Lesson Plan PhonicsTeacher Candidate Course .docx

Lesson Plan: Phonics
Teacher Candidate:
Course:
LESSON PREPARATION [before the lesson]
Topic: Phonics
Specific Strategy: Rhyming short, one-syllable vowel words
Subject and Grade Level: Reading, First Grade
Standards: State [Virginia SOL or reading standard of your
state]
English 1.6 The student will apply phonetic principles to read
and spell.
Standards: National [IRA/NCTE]: Standard 3. Students apply
a wide range of strategies to comprehend, interpret, evaluate,
and appreciate texts.
Standards: Liberty TCA 1.6 Teacher candidate enhances
success of all learners, providing for: diverse backgrounds
(race, SES, gender, ethnicity, language)
Liberty TCA – Part 2: 2.1 Teacher candidate shows a high
standard of ability in the English language arts and discerns,
comprehends, and applies conceptions from reading, language,

and child development, in order to assist students to effectively
use their developing skills in dissimilar circumstances.
Standards: Common Core CCSS.ELA-Literacy.RF.1.3.b
Decode regularly spelled one-syllable words.
Primary Objective: Given one short vowel, one syllable word
(ex. Dog), the student will be able to correctly match seven
rhyming words out of a list of ten words with the original word
provided.
Diversity: There are two students with ADHD that have IEP’s,
and one student of Hispanic background with limited English
proficiency. The students with ADHD will benefit greatly with
the hands-on materials provided by this lesson and the songs
and audio materials will be useful for the LEP student in order
to see and hear the words in English.
Differentiation: Auditory: Students will be given the
opportunity to listen to the short vowel words and hear how the
one syllable words make rhyming patterns in the reading.
Visual: The students will be able to visualize the rhyming
words when placed on the whiteboard and can identify the
similarities between each short vowel word.
Tactile: Students who learn best tactilely will benefit from the
use of hands-on materials, such as letter blocks and tiles to form
the rhyming words.
Kinesthetic: Students will have bigger letter blocks to form the
short vowel words and can physically move each block around
to form the correct letter pattern.
Children’s Literature Selection:

Seuss, Dr. Hop on Pop. New York: Beginner Books, 1963.
Materials/Equipment:
v Mini Charts
v Plastic letters
v letter tiles
v alphabet cards
v Hop on Pop
v Hop on Pop worksheets
v Quiz on identifying the rhyming word
Technology Integration:
“Sing your way into phonics” is an excellent resource for
integrating technology and diversity in the classroom. By using
the provided CDs, children can experience the different sounds
of short, one syllable rhyming words as they view them in class.
https://www.actionfactor.com/pages/phonics-products.html#CB1
Character Education Principle: Compassion: Be kind to one
another in and out of the classroom. “So whatever you wish that
others would do to you, do also to them, for this is the Law and
the Prophets.” Matthew 7:12.
Pre-Assessment: Distribute the quizzes to every student, each
with a word bank of ten words and ask students to identify the
seven words that rhyme with the provided word (ex. Cat) in
order to determine their knowledge of short vowel, one syllable
rhyming words.

Resources: www.seussville.com, www.readthinkwrite.org,
www.actionfactor.com
LESSON PRESENTATION The steps indicated are intended to
make students prosperous in the summative evaluation when the
lesson ends.
Set: [Introduce lesson concept.]
Hold up the book Hop on Pop to the students. Then write both
of the words “hop” and “pop” on the board and ask the students
what the seminaries are between the two words. When the
students announce that the short vowel sound of “o” is found in
both words, ask the student what these two words, when said
together, are called (rhymes). “Students, together we will be
talking about rhyming short words together”.
Teacher Instruction/Modeling: [Explain lesson concept.]
[Demonstrate examples of lesson concept.]
Explain to the students that one syllable vowel words can be
rhymed with other one syllable vowel words by keeping the
vowel pattern of cvc and deleting the beginning consonant and
adding another beginning consonant to the word. Write an
example word on the board, such as “mop”, and then write
several more rhyming words on the board underneath of the
example word. Explain to the students that the vowel in the
middle of each word is what causes the rhyme between all
words.
Modeling: Using the song “ A Hunting We Will Go”, write on
the board the lyrics and ask students what can be filled in the
blanks to cause the song to rhyme. “A hunting we will go, a
hunting we will go, we’ll catch a (fox), and put him in a (box),
and then well let him go.” After that activity, gather the

