesome and knew what they were doing. I am looking forwarding to getting in the
routine of it and it becoming normal. The rest of the week we are working on L- blends and next

week we start R-blends. I do want to do a bit more preparation so instead of doing the chart with

the kids I want to do it before so it moves more smooth, I think that would be more beneficial to

the students and their learning.