EDUC 280 Module 4 Lesson Plan

Name Date
Danielle Musil 2-20-2022

Subject/Grade Topic
Phonics/Kindergarten Blending CVC

The big idea(s) or essential question(s)

State of Idaho and/or common core standards addressed

RF.K.2.c – Orally blend syllables to make words

RF.K.2.d – Isolate and pronounce the initial, medial vowel, and final sounds in
CVC words
RF.K.2.e – Add or substitute individual sounds in simple, one-syllable words to
make new words (CVC)

Objectives
(what the students will be able to do as a result of the lesson)

 Recognizing letter sounds and blending them together to figure out simple
CVC words.
 Being able to sound out and blend words to read simple CVC words

TSWBAT

 Recognize letter sounds to help sound out words

 Sound out and blend simple CVC words which is important for emergent
reading.

TSWBAT

 Begin to understand the way to make rhyming words (the middle sound
and ending sound are the same for words that rhyme).

Materials and/or technology Needed

CVC Missing Sound Worksheet

Personal Whiteboard
Dry Erase Marker
Rotating CVC letter sticks

Activities/procedures (include anticipated time for each)

Introduction/activator
Review how we blend words by demonstrating using our arm to show the
beginning sound, middle sound, and ending sound. Ask them to demonstrate
themselves. Ask where we would place our hand when we want to do the
middle sound, ending sound, beginning sound (repeat and change the order).

Class activities Class activities

(what you/students will do) (why you will do them)

Using the classroom whiteboard, write
a simple CVC word.
 Asking them to tell me the
beginning sound (they should be
able to give the sound the letter
makes, not the letter name and
hand should be on opposite
shoulder).
 Ask them to give the middle
sound (hand should be in elbow
space). Ask them to blend the
two sounds together (slide hand
from shoulder to elbow space).
 Ask the ending sound (hand
should be in wrist/hand area).
Have them blend the whole word
together (sliding hand from
shoulder to wrist/hand).
 Then ask them to tell you the
word.
Repeat this process with a few
different words. Just change one letter
in the original CVC word to create a
new word. (5 mins)
Closure/reminders
Show the students the CVC Missing
Sound worksheet (beginning sound
missing).
 Show them that the picture in the
square tells them what the word
should be.
 Explain that they need to find the
missing beginning sound and
write the correct letter in the
blank box.
 Dismiss them to their seats and
pass out the worksheets.
 Allow the students to work either
individually or with a partner and
walk around the room to assist if
necessary.
Once students are finished with the
worksheet, check over it and give them
a sticker. (15 mins)
Once they are done, give them the CVC
letter stick and a blank piece of paper.
 Ask them to create 7 different
words (either real or nonsense)
and write them down.
Ask them to read 2 or 3 of the words
back to you, checking for the blending
technique and letter sound recognition.
Give them a sticker and ask them to
put it in their mailbox. (10 mins)

Review the blending technique of using their hand to help isolate and sound out
CVC words. Discuss that this works for simple words and words that contain
“Bossy E’s” at the end. Demonstrate a word with “Bossy E’s” to show them and
start the scaffolding for tomorrow’s phonics lesson.
Assessment
(how you will know students met the objectives - include rubrics)

Reviewing the worksheet with the students and correcting any mistakes with
them will help them understand where they might have gone wrong. Having
them read the words they created on their own allows you to check on the
understanding they might have as well as show any areas where you need to
improve your instruction.

Accommodations/differentiation

Small group work would be the best accommodation. Pulling a few students to a
table to allow them to work with guidance from either the lead teacher or the
paraprofessional in class to help demonstrate what is needed. This will also slow
down the lesson for them and allow them to work at a pace that works for
them. It won’t be necessary for them to complete the worksheet; the
importance lies in helping them understand the blending and having letter
sound recognition.

Reflection/evaluation
(after lesson is taught put your reflections here)

One thing I would change would be allowing the students to work on the final
class activity for this lesson in small groups. This would allow them to have peer
assistance and review at an early age, as well as introduce and develop
collaborating skills they will use later in their school career.