Liliana Tzul Phonics Lesson Plan Kindergarten February 28, 2017

DOMAIN 1
Standard 1.1
Standard/s Addressed. (List only what you plan to assess.)

CCSS.ELA-LITERACY.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/.)

CCSS.ELA-LITERACY.RF.K.3.D
Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

College-Ready Learning Objective(s):

SWBAT sort cvc pictures into word families with no mistakes.

SWBAT spell cvc words with accuracy of 80% or better.

How does the lesson assessment measure the independent mastery of the learning objectives?

The lesson assessment will show students ability to isolate sounds in a cvc word and relate those sounds
to their corresponding letters by matching the pictures to chunks of two letters (word families). The lesson
assessment will also measure student ability to recognize spelling differences among cvc words by
writing onsets and rimes correctly using word families as a guide.

Standard 1.2
Describe the steps of the lesson (the sequence of the learning experiences)

Opening: We have been working with various word families focusing on one family at the time. Today we
will work with some of those word families by matching pictures with their corresponding family. We will
also read and write some of those cvc words.

Direct Instruction: Let me show you the families we will use to practice together: -at, -et, -ig, -op, -un.
Lets read these chunks together. Now, let me show you how we will decide how to sort our pictures. This
is a picture of a bat. I am going to say the beginning sound and the chunk (rime) at the end of the word to
be able to listen the family which it belongs to: /b/ /at/, bat. It belongs to the at family so I will place the
picture under this chunk. Let me do one more.

Guided Practice: Now, you will help me sort the rest. Students will take turns to place pictures under
corresponding family. Now that we have sort all of our pictures, we want to be able to read and write
those cvc words. I have some words we can match to the pictures. Help me read them. Students match
the words to the pictures.
Active Engagement: Now you will practice with a partner what we just learned together. You will have a
mat with four families (different from the ones we just practiced). You and your partner will match pictures
and words to the families on your mat.

Closing: Tigers, you have a choice of two worksheets: In both you will color, cut, and paste pictures
inside the house of their corresponding family. Then you will write the cvc words for each family in the
lines. One worksheet has three families and the other one has only one family but has two pictures that
do not belong. For the sheet with one family you will write only four words while for the more challenging
sheet you will write words for all the pictures.

Independent Practice: Students at their tables will sort pictures into families and write cvc words naming
those pictures.

How will the students be cognitively engaged?

Students will be cognitively engaged because they will actively participate in every part of the lesson.
Their learning experiences will be scaffolded throughout the lesson: Students will draw on what they
already know to make sense to what they are learning during direct instruction. The visuals, hand
movements, and hand-on materials will catch their attention and enable them to make connections
needed to learn the objectives of the lesson. Although this is especially helpful for ELLs, it will benefit
every student supporting kinesthetic and
visual learners. The lesson is planned for students to gradually reach independence, allowing students of
various levels to be supported. For example, low students will be paired with more advance students
before independently work on their sheet. This way students have the opportunity to organize their
thinking process and verbalize it to their partner. Speech-needs students (Tomas, Diego, Sofia) will benefit
from the same strategies that ELLs, and special-needs students (Andy) will be supported by his partner
guidance and by working in small group and/or individually with an adult. I will also support students by
pulling those who need additional support into a small group during sorting and writing cvc words while
Ms. Cardenas circulates the room to offer support to students at their tables.

Connections to prior learning:

Students will make connections to prior learning because in this lesson, students apply sound-letter
knowledge, blending, and word families understanding to be able to master the lesson objectives.

Standard 1.3
How has student data informed your selection of these objectives?

Looking at I-Ready scores from the Mid Year Test in January, I notice that my students score in phonics as
a whole class is 372. Comparing this score to the I-Ready Placement Tables, students are very close to
Emerging K level (361), when the expected score in this Mid-Year assessment in phonics should be in the
range of 395 through 423. The difficulty my students had with phonics influenced their overall reading
scores achieving a score of 378 which place the class in Early K level as opposed of the Mid Level
expected of 396-423.
The subgroups (in phonics) were as follows: 20% scored Emerging K; 60% scored Early K; 15% scored Mid
K or higher. Then I clicked on individual students to see their phonics needs and consistently shows that
they would benefit from instruction on regularly spelled one-syllable words (cvc). This was true for low,
on-level, and high students.
I decided then to teach cvc words focusing on one family at the time to improve my students phonics.
After four weeks of instruction, I assessed them to have a more solid score on a specific skill. I used ESGI
to assess my students on twenty-five cvc words with different spelling patterns. The overall class score
was 60%. My goal is for my students to score as a class 80% or above. I chose the objectives of my lesson
for observation with the intent of reviewing word families and practice writing those patterns to be able to
raise the scores to passing (80%) or better.

