Appendix A

Student (present Q1 Q2 Q3 Cold Read: Cold Read: Could Could

on 3/31) 03/31 04/03 Identify: Identify:
Hard C Soft C

MJ
Grade: MP
3G AB ➖ ✔ ➖✔ ➖✔
Iese
Grade: MP
3H AB TESTED
OUT
➖ ✔ ➖✔ ➖✔
Kamalu 3F AB 3F ✔ ✔ ✔ ✔
Grade: ME

Aleighsha
Grade: MP
3G TESTED
OUT
➖ ✔ ➖✔ ➖✔
Keinona 3G TESTED TESTED ✔ ✔ ✔ ✔
Grade: MP OUT OUT

Jhayzden 3G TESTED ✔ ✔ ✔ ✔
Grade: ME OUT

Charles
Grade: MP
3F AB 3F ➖ ✔ ➖✔ ➖✔
Kento TESTED TESTED TESTED ✔ ✔ ✔ ✔
Grade: ME OUT OUT OUT

Nolen
Grade: MP
3F 3G ✔ ✔ ➖✔ ➖✔
Jemuel
Grade: ME
2D- 3F TESTED TESTED
OUT OUT
➖ ✔ ✔ ✔

Samuel TESTED TESTED TESTED ✔ ✔ ✔ ✔

Grade: ME OUT OUT OUT

Zylin 3H TESTED TESTED ✔ ✔ ✔ ✔

Grade: ME OUT OUT

Stylez 2E-3F TESTED TESTED ✔ ✔ ✔ ✔

Grade: ME OUT OUT

Aizea
Grade: MP
TESTED
OUT
TESTED TESTED
OUT OUT
➖ ✔ ➖✔ ➖✔
Valerie
Grade: ME
TESTED
OUT
TESTED TESTED
OUT OUT
➖ ✔ ✔ ✔

Honesty TESTED TESTED TESTED ✔ ✔ ✔ ✔

Grade: ME OUT OUT OUT

Appendix B

Research Question: How do phonics programs and their practices show positive effects in
fluency for third grade students?

Name: Carlee, Aurelia, and Emily Date:  3/31/23

Lesson Title: Fun with Phonics

Grade Level: 3 Standard(s):

3.RF.3: Know and apply grade-level phonics and word
Subject: ELA analysis skills in decoding words.
a. Identify and know the meaning of the most common
prefixes and derivational suffixes.
b. Decode words with common Latin suffixes.
c. Decode multisyllable words.
d. Read grade-appropriate irregularly spelled words.

Learning Objectives(s): 
Students will read and spell multisyllabic words with the hard and soft c sounds.

Differentiation Strategies:
Incorporating music with videos
Scaffolding by modeling
Visual representations

What lesson(s)/learning activities came prior to this lesson?

Carlee regularly uses Phonics for Reading, so students are very familiar with the curriculum
and procedures for completing sections in their Phonics for Reading books. Students will “cold
read” the passage the week before and then will read it again at the end of the week after the
entire module for Phonics for Reading is covered.

Teaching Targets (timing, activity types, purpose, kinds of grouping)

Name: Carlee, Aurelia, and Emily Date:  3/31/23

Lesson Title: Fun with Phonics

I can participate in entire class activities with choral reading and whole group discussions.
I can spell words with hard c and soft c sound independently.

Time: (the Teaching Strategy Purpose Method

increments
of time
depend on
the age of
students)
5 minutes Introduction to class, Students feel safe Whole group
and go over the and comfortable
learning target with with a new teacher,
students. and know what to
expect in this lesson.
10 minutes Students will take out Students are exposed Direct instruction
their Phonics for to the new words Choral reading
Reading book and this week that are in
open to lesson 23. We the fluency passage,
will go over and and focus on the
chorally read the new learning target of
words for the week. hard c and soft c.
Students will then
reread the words with
a peer. I will ask
students what they
notice about this
week's words, and
what sounds they hear
from the underlined
letter.

2 minutes Students will watch the Students will get a Whole group
Youtube video on hard deeper Video
c and soft c. understanding of the
C letter sounds.
Name: Carlee, Aurelia, and Emily Date:  3/31/23

Lesson Title: Fun with Phonics

10 minutes I will reinforce the Students will Whole group

video by repeating the identify hard c or
letter C sounds, and soft c sounds in
have students stand up. words.
I will read words from
their new word list and
ask them to pick a side
of the classroom. One
side will be soft c and
the other hard c. As
students make their
choices, we will
discuss and I will add
the word onto an
anchor chart under the
right sound.
10 minutes Students will take out Students will read Reinforcing new skills
their Phonics for soft c and hard c Whole group
Reading books, and we multi-syllabic words.
will read the challenge
words. (Multisyllabic
words) We will read
them by clapping for
the syllables. I will
model with the first
word. Students will
reread words with a
peer.
10 minutes Students will be put Students will spell Formative assessment
into groups of 2-3. and identify hard c
They will be assigned or soft c words.
a word, and will write
the word, their
syllables, and place
them on the anchor
chart under soft c or
hard c.
Materials/Handouts: Extensions: Carlee will leave the anchor chart up for
the entirety of the week, so students can look back at it
Name: Carlee, Aurelia, and Emily Date:  3/31/23

Lesson Title: Fun with Phonics

Google Slides: when progressing through the rest of the module.

https://docs.google.com/presentation/
d/1Bkw6MeVJfX58N5IshAx6QXAp
92DT7uZ4BhDDqhUriDQ/edit?usp=
sharing
Phonics for Reading extends for the rest of the week
with a focus on vocabulary with soft c and hard c
sounds. This lesson targets this specific skill, so they
can continue the module and build their skills while
tasks and words become more difficult.

Phonics for Reading student book

Anchor chart

Resources:
https://www.youtube.com/watch?v=j
diS9Cac-FI