Week #6/ Assignment # 3 Phonics Lesson Plan


Candidate’s Name: Angelicia Ming
Grade Level: Kindergarten
Title of the lesson: Make a Word using onset & rimes
Length of the lesson: 30 min


Central focus of the lesson (The central focus should align with the CCSS/content standards and support students to develop an essential literacy strategy and requisite skills for comprehending or composing texts in meaningful contexts)
The “onset” is the initial phonological unit of the word ( B in Bat) and the “rime” is the string of letters that usually follow the vowel and consonants at the end of the word (-at in Bat). Not all words have onsets. Teaching beginning readers about inset and rime helps them to recognize common chunks in a words where this will aid in decoding new words when reading and spelling words when writing.

Key questions:
●     what do you want your students to learn?
I want my students to be able to identify the onset and rime in each word presented
●     what are the important understandings and core concepts you want students to develop within the learning segment?
I want students to understand the phonological unit of a word where they can be able to decode new words and spell words when writing and increase their literacy skills.
1)      Phonics
2)      Decoding
3)      Phonemic Awareness
4)      Letter Sounds
Knowledge of students to inform teaching (prior knowledge/prerequisite skills and personal/cultural/community assets)
Prior knowledge includes syllables, sound blending, vowels, letters and alphabet, letter-sound correspondence, rhymes, sight words, and consonants.
Motivation for literacy.
Common Core Learning Standards for ELA and Literacy)
CCSS.ELA-Literacy.RF.K.3
Know and apply grade-level phonics and word analysis skills in decoding words.
CCSS.ELA-Literacy.RF.K.3.a
Demonstrate basic knowledge of one-to-one letter-sound correspondences producing the primary sound or many of the most frequent sounds for each consonant.
CCSS.ELA-Literacy.RF.K.3.b
Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.
CCSS.ELA-Literacy.RF.K.3.c
Support literacy development through language (academic language)

●     Identify one language function (i.e. analyze, argue, categorize, compare/contrast, describe, explain, interpret, predict, question, retell, summarize or another one appropriate for your learning segment)
1) Increase literacy skills
2) Reading
3) Spelling acquisition
4) Foundation of spelling strategies
5) describe word patterns

Vocabulary
● Students will blend onsets with rimes and listen to see if the blend is a word.
Learning objectives
1)      Student will blend onset with rimes to see if blend is a word
2)      Student will distinguish between an onset and rime in words selected
3)      Students will learn the correspondence between letter and sound in words
Formal and informal assessment (including type[s] of assessment and what is being assessed)
 Students will be assessed by completing worksheets that are composed of words. Students will separate the onset and rimes in addition of creating a blend from the word and sounding out the word to see f the blend works aloud. Students will be able to create words from a blend of the inset and rime. ELL students will use audio to hear the onset and rimes of words.  
Instructional procedure:
1) Students will be given the definition of an onset and rime
2) Students will be given models by instructor how to distinguish between an inset and rime
3) Students will then look at a video on onset and rime.
https://www.youtube.com/watch?v=BbS7KfgZ30
4) Students will be asked as a group to distinguish the onset and rime together using examples presented by the instructor as a class.
5) Students will then break into pairs and each pair will be given a stack on index cards that have an onset and rime on each card shuffled in a stack.
6) Using the worksheet provided, students will then have to create a word using the onset and rime by putting together the combination to create a blend.
7) After creating a list of blends on the worksheet each pair will then tell the class their blends aloud once every pair is finished creating their blends in a timely manner.
https://s-media-cache-ak0.pinimg.com/736x/dd/3e/88/dd3e88b8ce84b9e84e840ee76da1b4ee.jpg


Accommodations and modifications: ELLs/struggling readers will be given an activity they can play on an ipad that relates to selecting the onset and rime and then creating a blend. https://video.search.yahoo.com/search/video;_ylt=A0LEVyvaRp5a_m8AxBtXNyoA;_ylu=X3oDMTE0NTg2bDUxBGNvbG8DYmYxBHBvcwMxBHZ0aWQDQjI5NDRfMQRzZWMDcGl2cw--?p=onset+and+rhyme+computer+games&fr2=piv-web&fr=mcafee#id=10&vid=3798e083b3a1b0c17142a8939608485a&action=view
Instructional resources and materials used to engage students in learning.
1)      https://www.actionfactor.com/pages/lesson-plans/v0.01-recognizing-rhyme.html
2)      http://more2.starfall.com/m/level-k/word-machines-demo/load.htm?n=machine&y=1
Reflection
●     Did your instruction support learning for the whole class and the students who need great support or challenge? Yes
●     What changes would you make to support better student learning of the central focus?
I would include a game in addition to make the learning segment more engaging. I would also briefly discuss the vowel sounds from previous lessons.
●     Why do you think these changes would improve student learning? Support your explanation from evidence of research and/or theory.
Engaging students in activities by interest are important in keeping the student on task and motivated to learn more.



Dr. Hui-Yin Hsu Spring 2014


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