UNLV/Department of Teaching & Learning Elementary Lesson Plan

UNLV Student: Mackenzie Perry PSMT Name: Jennifer Lucas

Lesson Plan Phonics Lesson Plan Phonics

Title: Topic:

Date: 2/16 Estimated Time: 35 minutes

Grade Level: K School Site: Doral Cactus

Technique 49: Engineer Efficiency

In this lesson, I focused on my procedures with my students and the routines I was doing. This
block requires a lot of student directions where they need to get materials and come back quickly.
I took note of how I gave them and if they were efficient. I do think each task had quick and
efficient directions, and students knew the expectations.

1. State Standard(s):
● L.K.2.d Spell simple words phonetically, drawing on knowledge of sound-letter
relationships.
● RF.K.1.b Recognize that spoken words are represented in written language by specific
sequences of letters.
● RF.K.2.d 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/.)
● RF.K.4 Read emergent-reader texts with purpose and understanding.

2. Teaching Model(s):

• Direct Instruction

3. Objective(s):

● Students will be able to identify letter sounds. (Bloom’s: Understand)

 ● Students will be able to segment words and identify the initial, medial, and final

sounds. (Bloom’s: Understand)

● Students will be able to read emergent text with understanding and purpose.

(Bloom’s: Apply)

4. Materials and Technology Resources

● Phonic’s gameboard worksheet

● Mimio

● Reading passage: I Can Not Quack

● Handwriting Page: lower/upper case J & Q

5. Instructional Procedures:

- Motivation/Engagement:

Phonemic Awareness

- Students can choose to use choppers or finger taps.

- “I’m going to say a word and you’re going to tell me the sounds you hear.”
- Quiz
- Jam
- Bet
- Job
- Quit

Developmental Activities/Learning Experiences

 Gameboard

Students will be directed to get gameboard worksheet, whiteboard, and pencil. Students
will return to the carpet and write names on paper.

- Sounds:
- “Write the sound /h/ in the first box”
- “Write the sound /w/ in the second box”
- “Write the sound /j/ in the second box”
- Say it, tap it, map it words
- “Say quack” “Tap it: /kw/ /a/ /ck/” “Go ahead and write it”
- “Say jam” “Tap it: /j/ /a/ /m/” “Go ahead and write it”
- “Say Jim” “Tap it: /j/ /i/ /m/” “Go ahead and write it”
- “Say jog” “Tap it: /j/ /o/ /g/” “Go ahead and write it”
- Sentence
- “I’m going to write our sentence down and if you can read it go ahead a
raise your hand”
- I will make mistakes in my sentence for students to spot and fix.
- Write: jim has a funjob
- I will call on a few students to read our sentence and three students to
fix our sentence. After we fix our sentence students will be instructed to
make sure they have a super sentence and clean up.

Reading Passage: I Can Not Quack

After students return to the carpet we will practice reading our passage as a whole group.
Students will be called on to read on their own and then we will choral read once.

Students will be instructed to read on their own once at their tables and then circle one
sentence to illustrate on the back of their paper.

Handwriting Page

I will walk students through their handwriting for lower and upper case j & q.
As I am walking them through I’ll have them practice by air writing with fingers, elbows,
noses to engage them.

Students will be given a reminder that our voice level is at zero while working on handwriting.
I will remind them our focus music will be on as they work hard.

Students will put their paper in their mailbox and wait patiently at the carpet to move on to
reading workshop.

Closure: Students will complete an assessment.

We will finish phonics with handwriting and then I will jump into reading groups.
Students will be at carpet showing me they’re ready to go. I will prompt my yellow
group to meet me at table one. I will remind the rest of my students how we should
be working in workshop. Students will look at the slide to see where they need to go.

Extension: N/A

6. Accommodations, Modifications and Differentiations for Diverse Learners:

- Using hand choppers or finger taps when segmenting words

- Accommodation: An aid works one on one with our IEP student and allows her to work at a
slower pace as needed.

- Choral reading

- After read to self, students pick a sentence from the passage to illustrate on the back. Targets my
low students.

- Having students air write using fingers, elbows, etc when working through our handwriting as a
whole group prior to individually doing it.

- Accommodation: Carpet spots - IEP students are sat in the first row in between a medium
leveled student. Students are able to help each other as needed when we do phonics gameboard at
the carpet.
7. Assessment and Evaluation of Learning:
a. Formative: Phonics Gameboard: This activity is done at the carpet and it allows
me to walk around and check in on students to see where they are at. 8. Homework
b. Summative Assignment: n/a
9. Reflection:
a. Strengths:
I felt this lesson went really well! My students were engaged in each section of the
lesson. I felt I was on top of behaviors and making sure students were on task. When
we do our reading passage, I love having the students either echo or choral read prior
to reading on their own. To target my low students I allowed students to pick a
sentence to illustrate and my low students are able to do this after we whole group
read. The flow of my lesson felt strong and my students did well with all the tasks we
had.

b. Concerns:
As always, I know I can continue to grow with classroom management. I want to try
some new attention getters with my students that are different from my mentors. I
also would like to see how I can add some more differentiation with the reading
passage and handwriting for my students. I do feel all levels are targeted, but there
can always be more ways as well!

c. Insights:
My confidence with the content has grown for sure and it feels alot more natural
teaching with the kids. My mentor reflected with me and said she's noticed I’ve
become a lot more confident and comfortable with the material I am teaching. I also
feel I’ve connected more with my two students who I was struggling with. I’ve
worked hard on making connections with them and it’s definitely starting to show as
I continue to grow with them as well.