Please see the attachments for proof of data

Standard 1.4
What pre-requisite knowledge and skills do students need to have?

Students need to have letter-sound correspondence and concepts of print knowledge. They will also need
to know the concept of segmenting and blending sounds to make words. I will activate prior knowledge by
modeling how to segment cvc words into onset and rhyme and model how to use what we already know
to sort pictures. By guiding students on how to use what they already know to support their new learning,
they will succeed during independent work.

How will the lesson be differentiated to meet the needs of advanced learners, struggling
learners, and English Learners?

This lesson will be differentiated to meet the needs of diverse learners by supporting English Language
Learners with pictures, and movements to segment/blend words. Although my main subgroup is ELs,
these same strategies are very useful for all the students in the class (including EO) because they support

kinesthetic and visual learners. More advanced classmates will support low-students during partner work
through modeling and/or checking each others work. For example, Andys partner is Sasha, Tomas
partner is Dilan, Diegos partner is Kayla, and Albertos partner is Peter. I will also first check on low
students during partner practice to make sure they are progressing towards the attainment of the
objective of the lesson. I will also support low students by pulling them in a small group during the
independent part of the lesson. I

will provide with a personal alphabet-sound chart for low students to use during independent work to help
them to make letter-sound connection. The culminating lesson assessment is differentiated because
students will self-select between two options. Option one: A sheet with nine pictures to sort into three
word families and room to write nine cvc words. Option two will be a better fit for low students such as
Diego, Andy, and Tomas, because it has only six pictures to sort into one word family with two of the
pictures functioning as distractors, as well as room for writing only four cvc words. This sheet requires less
cognitive load, but assesses the same objectives than the option one sheet. To challenge the most
advance learners, I will give the option to write sentences in the back of their paper using one or more
cvc words learned in our lesson.

What misconceptions do you anticipate? What strategies will you use to avoid or correct
these cognitive errors?
Some students might have difficulty naming some of the pictures from the worksheet. I will review the
vocabulary before distributing the sheets and remind them of asking three friends before asking an adult.

Standard 1.5
What types of formative and summative assessments will you use to help students progress
towards the mastery of the learning objective?
I will conduct formative assessment throughout the lesson. While we are working together on the rug, I
will look for students ability to segment and blend words by listening and looking at their hand
movements. I will also pay attention to the accuracy and speed of students sorting pictures into families,
and adjust the number of examples used. Also, when students are working with a partner, I will check if
they are able to listen to the ending sounds of words to sort into the correct categories. If a particular
student needs extra support, I will give it at the moment and most likely include that student in my small
group.

How will adjust your instruction based on these assessments? How could your students be
involved in establishing next steps to attain mastery of objectives?
See above for adjusting instruction.
I will involved my students in establishing next steps to master the lessons objectives by reviewing their
answers with individual students after I scored their independent work sheet. Once each student knows
what spelling patter they need to work on, I will recommend activities they can choose from during
centers time to practice that skill.

RUBRICS
Option One

Objective (skill based) 3 2 1

Picture Sort 9 pictures sorted correctly 6-8 pictures sorted correctly 0-5 pictures sorted correctly
(100%) (66%-88%) (0%-55%)

CVC words spelling 7-9 words spelled correctly 5-6 words spelled correctly 0-4 words spelled correctly
(>=80%) (55%-66%) (0%-45%)

Option Two

Objective (skill based) 3 2 1

Picture Sort 6 pictures sorted correctly 4-5 pictures sorted correctly 0-3 pictures sorted correctly
(100%) (66%-84%) (0%-55%)

CVC words spelling 3-4 words spelled correctly 2 words spelled correctly 0-1 words spelled correctly
(>80%) (50%) (0%-25%)