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Phonics CVCe day 1

Name: Kate Gomez


Grade Level: 2nd Grade
School: West Central Elementary School
Date: Monday, September 19, 2016
Time: 8:45 - 9:05
Reflection from prior lesson:
In prior phonics lessons, students have been called to the front of the room with their white
board and a marker. They needed to be monitored to ensure that they were on task the whole
time without drawing or coloring on their whiteboards. When writing words, they had to be
monitored to ensure correct spellings. No capital letters were accepted, nor were reversals
accepted. When students went back to their desks to work with the letter cards, only one
student in a pair often made the words until told directly to switch. In the next lesson, I will
constantly monitor the use of the white boards when students are sitting in front. I will begin
with the instruction to switch with each other when students are working in pairs with letter
cards.
Lesson Goals(s)/ Standards:
RF.2.3
Know and apply grade-level phonics and word analysis skills in decoding words.
RF.2.3.A
Distinguish long and short vowels when reading regularly spelled one-syllable words.
Lesson Objectives:
At the end of the lesson, students will be able to write words with the CVCe pattern with
90% accuracy.
When given a list of words, students will sort words by one syllable and two syllables with
90% accuracy.
I can spell words with the CVCe pattern.
I can sort words by one and two syllables.
Materials Needed:
CVCe frieze card
Student letter cards

Contextual Factors/ Learner Characteristics:


This second grade classroom has 21 students in it. There are 10 girls and 11 boys. The class
has a student who is on an IEP and regularly leaves the classroom and a student who
struggles to stay on task during the lesson. In this classroom, there is a wide range in
academic levels of the students. There is one boy who struggles to independently stay on
task. Lessons are often begun together and completed with student work time. When students
finish working they can move on to math workshop.
A. The Lesson
Setup: have letter cards ready for the students on their desks
1. Introduction (2 minutes)
a. Getting attention/ Relating to past experience: Bring all
students up to the floor. We are going learn something new in phonics that
will add on to what you already know.
b. Creating a need to know: What happens to words when it
ends in an e with a consonant, vowel, consonant, e pattern?
c. Sharing objective, in general terms: Today, we are going to
learn how an e can change a word.
2. Content Delivery(15 minutes)
a. Hold up CVCe frieze card
i. Have students name each object
ii. Point out the CVCe pattern in each object
iii. Have student read the words together
b. Write cap on my little board.
i. Ask what the word says
ii. Add an e
1. What does it say now?
iii. Give another example if needed (cub, cube;
mat, mate; etc.)
c. Send students back to their desks and grab the cards: c, d,
n, p, r, t a, e, o, u.
i. Work with your partner to make the word
can.
1. What letters are needed to
make can? (c, a, n)
ii. What letter will you need to change the
word to cane?
1. Make the word cane.
iii. Make the word tap.
iv. Now make tape.
v. Make the word rod.
vi. Now make rode.
vii. Make the word not.
viii. Now make note.
ix. Make the word cut.

x. Now make cute.


d. Have students draw a T chart on their board with short, and
long at the top
i. Tell students each word and have them write
it under the correct column.
1. Can
2. Cane
3. Rip
4. Ripe
5. Shin
6. Shine
7. Tap
8. Tape
9. Cop
10. Cope
11. Cut
12. Cute
a. Explain why
you put it in the columns. How did you know if it was
long or short?
ii. Now we will make a new T Chart. We are
going to write words with one and two syllables in them.
1. Crate
a. Model how to
blend words with CVCe patterns:
I hear two parts in the word crate. /cr/ and /ate/. I know
that the letters c and r make the blended sound /cr/. I will
write these on the board. I hear the long vowel /a/ followed
by /t/ so I will write the letters a and t. I know that we are
working with the CVCe pattern with a silent e so I will add
the e to the end. Finally, I want to blend the word and
check the spelling word. /cr/ /ate/, crate.
2. Reptile
3. Stroke
4. Glide
5. Naptime
6. Worke
7. Plate
8. Mistake
9. Pride
3. Closure (3 minutes)
a. What did we talk about today?
b. What was new to you?
c. What did you already know?
B. Assessments Used:

a. Observation: When students are writing on their boards, I will be


watching and correcting as they write. They will all show me their boards when
done writing. As students are working, I will be walking around the classroom to
monitor student work.
b.
C. Differentiated Instruction
a. Below average students -Students will be encouraged to break
apart each word to learn how to spell it. I will explain to them how to break apart
the syllables and decode each part. Students will say each word before writing it.
They will be given the chance to stay behind while others go back to their desk
for further clarification.
b. Average students - Students will be encouraged to break apart each
word to sound the word out. Students will be encouraged to say each word before
writing it. I will offer support while they are writing.
c. Above average students - The students will be encouraged to write
each each word independently. They will have the opportunity to add extra words
if they are able to. They can say each word before spelling if needed.
e