students around the mini charts that have op rhyme words and
read together the words. Then ask the students what
commonalities are there I the words and what distinguishes
them as rhyming words.
Children’s Literature Selection: [Read selection and apply
lesson concept and character principle]
Hold up the Hop on Pop book and tell the students that this
book is written by Dr. Seuss, a famous author that is known for
his famous rhyming. Tell the students that the book will be read
together, both the students and the teacher. To reiterate the set,
go back to the words “hop” and “pop” on the board and ask the
children to identify the vowel in the word and ask them to
rhyme those two words with another short vowel word. Then
read the book to the students, asking questions along the way
and asking the students to identify the different rhyming words
and vowels used in those words that make them rhymes. After
the book is read, ask the students to think of the rhyming words
that were read and ask them to write those words on the board.
Then taking each word, ask the students to change the vowel
and make a new word. This gives the students practice not only
identifying rhymes, but also feel comfortable deleting and
substituting consonants to create rhymes.
Guided Student Practice: [formative assessment]:
Provide students with two sets of group activities and
assessments. The first will be performed earlier in class but
giving students large word cards in which they will have the
opportunity to write rhyming words and show the rest of the
class the word they created when prompted. They also will have
the opportunity to walk up to the board and write their words in
front of class. Then the students will be given big letter tiles
that will be placed on the floor. The children will be prompted
to “jump” to the indicated letter given by the teacher. The game

will be similar to hopscotch.
Independent Student Practice: [formative assessment – practice
for summative assessment]:
The students will be handed word stripes, similar to activity #1
in the guided practice, they will identify which words from the
word bank rhyme with the short vowel word in the middle.
However, they will be doing this activity independently as to
assess their knowledge and learning of one syllable rhyming
words.
Closure: [Review lesson concept and character principle.]
“Ok students, today we learn how to identify, decode, and write
one syllable rhyming vowel words. Can anyone explain to me in
their own words what we learned today?” The students will have
the opportunity to explain back to the teacher what was taught
and how to manipulate words into rhymes. The teacher will also
ask students to give several verbal examples rhyming words and
what makes them rhyme.
Summative Assessment: [Measure performance of each
individual student]:
The students will be given summative quizzes at the end of the
lesson. Given an example word, such as “cat”, the students
much match the seven words that rhyme with cat out of a word
bank of ten words. After all students have finished, the teacher
will select several volunteer students to write the correct
rhyming words on the list and the students will correct their
assessments if mistakes were made.
LESSON REFLECTION [after the lesson]-If lesson is not
actually taught, describe expectations. This is to demonstrate
the results of what you have learned on K-12 student learning.

Outcome: Hypothetically: After the lesson, the students have
an understanding of rhyming words and how to change the
consonants in a one-syllable word and keeping the vowel to
make a rhyme. The students were able to participate in-group
activities, which strengthened the classroom community and
relationships and by including an active guided practice, the
students were also able to stretch and transmit their energy
through that activity.
Student Performance: Hypothetically: 16 out of 22 students got
all seven rhyming words correct the first time. 3 students made
one error in their attempt to match all seven words and the other
3 students made two errors by only matching five of the correct
seven words. One of the students who got five out of the seven
correct words was the LEP student of the class.
Alternative Approach: Hypothetically: Alternate forms of
technology would have assisted with this lesson, such as mini
laptops or electronic writing pads that the students could use for
their guided practices. Also, the use of music would have
provided a fun environment for the students.
Appropriate Follow-up Lesson: An appropriate follow-up
lesson would be to teach the students between short vowels and
long vowels and be able to recognize and remember the sounds
of both short vowels and long vowels.
Lesson Plan: Phonics

