Module 5: Lesson Plan 2

Damaris Román

Central State University

ECE-3561-30N Language Arts Methods for ECE/Field

Dr. Stephanie Petricone-Turchetta

October 23, 2022

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LESSON PLAN 2

Lesson Plan Title: Teach Phonics – “ink” Word Family

Date: October 20, 2022  

Number of Days Covered: 1 day

Subject: ELA-Literacy, Reading Foundational Skills

Grade Level: Intermediate Self-Contained 3-5 grade

Academic Content Standards

Phonics and Word Recognition: (Common Core State Standards Initiative, 2019)

CCSS.ELA-LITERACY.RF.3.3

Know and apply grade-level phonics and word analysis skills in decoding words.

Comprehension and Collaboration: (Common Core State Standards Initiative, 2019)

CCSS.ELA-LITERACY.SL.3.1

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and

texts, building on others' ideas and expressing their own clearly.

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Objectives/Goals “I can” statements (In student-friendly language)

 The students will use phonic skills to decode words with the "ink" word  I can use phonic skills to decode words.

family.  I can build single syllable words by blending the

 The students will build single-syllable words by blending sounds into the sounds including consonant blends.

"ink" word family, which includes consonant blends.  I can participate in the group discussion and express

 The students will collaborate in group discussion and build on others’ ideas my ideas clearly.

while expressing their own clearly.

Anticipatory set/Connection to Prior Learning

Prior to this lesson, students did their foundations practice drill as a warmup, to review their letters, sounds, and blends including the newly

introduced "ink" word family. Following my CT's curriculum scope and sequence of the phonics instruction, students then will proceed to

reinforce their learning with repeated practice in building words containing the targeted word family "ink".

Direct Instruction/Student Engagement

On this guided practice lesson, after being presented with the word family "ink", students will add in the initial sound (s) to the word "ink",

name the letters, sound out the word, and blend the sounds of the new word built.

The teacher will be guiding students using the Elmo projector. The students will be presented with a consonant to be added to the "ink" word

family. The teacher will randomly pick a stick with the student's name that will build the new word. The teacher will guide students to look at
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the letters chunk “ink” and to notice the new letter added whether a consonant, a diagraph (two consonant making one sound), or two

consonant blends (where we can hear each sound). For example, teacher will say: "We have the letter to be added to our "ink" word family, it

is a consonant, "Johnny" could you please tell us what letter it is? Students may respond: It is the letter P. Please say the name of all the letters

in the word. "P-I-N-K". Now please sound it out using the "ink" chunk. "/p/+/ink/. Great! Now please blend it altogether. "/p/+/ink/ = PINK".

The students will then be asked to define the word we just built. For example, the teacher will ask: “Do you know what pink is? To which

students may respond: It is a color. Mrs. Roy has pink hair, matching her pink boots. Who else can say something about the word pink? …”.

After students determine if the built word is real or not, they will write ones that are real on a list on their worksheet. These steps will be

repeated with the other letters such as w, s, r, dr, bl, th, g, and st.

To encourage students participation, opportunities to respond will be provided by asking question to share their prior knowledge to add to the

word definition, and non-verbal signals such as thumbs up to agree or ready to move on.

Assessment and Independent Learning

Students will demonstrate their learning and understanding by decoding the “ink” words by naming, spelling, and sounding out the letters, and

blending the sounds that make up the words, as well as defining the words based on their prior knowledge independently.

Students will read and write the “ink” word family word in their build the word worksheet independently.

Students will also demonstrate their phonic skills, and understanding of decoding, blending sounds/consonant blends, building single-syllable

words, and the “ink” word family words throughout the group discussion building on others’ ideas while expressing their own clearly.
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Closure

For closure, students will be presented with the “ink” word family words with pictures, to reinforce the reading of the “ink” pattern they just

learned. We read all together in unison. Lastly, students read the list of “ink” words they have written down on their paper.

“Now we are going to review, we are going to read the words together. Remember “ink” family, the chunk /ink/ we just learned and how we

blend it. We have the first word /dr/ +/ink/then blend it to say drink.”

Differentiation

To help students who have not yet mastered the concept and with difficulties decoding or sounding out the letters/words, the teacher will

provide guidance modeling and reminding students the letter foundations practice drill with hand motions. For example, when we come across

the “th” diagraph, students will be reminded of the “th – thumb-/th/, showing the thumb.

The students who have demonstrated some strengths above the group can reinforce their learning by reading the final list, helping others

review and check they have them all listed. They can also contribute more details to the discussion igniting others’ ideas to also participate.

Homework/Home Connection

This lesson does not have homework. However, students can continue to practice their “ink” words at home when they have a drink, or use the

sink, or when they wink or blink.

Materials
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For this lesson we will use the Elmo projector, the “ink” word family worksheet to build the words, pencil, scissors to cut the letters and

present to be blended into the “ink” family one at the time, sticks with students’ names to call out for taking turn, and “ink” word family words

with picture.

Technology

For this lesson I will be using the Elmo projector to display the worksheet we will be working on, presenting the letters to be blended, and

model writing the words on the list, as guided instruction.

Writing

Students will be writing a list of the words we have build after determining if they are in

Key Vocabulary

Students will be working together throughout the discussion to define the words as we build them. Pink (the name of a color), rink (a smooth

surface of ice for skating), sink (n. container with drain to wash things, v. to go down to the bottom), wink (to close and open one eye as a

signal), think ( to have ideas, or thoughts about something in your mind/brain), blink (to close and open your eyes quick to keep eyes moist and

clean), drink (n. a liquid you can take into your body though your mouth, v. action of taking liquid and swallowing), stink (a strong bad

odor/smell), diagraph (two consonants together to make one sound).

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Reference:

English Language Arts Standards» Reading: Foundational Skills» Grade 3 | Common Core State Standards Initiative. (2019). Corestandards.org.

http://www.corestandards.org/ELA-Literacy/RF/3/