Whole Word and Phonics Skills Lesson

Title of Poem_ Mix a Pancake__ https://www.poetryfoundation.org/poems-and-poets/poems/detail/56587

Preservice Teacher Name _Eva Indiana Christoffel__

Grade 1st

ELA Standard Code

CCSS.ELA-Literacy.RF.1.3.a
Know the spelling-sound correspondences for common consonant digraphs.
CCSS.ELA-Literacy.RF.1.3.e
Decode two-syllable words following basic patterns by breaking the words into syllables.
Focus & Review (Anticipatory Set)

Lesson Objective (According to standards

listed above)

Teacher Input

When we see word that we dont know, what

are some of the things that you do to help you
figure out the word?
When you are at home and there is no one
around to ask what a word is or what it means
what can you do to help yourself figure it out?
I can match letters (digraphs) with their
correct sounds (phoneme).
I can break two-syllable words into two words
or sounds I already know.
How can breaking down words into sounds
help us become better readers/ read words
better?
Pancake will be the whole word I teach.
Pan will be the word I use for the phonic
skill; students will find other words with the
same first sound.
I understand these words are similar but they
refer to two different objects.
I will start by reading the poem to the class.
Starting with the title, I will pause and ask
students what the word pancake is (without
saying it).
Can anyone tell me what other smaller
words you see in the word pancake? (again
without saying the word aloud. pan and
cake are the two words students should see
in this word. I will explain to students that
breaking up a large word into smaller words
can help us define bigger words.
What is a pan? like a pot, something you
cook in.
What is a cake? a fluffy sweet

dessert/pastry, similar to bread, sometimes

made on birthdays.
By breaking up this word we can now see that
a pancake is a sweet, fluffy bread like food
made in a pan.
Guided Practice

Independent Practice

Closure

After defining pancake in the title, now we

are going to read about pancakes. Then I
would read the poem aloud. I will then ask
students what they have learned about
pancakes.
Students will help me identify the words in
the poem the begin with the same letter
What words did you hear that sounded like
pancake or had similar sounds so
pancake? pop, pan, pancake (this was said
multiple times so students may list it again.
I will explain these words may sounds similar
because they begin with the same letter. Pop,
pan, and pancake all start with the letter p
What sounds does the p make in the
words we identified?
For this practice activity students can either
work by themselves or with a partner.
Students will be asked to come up with word
that has a similar beginning sounds as
pancake, like the word we pointed out from
the poem. Students will be asked to come up
with at least 5 words that we did not hear/read
in the poem.
After students have created their list of words
that begin with the same sound an pancake
students will write 1 or 2 sentences using the
word pancake in the correct manner.
Students will be asked to try and incorporate
at least 1 word from our similar sounds list I
will encourage students to uses the word
pancake in a different context than that in
the poem.
How can the use of our letter sounds help us
become better readers?
If you cannot read a word what can you do
before asking an adult?
If you do not know a word, other than looking
it up what can you do to figure out the
meaning of the word?

Assessment

This assessment will be informal. I will listen

to students sentences using pancake and
will ensure that the list of words students have
created do in fact have words that begin with
p

Mix a Pancake
By Christina Rossetti
Mix a pancake,
Stir a pancake,
Pop it in the pan;
Fry the pancake,
Toss the pancake
Catch it if you can.