Teacher Candidate:
Course:
LESSON PREPARATION [before the lesson]
Topic: Phonics
Specific Strategy: Rhyming short, one-syllable vowel words
Subject and Grade Level: Reading, First Grade
Standards: State [Virginia SOL or reading standard of your
state]
English 1.6 The student will apply phonetic principles to read
and spell.
Standards: National [IRA/NCTE]: Standard 3. Students apply
a wide range of strategies to comprehend, interpret, evaluate,
and appreciate texts.
Standards: Liberty TCA 1.6 Teacher candidate enhances
success of all learners, providing for: diverse backgrounds
(race, SES, gender, ethnicity, language)
Liberty TCA – Part 2: 2.1 Teacher candidate shows a high
standard of ability in the English language arts and discerns,
comprehends, and applies conceptions from reading, language,
and child development, in order to assist students to effectively
use their developing skills in dissimilar circumstances.
Standards: Common Core CCSS.ELA-Literacy.RF.1.3.b
Decode regularly spelled one-syllable words.
Primary Objective: Given one short vowel, one syllable word

(ex. Dog), the student will be able to correctly match seven
rhyming words out of a list of ten words with the original word
provided.
Diversity: There are two students with ADHD that have IEP’s,
and one student of Hispanic background with limited English
proficiency. The students with ADHD will benefit greatly with
the hands-on materials provided by this lesson and the songs
and audio materials will be useful for the LEP student in order
to see and hear the words in English.
Differentiation: Auditory: Students will be given the
opportunity to listen to the short vowel words and hear how the
one syllable words make rhyming patterns in the reading.
Visual: The students will be able to visualize the rhyming
words when placed on the whiteboard and can identify the
similarities between each short vowel word.
Tactile: Students who learn best tactilely will benefit from the
use of hands-on materials, such as letter blocks and tiles to form
the rhyming words.
Kinesthetic: Students will have bigger letter blocks to form the
short vowel words and can physically move each block around
to form the correct letter pattern.
Children’s Literature Selection:
Seuss, Dr. Hop on Pop. New York: Beginner Books, 1963.
Materials/Equipment:
v Mini Charts
v Plastic letters

v letter tiles
v alphabet cards
v Hop on Pop
v Hop on Pop worksheets
v Quiz on identifying the rhyming word
Technology Integration:
“Sing your way into phonics” is an excellent resource for
integrating technology and diversity in the classroom. By using
the provided CDs, children can experience the different sounds
of short, one syllable rhyming words as they view them in class.
https://www.actionfactor.com/pages/phonics-products.html#CB1
Character Education Principle: Compassion: Be kind to one
another in and out of the classroom. “So whatever you wish that
others would do to you, do also to them, for this is the Law and
the Prophets.” Matthew 7:12.
Pre-Assessment: Distribute the quizzes to every student, each
with a word bank of ten words and ask students to identify the
seven words that rhyme with the provided word (ex. Cat) in
order to determine their knowledge of short vowel, one syllable
rhyming words.
Resources: www.seussville.com, www.readthinkwrite.org,
www.actionfactor.com
LESSON PRESENTATION The steps indicated are intended to
make students prosperous in the summative evaluation when the
lesson ends.

Set: [Introduce lesson concept.]
Hold up the book Hop on Pop to the students. Then write both
of the words “hop” and “pop” on the board and ask the students
what the seminaries are between the two words. When the
students announce that the short vowel sound of “o” is found in
both words, ask the student what these two words, when said
together, are called (rhymes). “Students, together we will be
talking about rhyming short words together”.
Teacher Instruction/Modeling: [Explain lesson concept.]
[Demonstrate examples of lesson concept.]
Explain to the students that one syllable vowel words can be
rhymed with other one syllable vowel words by keeping the
vowel pattern of cvc and deleting the beginning consonant and
adding another beginning consonant to the word. Write an
example word on the board, such as “mop”, and then write
several more rhyming words on the board underneath of the
example word. Explain to the students that the vowel in the
middle of each word is what causes the rhyme between all
words.
Modeling: Using the song “ A Hunting We Will Go”, write on
the board the lyrics and ask students what can be filled in the
blanks to cause the song to rhyme. “A hunting we will go, a
hunting we will go, we’ll catch a (fox), and put him in a (box),
and then well let him go.” After that activity, gather the
students around the mini charts that have op rhyme words and
read together the words. Then ask the students what
commonalities are there I the words and what distinguishes
them as rhyming words.
Children’s Literature Selection: [Read selection and apply
lesson concept and character principle]

