Big 5 Targeted Lesson Mini-Plans

Alison Schley

Education 681- Emergent Reading, Writing, Language

Viterbo University

March 30, 2023

Title: Phonemic Awareness Segmenting Worksheets

Goal: Students will practice phonemic awareness by using Elkonin boxes for

segmenting phonemes.

Curriculum Standard(s):

RF.K.2 – Demonstrate understanding of spoken words, syllables, and sounds

(phonemes).

RF.K.2d – Isolate and pronounce the initial, medial vowel, and final sounds (phonemes)

in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include

CVCs ending with /l/, /r/, or /x/.)

Lesson Objective(s):

Students will use Elkonin boxes to isolate and pronounce the sounds in CVC words.

 Anticipatory Set:

The teacher will have already introduced the concept of syllables during whole group

instruction and clapping together. During small group math and literacy time, the

teacher will state that instead of just listening for syllables, now they are going to also

listen for all of the sounds they hear. The teacher will demonstrate the process with a

couple of CVC words not on the worksheet.

 
Lesson Procedure:

1. Have children write name on the line.

2. Teacher reads a sentence including the picture on the worksheet.

3. Teacher claps the syllables in the word.

4. Have students clap the syllables.

5. Teacher points to one block on the boxes for each sound.

6. Have students repeat and point to one block per sound.

7. Using bingo dabbers, mark one block for each sound.

 Differentiation/Meeting Needs:

1. Seat children who may need one-on-one assistance next to the teacher.

2. Pictures of the words are included on the worksheet so that EL students have a

visual to understand the meaning of the words.

3. Advanced students can write the letters that correspond to the sounds in the

boxes.

 Assessment:

Teacher will observe if students can isolate and pronounce the sounds they hear during

the activity. For more of an individual assessment, the teacher can have each student

demonstrate one picture after the worksheet has been completed together by the group.

Name_________________________________________________________________

I know the sounds in words!

Title: I Spy… Phonics Practice
Goal: Connect the letters to the sounds they make and blend them together to find the

picture representing the word.

Curriculum Standard(s):

RF.K.3 – Know and apply grade -level phonics and word analysis skills in decoding

words.

RF.K.3a – Demonstrate basic knowledge of one-to-one letter-sound correspondences

by producing the primary or many of the most frequent sounds for each consonant.

Lesson Objective(s): Students will be able to sound out the letters presented by the

teacher and blend them together to find the mystery word on their “I Spy” sheet.

Anticipatory Set:

During group time, tell the students that they get to be detectives and help figure out the

words that the letters spell. Review the short a sound and tell the students that all of the

words are going to have the short a sound in the middle. Express that you need their

help to discover the sounds the consonants make at the beginning and the end of the

words. By blending all the sounds together, you can be a detective and find the word

hiding on your paper!!

Lesson Procedure:
 1. Give each student a card and magnifying glass.

2. Call out pictures with the short a sound by showing the letters and segmenting

each sound while pointing to the letters.

3. Ask students to listen and then blend the sounds back together.

4. Tell students to use the magnifying glass to spy the mystery word spelled by the

letters shown.

Differentiation/Meeting Needs:

1. Seat students who need extra help in the front, close to the teacher.

2. Partner students up as needed.

3. Review names of pictures on cards with EL students ahead of time.

Assessment:

1.- During the activity, observe if students can connect the letters to the sounds they

make and blend them together to find the picture representing the word.

2.- Using ESGI, assess each student’s ability to name letter sounds.

I SPY…
 Short a CVC

Title: Guess the Community Helper Vocabulary Practice

Goal: In turn, children will be able to ask and answer questions in order to

determine/guess the community helper vocabulary words.

Curriculum Standard(s):

L.K.3 – Demonstrate understanding of figurative language, word relationships and

nuances in word meanings.

L.K.3a – With guidance and support from adults: ask and answer questions about

unknown words.

L.K.3d – With guidance and support from adults: connect common words to real life

(e.g., colorful).

Lesson Objective(s):

Students will use verbs and adjectives to describe a pictured community helper.

 Anticipatory Set:

Students will have spent the week doing various activities learning about community

helpers. During small group learning centers, students will be encouraged to play a

game of guess who with their learning center group. They will be challenged to use

what they know about community helpers to describe each community helper picture

card to their partner. Teacher will do an example in front of the whole class to create

excitement for this activity.

