Ivy Darger

Lesson Plan #1
Topic: Review of CVC words

Standards: RF. K. 2. d. Isolate and pronounce the initial, medial vowel, and final sounds
(phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.

Objective: SWBAT correctly identify the individual phonemes of five given CVC words with at
least 80% accuracy.

Assessment Plan: Students will be given a worksheet with a picture that corresponds to a CVC
word (ex: a picture of a bat). The children will then be required to write down each of the
individual phonemes that make up that word. I will then look over each child’s worksheets. If
they have trouble with more than two of the phonemes on the worksheet, I will let the teacher
know which phonemes they had trouble with so that she can be aware of what sounds are
difficult for them to identify.

Materials needed: Letter flashcards, white board, white board marker, CVC word matching
game, CVC worksheet, pencils

Gain Attention/Recall Prior Knowledge: Review with students some of the specific letter sounds
by holding up a flashcard with a letter on it and asking them the sound that corresponds to that
letter. Explain to students that words are made up of these individual sounds. When we want to
discover what a word is, we sound out the individual parts of that word.

Teach/Model:
1. Write a CVC word down on a white board (ex: bed).
2. Model for the students how to decode this word by sounding out each individual phoneme in
the word.
3. Blend all the sounds of the word together and say the word.
4. Repeat this process with another CVC word.

Guided Practice:
Play the CVC word matching game with the students. Turn the cards over and have students try
to match the CVC word to its corresponding picture. Make sure that the students sound out each
individual phoneme when they encounter a CVC word.

Independent Practice:
Give each student a worksheet and explain to them that they have to write down the word next to
the picture. Explain that in order to do so, they will have to sound out each of the individual
sounds within the word.

Differentiation:
Fast finishers will play the game again, this time using a different set of CVC words and
pictures.
Do not let there be a winner to the game. If students start saying “I’m winning,” make sure to
tell them that we are not playing the game to win.

For the lowest reading group, in the teach/model section, show the students how to identify the
beginning sounds of a CVC word. Then have the guided practice be similar to the game but
instead have the students match pictures to word sounds. The worksheet they will be given has a
picture of a CVC word and they have to identify the beginning sound of the CVC word.

Closure: Review one more time with the students the process of breaking apart a CVC word
based on phonemes but this time have them sound out the individual phonemes as a group.