Hold up the Hop on Pop book and tell the students that this
book is written by Dr. Seuss, a famous author that is known for
his famous rhyming. Tell the students that the book will be read
together, both the students and the teacher. To reiterate the set,
go back to the words “hop” and “pop” on the board and ask the
children to identify the vowel in the word and ask them to
rhyme those two words with another short vowel word. Then
read the book to the students, asking questions along the way
and asking the students to identify the different rhyming words
and vowels used in those words that make them rhymes. After
the book is read, ask the students to think of the rhyming words
that were read and ask them to write those words on the board.
Then taking each word, ask the students to change the vowel
and make a new word. This gives the students practice not only
identifying rhymes, but also feel comfortable deleting and
substituting consonants to create rhymes.
Guided Student Practice: [formative assessment]:
Provide students with two sets of group activities and
assessments. The first will be performed earlier in class but
giving students large word cards in which they will have the
opportunity to write rhyming words and show the rest of the
class the word they created when prompted. They also will have
the opportunity to walk up to the board and write their words in
front of class. Then the students will be given big letter tiles
that will be placed on the floor. The children will be prompted
to “jump” to the indicated letter given by the teacher. The game
will be similar to hopscotch.
Independent Student Practice: [formative assessment – practice
for summative assessment]:
The students will be handed word stripes, similar to activity #1
in the guided practice, they will identify which words from the

word bank rhyme with the short vowel word in the middle.
However, they will be doing this activity independently as to
assess their knowledge and learning of one syllable rhyming
words.
Closure: [Review lesson concept and character principle.]
“Ok students, today we learn how to identify, decode, and write
one syllable rhyming vowel words. Can anyone explain to me in
their own words what we learned today?” The students will have
the opportunity to explain back to the teacher what was taught
and how to manipulate words into rhymes. The teacher will also
ask students to give several verbal examples rhyming words and
what makes them rhyme.
Summative Assessment: [Measure performance of each
individual student]:
The students will be given summative quizzes at the end of the
lesson. Given an example word, such as “cat”, the students
much match the seven words that rhyme with cat out of a word
bank of ten words. After all students have finished, the teacher
will select several volunteer students to write the correct
rhyming words on the list and the students will correct their
assessments if mistakes were made.
LESSON REFLECTION [after the lesson]-If lesson is not
actually taught, describe expectations. This is to demonstrate
the results of what you have learned on K-12 student learning.
Outcome: Hypothetically: After the lesson, the students have
an understanding of rhyming words and how to change the
consonants in a one-syllable word and keeping the vowel to
make a rhyme. The students were able to participate in-group
activities, which strengthened the classroom community and
relationships and by including an active guided practice, the

students were also able to stretch and transmit their energy
through that activity.
Student Performance: Hypothetically: 16 out of 22 students got
all seven rhyming words correct the first time. 3 students made
one error in their attempt to match all seven words and the other
3 students made two errors by only matching five of the correct
seven words. One of the students who got five out of the seven
correct words was the LEP student of the class.
Alternative Approach: Hypothetically: Alternate forms of
technology would have assisted with this lesson, such as mini
laptops or electronic writing pads that the students could use for
their guided practices. Also, the use of music would have
provided a fun environment for the students.
Appropriate Follow-up Lesson: An appropriate follow-up
lesson would be to teach the students between short vowels and
long vowels and be able to recognize and remember the sounds
of both short vowels and long vowels.

Lesson Plan PhonicsTeacher Candidate Course .docx

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