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Lesson Plan Form - LBS 400

Candidate: Subject: Grade level(s): Date:
Joshua Gonzalez Literacy/Language Kindergarten 11/14/17
Arts
Standard:
- Phonological Awareness: K.2.A: Recognize and produce rhyming words. K.2.E. Add/substitute
individual sounds (phonemes) in simple, one syllable words to make new words.

I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):

- Students will use phonetic awareness to help spell 3 letter words. Students will be able to create and spell
new words, using a combination of 10 letters.

II. LEARNING OUTCOME (Objective):

Given a three letter word, students will spell and create a new word by changing consonants and vowels to
match the given word.

DOK/Cognitive Rigor Level:

Language Demands:
- It challenges students awareness of sounds, also testing their ability to spell. Students will use their
knowledge of phonemes to spell three letter words by altering the spelling. This lesson will help English
Learners with distinguishing the phonemes of the letters and also helps them recognize how letters are
blended.

III. CURRICULUM CONNECTION (How lesson fits into larger unit sequence):
- One lesson that could come before this is reviewing letters and their sounds. The lesson could be a mix of
letters, and students have to identify an image that starts with that certain letter. A lesson that could be done
following this lesson could range from writing sentences with new words from word families, or
introducing new sounds to students, such as clusters or digraphs.

IV. INSTRUCTION
A. ENGAGEMENT (Motivational Activity):
- Students can be asked Who can tell me what this is? (being shown a letter) discuss how are put letters
have phonemes (sounds) and when put together they make words.

Student friendly objective: By the end of our lesson you should be creating and spelling more
words by changing one letter in a word to make a new one.

Purpose: Why are students learning this? Why is it important?

- Students are learning word patterns and families to help their reading skills as well as spelling. They
are using phonemes to sound out words and to create another word in its family. It is important to
recognize word patters because this helps students become better readers and spellers.

B. INSTRUCTIONAL SEQUENCE (Teaching Methodology With Student Activities):

 Step #1: Phonetic Recognition
a. Choose three letters, two consonants and a vowel, and ask students which sound each letter
makes.
a. If h is chosen, teacher makes the h sound, followed by the other two letters.
b. Student response: choral response, imitating the sound of each letter.

Step #2: Create a Word

a. After putting the sounds together explain how it now makes a word.
a. Place the sticky notes, or letters in the word together, where students can see them. Model how
to blend sounds together.
b. Student response: choral response, having students blend the sound to read the word.

Step #3: Words Have Families Too

a. With the posted word (each letter on a sticky note, vowels and consonants in different colors),
explain how to change it to another word in its word family.
a. Explain that you want to change the word from hat to bat
b. Student response: think pair share, coming up with the letter they believe will make the word the
teacher is asking for.

Step #4: New Letter, New Word

a. Change a vowel to create a new word, going over the sound of the letter that is being input.
a. Show how if you change a vowel and you get a new sound, from pet to pot.
b. Student response: think pair share, and decide which letter needs to be changed to sound like the
given word.

Step #5: Repeat Step 4, creating new words with different families/rhyme.

C. APPLICATION ACTIVITY (Practice and/or Reflection):

- Students will be working together to decide what letter needs to be changed to achieve the spelling of a
new word in the word family. Big letters will be written on sticky notes, and students can work in groups,
or chosen to go up and change one letter to create a new word. They will talk to their partners and explain
how a new letter/sound is input to make a new word.

D. MATERIALS & RESOURCES:

- Sticky Notes (with letters on each, vowels and consonants different colors), Word Families (3 letter
words CVC), paper for students to copy words

V. ASSESSMENT STRATEGIES (Methods For Obtaining Evidence Of Learning):

Formative: Check for understanding by asking different pairs, to share their thoughts on which letter
needs to be changed, even letting them take the sticky note off replacing it with the correct letter.

Summative: Have students write down 3 words that they learned to spell, or that have similar rhyme/word
families.