Student Teacher: Mia Angelis Date: 03/13/19

Subject: Language Arts

Lesson Topic: CVC words – (short A, short E, short I, short O)

Grade: Kindergarten Length of class: 40-55 minutes

Learning Objective (performance, conditions, criterion): Students will demonstrate their

ability to isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in CVC
words.

Student Friendly Objective: I can identify the beginning, middle, and end sounds of three letter
words.

State Core Standard Alignment:

Reading: Foundational Skills Standard 2
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
d.
Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme
(consonant-vowel-consonant, or CVC) words.1 (This does not include CVCs ending with /l/, /r/,
or /x/.)

Core and Supplemental Materials:

Teacher Materials: Student Materials:
Letter beanbags White board
White board, marker, eraser Marker
CVC letter cut outs Eraser
CVC picture cards
ABC worksheet

Context for Learning:

Organization of the
students (e.g., small Small group (Aana and Kallen – Kindergarteners)
groups, whole group,
partners)
Pre-Lesson Assessment N/A stop and checks (informal) throughout the lesson
Data

IEP Goal Links Kallen & Aana will demonstrate grade-level phonics and word
(Also describe individual analysis skills in decoding words.
student modifications & Kallen & Aana will name uppercase and lowercase letters with 90%
accommodations)
accuracy across 3 consecutive data collection days

(Follow the path of movement when writing letters.)

Kallen & Aana will demonstrate appropriate behavior during both

structured and unstructured times.
(more specifically)
• Kallen will work on using “big kid” words/tone of voice
when asking for help and when voicing frustrations.
• Aana will increase her amount of verbal academic response
by 80% over the course of three consecutive language art
lessons.
Pre-Instructional Set: (Approximately 3 minutes)
Gain students’ “Today friends, we are going to work on our letters and #/minutes
attention (Activity and reading words. You have been working with Ms. Anne
Script) on sounding out words and blending the sounds (30 seconds
to 1 minute)
together. So today we are going to play some fun games
using our CVC words!”

Inform students of “Today, Ms. Mia is going to practice sounding out #/minutes
learning objective(s) words with you. We are going practice writing, spelling,
and sounding out our CVC words (sounding out three (30 seconds
to 1 minute)
letter words)!”

Check for understanding:

“Kallen what are we doing today?! Aana what are we
doing today?!”

“This is important to “This is important to know because we need to be able #/minutes

know because…” to recognize, write, and read words so that we can
(Informed instruction) become strong readers. Can you point to somewhere in (1-2
minutes)
the room that you see letters or words? (brief discussion
about how they are all around us).”

Preparing students for instructional content: (Approximately 6 - 15 minutes)

Pre-requisite skills to Review Behavior #/minutes
review, if applicable • Go over behavioral expectations
(2 to 5
• “Do you stand or sit on your chair?” minutes)
• “If Ms. Mia is talking should Kallen and Aana
be talking?”
• “Kallen if Aana is talking should you be
talking?” (Repeat for Aana)
• Remind Kallen how to ask for help using his
“big boy voice” – periodically re-teach and
remind throughout the lesson

Review of prior #/minutes

knowledge, if • Begin with a review of the letters (M,A, S, P, T,
applicable I, N, C, O, D, H, E, F, R, K, L, B) (5-7
minutes)
• Give students the ABC worksheet and ask them
to say the ABC’s together.
• After ABC’s ask the students to cross out
specific letters. I.e. “Cross out ‘m’ cross out ‘n’
etc.
• After reviewing letters on ABC worksheet,
write letters on small individual white board and
pass the board between students asking them to
point or erase certain letters.
• Repeat with various letters. Reviewing and
building letter recognition confidence.
 • To end the review, ask students to write
uppercase and lowercase letters on their boards.
• Extension: Have students draw a rectangle and
write their letters inside the rectangle to make it
more challenging.

Vocabulary to pre- N/A #/minutes

teach, if applicable
(2 to 5
minutes)

Instruction: (Approximately 20 to 60 minutes – depending on length of class)

Explicit Modeling of After reviewing prior knowledge, collect the student’s white #/minutes
Skill (what cognitive boards, markers, and erasers.
steps should the students
be using to successfully (Materials: letter bean bags)
perform the skill?)
(I DO IT) • Create CVC words using the letter bean bags (10 minutes)
• M-A-T
• “Listen to Ms. Mia – I am going to sound the letters
out… ready? /m/ /a/ /t/ -- MAT.
• “Try it with me! /m/ /a/ /t/ -- MAT.
• Nice work friends! Let’s try some other words.

(Use pink list that has various CVC words that the students
have been working on)

*Push the letters as you make the sound. This will help
students learn to hear each sound and blend the word
together.

After demonstrating multiple examples, let Aana and Kallen

try a few. Formatively assess their understanding and
scaffold as needed.
Guided Practice (Materials: CVC picture cards, white boards (optional), white
(WE DO IT) board markers, and erasers)

“Now my friends we are going to name these pictures. Watch

how I do it.”

• 1) Say the word/picture #/minutes

• 2) Tap the sounds
(10-15
• 3) Write the letters minutes)
• 4) Blend the word
• Repeat steps 1-4 with various example cards

CVC picture cards (pick 5-7 for each student):

• Cat
• Net
• Mop
• Bed
• Pin
• Pan
• Ham
• Can
• Hat
• Top
• Mat
• Hen
• Pot
• Ten
• Bag
• Red
• Map
• Cab
• Rat
• Bat
Strategies to check for Quick check for understanding:
understanding
Write a letter on the white board and ask the student(s) what
the letter name and the letter sound is. Repeat 2-4 times.

Independent Practice (Materials: Letter cut outs)

(YOU DO IT)
Place the letter cut outs on the ground and form CVC words.
Show students how to play the CVC blending game.
#/minutes
• Place letters (I.e. r-a-t – spaced out on the ground) (10-15
• Jump/walk over the letters – sounding out the sounds minutes)
as you go. (I.e stand on r and say /r/ - stand on a and
say /a/ - stand on t and say /t/).
• Blend the word together (I.e. RAT)

Show students a few examples and show them the right way
and the wrong way to play the blending game.
 Go over behavioral expectations:
• Do we run around while we are playing?
• Do we act too silly and fall (on purpose)?
• Do we try to rip the letters?
• What if we need help, do we cry? Etc.

Assessment:
Concrete and tangible *Place divider between students so they cannot see each other’s
assessment to know work.
whether students have • Give each student a CVC picture card and ask them to sound
met learning objective it out and write the letters – independently.

Closure: (1 – 5 minutes)
Organization/transition Great work today, Aana and Kallen! We earned snack #/minutes
routines (e.g., put and then free time! Thank you for working so hard
assignments in folders, today, I am very proud of you both!
prepare for bell,
transition to next (1 minute)
lesson/activity