Name: Sarah Johnson

Content Area: Language Arts

Grade Level: K

Lesson Length: 20 minutes

Contextual Information and Rationale

Students have been grouped based on both their PALS scores and the BAR (Being a Reader) assessment data. This small group has begun working
in simple, repetitive texts. They have Concept of Word and are working on building a bank of known sight words, orally segmenting CVC words to
support spelling, and decoding CVC words to support reading. In addition, we are working on the diagraphs th and ch.

Instruction

Standards: Objectives:

Reading Students will be able to recognize pre-

K.3 The student will orally identify, segment, and blend various phonemes to develop phonological practiced sight words.
and phonemic awareness.
Students will be able to orally segment a
g) Segment one-syllable words into individual phonemes.
CVC word.
K.4 The student will understand how print is organized and read.
Students will be able to decode a CVC
e) Match voice with print. word.
K.6 The student will develop an understanding of basic phonetic principles. Students will be able to orally differentiate
th and ch words.
a) Identify and name the capital and lowercase letters of the alphabet.
b) Match consonant, short vowel, and initial consonant digraph sounds to appropriate letters. Students will be able to display voice to
c) Demonstrate a speech-to-print match through accurate finger-point reading in familiar text print match as they point and read a
that includes words with more than one syllable. simple, pre-practice book.
Assessment:

I will see students’ sight word knowledge and focus in on any words that they are finding tricky to remember.

I will check their ability to hear and say the individual sounds in a word.

I will check their ability to point out each sound in a written word and blend the sounds together to make that word.

I will check students’ ability to discriminate the th and ch diagraphs.

I will check students print to text match and their ability to decode a word if they cannot recall the word by looking at it.

Teacher & Student: Materials, Resources, and Technology:

5 minutes Sight Word Flash Cards

Show students flash cards of sight words one at a time. Students will say the sight word, spell the Dry erase boards and markers
sight word, and say the sight word.
Go Down Fat Fish and We Can Read
2 minutes

I will say a CVC word and the students will segment the word. The students will first repeat the
word, then use their fingers to demonstrate stretching the word out into individual phonemes, then
they will say the word again. Students will do this chorally. They will segment rat, cot, hid, sun, mat,
and hat.

2 minutes

I will write a CVC word on the whiteboard and have each student come and decode the word. They
need to put their finger under each letter and say the sound that letter makes. Then they need to
sweep their finger under the word as they blend the sounds together into a word. The students will
decode bat, sit, ran, mud, mop, and hot.

4 minutes
We will review the th and ch diagraphs. Students will each get a white board and a dry erase marker.
I will say a word, either beginning with the th or ch diagraph. The students will write th or ch
depending on which they hear in the word and then they will show me their answers. Examples
words thorn, chocolate, chimney, thimble, chicken, thumb, check, think.

7 minutes

Students will each get a copy of Go Down Fat Fish. We will review how to read a story. Pointing to
each word and quietly saying the word as your point. We will also review how to figure out a word
we don’t know, using our decoding strategy. As the students read, I will focus in on one student
every page or so to informally assess and provide support. When the students are done I will have
them re-read the text one more time. Then, I will have students find sight words the, down, in, in
the text. If we have time, I will also have students re-read We Can Read using the same method.