Lesson Procedure:

1. Place the Picture Cards in a stack on the table face down.

 2. The first child selects a Picture Card (e.g., fire fighter) and describes it without

showing or naming the picture (e.g., “Who puts out fires?” or “Who uses a

hose?”).

3. The other children take turns guessing the picture being described.

4. The child who guesses correctly is the next one to choose a card.

5. Continue until all children have had a turn, the picture cards have all been

described with action words, or it is time to switch learning centers.

 Differentiation/Meeting Needs:

1. Make two sets of the picture cards so one set can be face up for the children to

guess the correct community helper (this will be especially helpful for EL students

and/or non-verbal students).

Assessment:

During small group learning centers, the teacher will observe if children successfully use

action words to describe a community helper picture.

Title: Fluency Letter Wheel

Goal: The student will gain speed and accuracy (fluency) in recognizing letter-sounds.

Curriculum Standard(s):
RF.K.3a – Demonstrate basic knowledge of one-to-one letter-sound correspondences

by producing the primary or many of the most frequent sounds for each consonant.

RF.K.3c – Read common high frequency words by sight.

RF.K.4 – Read emergent-reader texts with purpose and understanding.

Lesson Objective(s): Students say sounds of letters on a spinner in a timed activity.

 Anticipatory Set:

The teacher will introduce this activity during group time. He/she will tell the students

how proud he/she is because the students have been working hard recognizing letter-

sounds. The teacher will say that during centers the students will have an opportunity

to play a fun game in which they can practice how many letter-sounds they can get right

before the timer runs out of sand. The teacher will pick a partner and demonstrate the

process to the whole group.

 Lesson Procedure:

1.- Place the letter wheel spinner, cup, counters, and timer at a learning center. Provide

the students with one letter-sound graph.

2.- Working in pairs, student one flips over the sand timer and says “go.” Student two

spins the arrow on the spinner, names the letter, and says its sound (e.g., “s, /s/”).

3.- If correct, student one places one counter in the cup. If incorrect, no counter is

placed in the cup.

4.- Reverse roles and continue until the timer goes off. Count and graph the number of

counters in the cup.

5.- Repeat the activity attempting to increase speed and accuracy.

6.- Continue until student sheet is complete.

Differentiation/Meeting Needs:

1.- Make and use a wheel spinner with other letter combinations.

2.- Pair students based on needs.

3. Make and use a wheel spinner with high frequency words.

 Assessment:

1.- Teacher will evaluate each student’s completed sheet.

2.- Teacher will walk around the room during center time to observe the activity.
Source: ©2005 The Florida Center for Reading Research and Florida Department of Education (Revised, 2021)
Title: Comprehension Check – Sequence a Story

Goal: Students will demonstrate their comprehension of the story read during group

time by sequencing the events in the story.

Curriculum Standard(s):

R.K.1 - With prompting and support, develop and answer questions about a text. (RI &

RL)

R.K.2 - With prompting and support, retell stories (RL); share key details from a text.

(RI)

SL.K.2 - With guidance and support, ask and answer questions about key details in a

text read aloud or information presented orally or through other media.

Lesson Objective(s): Students order the events of a story by sequencing sentences on

a pocket chart or numbered chart poster board.

 Anticipatory Set:

Before the teacher begins reading the text, he/she will encourage the students to listen

carefully so they can sequence the events and retell the story afterwards.

 
Lesson Procedure:

1.- Place the sentence strip with the title in the top row of the pocket chart/poster board.

Place the sentence strips with the story events face up in rows beside the pocket chart.

2.- After listening to the story during group time, divide children into pairs throughout the

classroom. Working in pairs, students read the title and the sentences.

3.- Students select the sentence strip that tells about the first event in the story, reread

the sentence, and place it in the row under the title.

4. Students continue until all sentence strips are placed in order.

5. Students retell the story by reading the sentence strips to the teacher and their peers.

 Differentiation/Meeting Needs:

1.- Pair students based on needs.

2.- Use pictures of events instead of sentence strips.

3.- Children complete individually in a small group center activity.

 Assessment:

1.- Corrections made by peers during the activity.

2.- Teacher observation of the process and final presentation.