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Lesson Plan - Phonics 2

This document summarizes a phonics lesson plan for teaching 3rd and 5th grade students the long 'o' sound. The lesson involves reviewing CVC and CVCe words with the long 'a' and 'i' sounds, introducing the long 'o' sound, and having students practice making CVC and CVCe words with the long 'o' sound and using them in sentences. The teacher assesses the students by having them independently make two sets of CVC and CVCe words with the long 'o' sound and use them correctly in sentences. Both students mastered the content and objectives of the lesson.

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249 views5 pages

Lesson Plan - Phonics 2

This document summarizes a phonics lesson plan for teaching 3rd and 5th grade students the long 'o' sound. The lesson involves reviewing CVC and CVCe words with the long 'a' and 'i' sounds, introducing the long 'o' sound, and having students practice making CVC and CVCe words with the long 'o' sound and using them in sentences. The teacher assesses the students by having them independently make two sets of CVC and CVCe words with the long 'o' sound and use them correctly in sentences. Both students mastered the content and objectives of the lesson.

Uploaded by

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© © All Rights Reserved
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Design for Learning

Instructor: Tabitha Whitacre


Lesson Title: Phonics Long O
Curriculum Area: Phonics
Grade Level: 3rd and 5th
Date: 10/7/14
Estimated Time: 15 minutes
Standards Connection
English Language Arts 3rd (20) Know and apply grade-level phonics and

word analysis skills in decoding words. [RF.3.3]


English Language Arts 5th (20) Know and apply grade-level phonics and

word analysis skills in decoding words. [RF.5.3]


*Inferred IEP Goal for J: Student will be able to apply phonics and
decode words in order to read and spell.
*Inferred IEP Goal for F: Student will be able to apply phonics and
decode words in order to read and spell.
Lesson Objectives
When given a CVC word, students will correctly create a CVCe word
and write it in a sentence two out of two times.
Evaluation of Learning Objectives
When given a CVC word, students will use that word as a base to
create a CVCe word. They will then write a sentence using that word in
their handwriting journals. In order to be considered proficient,
students must correctly make a CVCe word and use it in a sentence
two out of two times.
Engagement
The teacher will introduce what they are going to be working on during
phonics. She will also review with them the long a and i CVC and
CVCe words they have been learning. Good morning guys! Who
remembers what we have been working on in phonics with our cubes?
Yes! Consonant Vowel Consonant words. And then when we add our
Silent E, what happens? Yes!!! The vowel says its name. So who can
tell me what this word is? The teacher will hold up the word tap. Yes,

tap, very good. Now, what happens when we put the silent e on the
end? Yes! The vowel says its name, and the word becomes tape. Good
job! The teacher will then hold up the word fin. Now who can tell me
what this word is? Yes! Fin. And when we add the silent e, what
happens? The vowel says its name I. So what does the word say
now? Fine. Great job! Now that we are done reviewing, we will move
on to our next and newest vowel!
Learning Design
I.

Teaching
The teacher will transition into talking about the o sound.
She will create the word not using the cubes. Alright so we
know a and i words, now who can tell me what this vowel
is? The teacher will hold up the o cube. Yes! It is o. And what
sound does it make? Very good. So can you all help me sound
out this word? N.o.t..put it together and what does it
say? Not. Very good! What does the word not mean? Yeah,
like you are not going to do that. Good job. Can you all use
the word not in a sentence? The teacher will help the students
make a sentence for them to practice. Good sentence! Ok,
who remembers what will happen if we add an e to the end of
the word? Yes! The vowel will say its name. What name will it
say? O. Very good. So now can you help me sound out the
word? NO..t.put it together note. Great job. Do you know
what a note is? Yes, can you use the word note in a sentence?
Great sentence! Ok now you guys are going to try one on
your own.

II.

Opportunity for Practice


For practice, the teacher will hand them three cubes to make
the CVC word Rob. The teacher will assist the students as they
put together the name. Once they have put it together, she
will help them sound it out. Ok, I want you to put these three
cubes together. What word did you make? Rob. Yes, do you
know anybody named Rob? Can you make a sentence using
the name Rob? Then they will add an e to the end and create
the new word. Wow, now that you have an e on the end of
your word, what do you think it says now? Yes, robe. Do you
know what a robe is? Can you think of a sentence with the
word robe in it? Great jobn!!

III.

Assessment

The teacher will provide cubes to make two more CVC words
hop and pop. This time, the students will do it on their own
with less prompting and help.Wow you guys did great. Now,
you can try to do it on your own again without any help. I am
going to give you three cubes and I want to see if you can
spell the word on your own. After the students have spelled
the CVC word, she will ask them the meaning and then ask
them how to use it in a sentence. She will write the sentence
that they create on the dry erase board and then they will
copy it into their Handwriting journals. Then, they will create a
new word by adding an e. Ok, here is an e to add to the end.
Now what does the word say? The vowel says its name
doesnt it? Very good. The teacher will ask them to create
another sentence and also have them write that sentence in
their journal. The teacher will watch as the students put the
words together and write their sentences. In order to be
considered proficient, the students must put together the CVC
and CVCe words correctly and write the sentences using the
words two out of two times.
IV.

Closure
The teacher will praise the students on how hard they worked
and encourage them to continue using the blending words
and working on their long o sound. Wow! You guys did great!
Student J, I am going to give you a point! I am so proud of
how hard you worked and how you created words and used
them in sentences. Now you can look for these words when
you read your next story or create some more during Writing
time! Great job today F and J! I am very proud of you.

Resources and Materials

Blue consonant rods


Red vowel rods
White silent e rods
Whiteboards
Dry Erase Markers
Handwriting Journals
Pencils

Plans for Individual Learners and Differentiation Strategies

Extensions:
Students will read and listen to text with the short o and long o
sounds in the story.
Students will find items around the room that have a short o and
long o sound in the word.
Accommodations and Modifications:
Instead of having the students write the sentence they thought
of directly into their handwriting journal, I will first write it on the
white board for them to copy.
I will use Student Js point reward system for him to be able to
focus and stay attentive throughout the lesson.
Data Analysis

Phonics Lesson Data


2

Phonics Lesson Data


1

0
Student J.

Student F.

Both Student J and Student F mastered this content. They both created
CVCe words from their CVC base and created sentences with both
words. They met the objective and were considered proficient because
they correctly completed the words and sentences two out of two
times.
Reflection
Working with these two students is fun and always interesting. They
get along well and are progressing in their phonics very well. I work

with them separately from the group because they are going so fast
through their vowels. In order to make this lesson more challenging, I
had them create a sentence using the words that they were making.
We still used the cubes because it helps them visual it, and I still wrote
the sentence on the dry erase board, so they could spell things
correctly. But overall this lesson went well. My teacher is also
impressed that they are improving so fast and it was fun being able to
encourage them through this lesson. They both mastered the content
on the long o pretty well. If I were going to teach this lesson again, I
would also link it back to a text or even objects around the room that
had the long o sound in the middle. This would give them a way to
connect this lesson to real life and apply it to learning in different
subjects.

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