Day 8: Knowledge application

Unit: Lesson Title: Grade/Period:

CCSS or State Standards:
Resources and Materials: CVC word Review K
(can be attached)
Objective: I can:
What students will know and be able to do stated in I can identify all sounds in a CVC word.
student friendly language (use Bloom’s and DOK
levels for higher level thinking objectives)
Essential Question(s):
Over-arching questions of the lesson that will
indicate student understanding of concepts/skills
What is it you want the students to learn/know? What sound do you hear?
Why? What is the first sound?
What is the middle sound?
What is the last sound?
What letter makes ‘that’ sound?

Inclusion Activity: The students and their voices will be included

Describe an activity that will ensure that all
students and their voices are included at the
beginning of the lesson.
throughout each activity within this lesson. Each
student will have active participation within each
sequence.

Sequence of Activities: Materials needed:

Provide an overview of the flow of the
lesson. Should also include estimates of
pacing/timing.
Letter Flash Cards
Blending Board
Whiteboards, erasers, and dry markers for each
student
Materials for each center (included at end of unit
packet)
3 Mystery bags (any bag that allows for students to
reach in bag and pull out objects)
Objects within mystery bag 1: Apple, Tiger, Cap
Objects within mystery bag 1: Banana, Turtle, Acorn
Objects within mystery bag 1: Pear, Ice cream, Glue

5 mins: Blending Review

Prepare individual flash cards of letters printed and
blending board ready. A blending board allows the
flash cards to stand upright for students to see
letter. This allows for teacher to create a CVC word
the students can blend sound of letters together.

1)Gather students at rug. Explain to students that

today we will continue practicing blending words to
become better readers.
2) As a whole group, sort the flash card on the
blending board. Tell students to make the sound of
each letter three times when you see a letter. Show
students each card and say the sound the letter
makes three times, then place the letter on the
blending board in order with three letters that make
a consonant vowel consonant blend. and the the
students make the sound of each letter.
3)Explain that we are practicing blending sounds
together to make a word. Tell students they may
put their thumbs up if it is a real word and thumbs
down if it is a silly word.
After each letter sound has been made, swipe your
finger across each letter quickly to blend the sounds.
Students will say the CVC word blending.

Transition: Ask students to say the sound “M” as

they grab a whiteboard, marker, and eraser and
bring it back to the carpet. When students return to
the carpet, give them each a minute or two to draw
and doodle on whiteboard.

10 mins: CVC Mystery word

Explain to students that we have a mystery to solve.
Each bag has a mystery word inside of it. We must
figure out what the beginning sound is and write it
on our boards. There are three objects in the bag
that make up a mystery word. We will use the first
letter/sound of each object to figure out what the
mystery word is.

Pick a letter out of a mystery bag. Let students say

what the object is. When they see the object they
have to write the beginning sound of the word.
Show them three different pictures from the
mystery bag to create a mystery word on their white
boards.

Mystery Words:
PIG
BAT
CAT

Assessment:
List both formative and summative assessments
that you will use to assess student
understanding. Formative assessments are given
during instruction (check for understanding),
summative are after completion of instruction (how
will you grade – quiz, test, project, paper,
presentation, demonstration, etc.).
Differentiation:
Describe who will need additional or different
support during this lesson, and how you will
support them. Differentiated instruction could
include testing accommodations, preferential
seating, segmented assignments, a copy of the
teacher’s notes, assignment notebook, peer tutors,
etc.
Transition: Thank students for helping solve the
mystery words together! Remind students of their
cooperative teams for centers and tell students their
assigned center for the day. Let each center quietly
skip to their assigned center.
15 mins: Cooperative Centers
Students will work cooperatively with an assigned
center. Assign each student to an appropriate
center based on formative assessment from the
previous week. Students will rotate centers daily,
and centers may be changed each day of the week
based on student needs.
Initial sound Center
Blending Center 1
Blending Center 2
Blending Center 3
Segmenting Center
5 mins: Closure/Clean up
See instructions in section below.
Formative:
Observing engagement and interaction with
activities
Probing questions at each center
Checking for understanding with each individual at
centers
Summative:
See summative assessment at end of unit
Each cooperative center is designed for the needs of
each student. Heterogeneous groups are selected
for each center that focuses on the needs of each
student.
Cooperative center time allows for teacher to
formatively assess and address the needs of each
student.
Summary, Integration and
Reflection: 5 mins: Closure/Clean up
List the way that you will bring students together to
integrate and reflect on their learning from this
After centers are complete, use attention getter to
lesson tell students to clean up and sit on the rug.
When all students completed clean up and sitting on
the rug, review how the centers went. Allow for
students to share what went well for them.