Phonics Lesson Plan

School of Education
The College of New Jersey
Sara Feigenbaum
1.) Topic of the Lesson and Grade Level:
Phonics, Second Grade
2.) Essential Question:
How can students understand the relationship between letters symbols and sounds?
3.) Content Standards:
Phonics and Word Recognition:
RF.2.3. Know and apply grade-level phonics and word analysis skills in decoding words.
Fluency:
RF.2.4. Read with sufficient accuracy and fluency to support comprehension.
4.) Learning Objectives and Assessments:
Learning Objectives

Assessments

SWBAT formulate
ten words using the
letters, e, i, c, d, h,
l, n and r.

Students will receive 8 pieces of notecard and will

have to create different words using the letters
they are given. They will have to spell out the
words on their desk by sounding out each letter.

SWBAT
identify short a
vowel words using
phonics cards.

Students will play a game that includes phonics

cards. Each student will have a different card that
has two words on it. They will have to identify
what word they have and then ask the other
students who has the other word on their card.
Students will have to be able to pronounce the
words to successfully play the game.

5.) Materials:
Note cards
Pencils
Writing notebooks
Phonics cards
6.) Prior Knowledge:

Before beginning the lesson, I will have the students write down the letters e, i, c, d, h, l,
n and r on their notecards. I will have the students hold up each letter, name it and say its
common sound. I will also have the students hold up the c and the h and have the
students tell me what sound ch makes and give me examples of words that start with
ch.
7.) Lesson Beginning:
The students will create ten words on their desk using the letters they have on their
notecards. The ten words will include red, rid, rich, Ed, inch, lid, led, chin, child, and
children.
8.) Instructional Plan:

The teacher will hand each student eight pieces of notecard.

The teacher will have eight letters projected onto the board. The students will
write down these letters on their notecards, which will include, e, i, c, d, h, l, n
and r.
I will have the students hold up each letter, name it and say its common sound. I
will also have the students hold up the c and the h and have the students tell
me what sound ch makes and give me examples of words that start with ch.
Next, I will tell the students to take two letters and make the word Ed
Then, I will tell the students to add a letter to make red
Then, the students will change the vowel and spell rid
Then, the students will change the first letter to make lid
Then, the students will change the vowel to spell led
Then, the students will spell rich using the sound ch
Then, the students will spell another four letter word, inch
The students will move around the letters and spell child
The students will come up with the secret word using all of the letters. The
teacher will give the students a hint if they are having trouble coming up with the
word. The secret word is children
The students will record the words in their writing notebook.
Then, the students will go to the carpet and sit in a circle.
I will pass out a phonics card to each child that includes short a vowel words.
For example, the phonics card will say, I have bat, who has cat?
When the students hear the word that they have on their card, they will raise their
hand and read their phonics card.
When the students are finished playing the game, the teacher helper will collect
the cards.
The students will be directed to go into their first read-to-self. The students will
either read independently or log onto Lexia on the computer.

Differentiation:
This phonics lesson was created for the lowest guided reading group in second

grade. Each student has a set of notecards at their desk and can spell the words on
their own if they feel comfortable with the words. If students need extra help, the
teacher will sound out each letter of the word and assist the students in spelling
each word. During the game, the phonics cards have pictures on them to help the
students connect the word to the picture if they are having trouble sounding out
the word.

Questions:
1.) What sound does the letter e make?
2.) What sound does the letter i make?
3.) What sound does the letter c make?
4.) What sound does the letter d make?
5.) What sound does the letter h make?
6.) What sound does the letter l make?
7.) What sound does the letter n make?
8.) What sound does the sound ch make?

Classroom Management:
Students will be given positive points on class dojo to reward positive behavior. The
teachers will instruct students how they want them to answer questions beforehand, so
they know the expectations. Have students silently raise their hands when they want to
answer a question and only call on the students who are following directions. Warn
students once for any inappropriate behavior and if it continues, have a conversation with
the student at the end of the lesson about how that student can change his/her behavior.

Transitions:
Using the whole brain approach, the teacher will say, class class and the students will
answer, yes, yes when moving from one activity to the next. This will get their
attention and the teacher will be able to explain the next activity. The teacher will also
say, mirror and the students will answer, mirror when the teachers want them to
repeat after them.

9.) Closure:
The students will go into their first read-to-self, which gives them the chance to read
silently or go onto Lexia, which is a reading core program where children can work at
their own pace. At the end of the week, the students will have a spelling test on the
vocabulary words from the entire week.