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Performance Objective:
Given a list of highfrequency words containing the /an/ welded
sound, students will state the words with 90% accuracy (nine or more
correct out of 10 attempts).
Resources/Materials Needed:
● Letter cards
● Lists of words to reference (Appendix G)
● Whiteboard and markers
● Student whiteboards and markers
● /an/ maze boards and game markers
● Game boards from previous lessons
● Digital links to assessment document/slideshow
● Assessment papers for teacher to record student responses
Time: 1 Hour
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read the words together. The teacher will write five more /an/ words
down, which the students will copy and read individually and with a
partner. During this time, feedback will be given verbally to students
as needed, based upon the responses they give. If students are
struggling with the concept, the teacher will spend more time
reading words whole group or with individual students. The students
will then be given time to brainstorm as many /an/ words as they
can in one minute and write them on their boards. They will switch
boards with their partner and practice reading the words the other
has written. Even if a child writes a nonsense word, their partner
should read it using the phonics skills and letter sounds knowledge
he/she has.
Step 4: Assessment
During the time the student are playing the game described in Step
5: FollowThrough Activities, the teacher will call students over
individually to read 10 words containing the /an/ welded sound
(student can either read the words from a Google Document in list
format or a Google Slideshow that they can advance by clicking).
All digital links and blackline masters can be found in Appendix A.
The teacher will use a checklist (Appendix C) to document whether
or not each child was able to read the words and their percent of
correct responses. The performance goal states that nine out of 10
correct responses or more (90%) is required to show proficiency.
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before being able to place their game marker there. Their partner
then finds the next /an/ word to move through the maze and reads
it. After students have had ample time to play, pass out blank maze
game boards and invite students to write in their own /an/ words.
The students should then take turns using their game boards to
continue playing the game and reading the words.
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Total Correct:
Percent of Proficiency:
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Appendix D
Letter cards for building words
Link:
https://drive.google.com/file/d/1U7Q8NcEbWlft7f8xLE72zjjKO4_HlhFW
/view?usp=sharing
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Appendix G
● Consonantvowelconsonant words to use for whole group
practice
mop sub dip zap
rat lap tub den
yes lot quit pig
● /sh/ words to use for whole group practice
rash shot lash dash
dish shut rush shop
wish fish shed ship
● /ch/ words to use for whole group practice
chip much rich chin
chop chat chunk Chet
● /th/ words to use for whole group practice
moth path math Beth
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● /wh/ words to use for whole group practice
whip when whiff where
● /ck/ words to use for whole group practice
duck lick rock pick
kick shock Rick neck
back pack chick sock
● /am/ words to use for whole group practice
ham Sam am jam
Pam bam ram Tam
● /an/ words to use for whole group practice
can than pan man
fan Jan an tan
Dan ran Nan van
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