Lesson Plan Template For Phonics

Lesson Plan Template for Phonics Lessons Objective: The letter(s) ___ stand for the / / sound. (The example for this sheet will be the letters ow showing the /ō/ sound.) Standards Addressed:

1.BR-P.13. Decode regularly spelled one- and two-syllable words fluently in decodable text by applying the most common letter-sound correspondences, including the sounds represented by single letters (consonants and vowels): • consonant blends (e.g., bl, st, tr), • consonant digraphs (e.g., th, sh, ck), and • vowel digraphs and diphthongs (e.g., ea, ie, ee). 1.BR-P.14. Use knowledge of inflectional endings (e.g., -s, -ed, -ing) to identify base words. 1.BR-PA.10. Blend spoken phonemes with more than three sounds into one-syllable words, including consonant clusters and all speech sounds, including those represented by digraphs, such as /th/, /sh/, etc. 1.BR-PA.11. Segment spoken phonemes contained in one-syllable words of two to five phonemes into individual phonemes. 1.BR-PA.12. Blend isolated phonemes to form two-syllable words using vowel digraphs and vowel diphthongs.

 Introduce letter-sound with a labeled picture. Ex.: A picture of a window with the word “window” typed below.  Sound out word. Ask what letter(s) shows the target sound. Ex. /w/ /i/ /n/ /d/ /ō/. What letters show the /ō/ sound in window?  Underline the target letter-sound. Ask what sound it shows. Ex. I’ve underlined ow. What sound does ow show?  Write another word with the target sound. Point to each letter in the word. Have students say each sound. Then blend the sounds. Last, say the whole word. Ex. Write “mow.” Point to each letter/letter combination. Have students say /m/, / ō/. Then slowly blend the sounds. Then say the word.

 Ask what letters show the target sound in the word. Ex. What shows / ō/ in mow? Students say “ow.”  Underline the target letter/letter combination. Ask what sound it shows. Ex. What sound does ow show in mow?  Repeat with 7-9 more words.  Pass out sentence reading sheet. Read each sentence. Then have students identify the word/s with the target letter-sound. They should sound the word out and underline the target lettersound.  Turn the sheets over. Number 1-5. Say a spelling word with the target sound. Have students repeat the word in whole. Then sound the word out. Ex. Shadow. What sounds are in shadow? Students should say /sh/ /a/ /d/ / ō/ .  Students write word. Then you write the answer on the board, asking them which letters show the sounds in the word. Ex. What shows /sh/? That’s right—sh. Write sh on board. What shows /ă/? Yes, a. Write a. What shows /d/? Write d. What shows / ō/. Yes, ow. Write ow.  After each spelling word, ask what letters show the target sound. Have students underline the letters. Ex. What shows / ō/ in shadow? Underline it.