CEP Lesson Plan Form

Teacher: Addie Becker Date: 02/7/2022

School: Home School International Grade Level: Multilevel (4-6y/o) Content Area: Literacy

Title: Letter C phonics Lesson #: 1 of 1

Lesson Idea/Topic and Children are phonetically learning the letters of the alphabet 1 letter each
Rational/Relevance: week. Each week they learn a letter in Spanish first (sound, writing in
cursive) and then learn the same letter in English. This week we are
introducing the letter c. The introduction for this letter happens on Monday
and includes a routine lesson with videos. I am teaching this lesson on
Tuesday and will be providing a more in-depth exploration of the sound and
writing. There will be two parts to this lesson, and it will include a sitting
identifying objects that have an initial /c/ and then there will be a 2 nd part
where they will be asked to listen to initial sounds for /c/ or /v/ /r/ /f/
(sounds they have been working on). The letter C will be on one side of the
playground and the other letters (v,r,f) will be on the other. When I say the
sound, students will run to the correct side of the playground.

Student Profile: Students are 4, 5, and 6 years old and are all ELL’s. Literacy lessons are done
with phase 2 (4y/o) and phase 3 (5 & 6y/o) separated. Students need high
interactive activities and lessons to stay engaged and benefit from
movement.

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)

Literacy Knowledge and Skills – 2.3. Phonological Awareness: Identify and discriminate between sounds and phones in language, such as attention to beginning
and ending sounds of words and recognition that different words begin or end with the same sound.

Literacy Knowledge and Skills – 4.4. Writing: Copy, trace, or independently write letters or words

Understandings: (Big Ideas)

Understand sound-letter correspondence

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CEP Lesson Plan Form

Remember how to write each symbol

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select applicable questions from standard)

What does this letter look like?

How do you write this letter?

What sound does this letter make?

Evidence Outcomes: (Learning Targets)

Every student will be able to: (Create your own lesson objectives from the standard using student voice)

I can: Say and write the letter c

This means: I can say the /c/ sound and write the letter c

List of Assessments:

Informal checklist: I will do an informal assessment of students understanding of both letter recognition, speaking /c/, and writing.

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CEP Lesson Plan Form

Planned Lesson Activities

Name and Letter C phonics

Purpose of Children learn the /c/ sound and write it in print
Lesson

Co-Teaching Which model(s) will be used?

Will co-teaching
models be
utilized in this Why did you choose this model(s) and what are the teachers’ roles?
lesson? Yes
___ No _X__

Approx. Time Time: 30 mins

and Materials Materials: objects beginning with c, white boards, markers, A4 paper with letters on it

Anticipatory Set The strategy I intend to use is: Review of other letter sounds
I am using this strategy here because: Before every phonics session the class reviews letter sounds to get them thinking about letter
sounds

Procedures The strategy I intend to use is: Guided practice and repetition
I am using this strategy here because: The children are learning new letter sounds and letters, and by scaffolding their learning I am
supporting their ability to identify and write these letters.

Teacher Actions Student Actions Data Collected

Step 1: Invite children into a circle. Teacher will write letters and ask Step 1: Children will say letter
children the sounds as review sounds

Step 2: Remind children that we are learning about the letter c and tell
them that I have a bag of things that have the sound /c/. Hand out white
boards and markers.

Step 3: Have students who are listening pull out one object and have them
say what it is in English and then have them write the letter c (repeat) Step 3: Identify the object as well

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CEP Lesson Plan Form

as where the sound /c/ is in that

sound and write it (phase 3 will
write the whole world
Step 4: have children line up and go outside to do the 2 nd part of the lesson phonetically)

Step 5: Teacher explains that the students are listening for the sounds and Step 4: Children line up and go
must go to the correct corner that corresponds with the sound I say. Do an outside
example: “when Addie says /c/ the puffins will run to the letter that says
the sound /c”
*Emphasize that we are not playing and that we have to be super listeners
to go to the right letter.

Step 6: Say sounds and direct children to participate in the activity. When
children get to the letter c, have them ‘air draw’ the letter.

Step 6: Children listen for sounds

and run the correct letter.
Closure The strategy I intend to use is: Collecting supplies
I am using this strategy here because: We can review all of the letters we just worked with and bring the materials in.

Differentiation Content Process Product Environment

Modifications: Do only initial sound writing with
phase 2 and repeat writing the letter
Do modeling before Have students who
students begin working as typically struggle with
well as do guided writing attention while circle
sitting sit next to me.
with struggling students

Extensions: Have cvc & cvcc objects with /c/ and Give a more challenging Have students who
have phase 3 and have them word for phonetic spelling need a challenge to
phonetically write it. and work it out with the come up with words for
children to run to.
students

Assessment Informal checklist: I will do an informal assessment of students understanding of both letter recognition, speaking /c/, and writing.

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CEP Lesson Plan Form

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify
your level of achievement)

The objectives of my lesson were achieved for most students. Students were able to
identify the sound /c/ and use knowledge of other letter sounds to construct CVC words.
When asked to identify beginning sounds of cvc words in the 2nd part of the lesson, most
children were able to identify the beginning sounds, and those who did not was a result of
the nature of the lesson. Having the letters outside and so far apart was a distraction.

2. What changes, omissions, or additions to the lesson would you make if you were to
teach again?

Overall, the lesson went well but the children have a hard time with transitions in the
classroom. Because they all had to get their coats on and go outside it was less of a brain
break and more of a distraction for some children. I would have the students complete the
outdoor activity shortly after a recess next time so that they did not have to do the coats
transition. Also, the weather was unusually bad that day and was unplanned for, so I had to
improvise (which is ok). I also would include co-teaching as a part of my lessons in this
classroom because all of my students are ELL, I need the extra pair of eyes to meet all of
my student’s needs. I also struggled to do closure at the end of the lesson because they
were all so excited to be outside, and I lost attention of the students so we just lined up
and went back inside.

What do you envision for the next lesson? (Continued practice, reteach content, etc.)

For my next lesson I envision keeping the interactive part of the lesson but keeping the
lesson in the same environment so that the transitions aren’t distracting. With this group
of children, it is essential that my lessons are engaging and interactive to keep them
engaged. Also, I think that it is important for me to not expect perfection with these
lessons because in reality they won’t be. I feel as if I missed things that I usually wouldn’t
have because I was nervous about behaviors and making the lesson ‘perfect”.

3. If you used co-teaching, would you use the same co-teaching strategy for this lesson
if you were to teach it again? Were there additional co-teaching strategies used
during the lesson not planned for initially? Please explain.

I did not plan on using co-teaching, but it ended up happening. The strategy used was one
teach, one assist. With children who are ELL’s it is important that each child is being
supported in a way that I cannot do on my own. Especially with English language
development, it is challenging for modifications and extensions to be implemented in
meaningful ways to so many children at different levels of English language development.

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