DIRECT INSTRUCTION MODEL - Spiral Review of Consonant and Short vowel sounds, CVC patterns.

Author: Robert Arias
Lesson Plan:


Lesson Plan for – Houghton/Mifflin, Thm.8; Wk.1; Day 5: PHONICS – Spiral Review of Consonant and Short vowel sounds, CVC patterns. Designed by Robert Arias. Source, “HM-California Teacher’s Edition Level K.”
Students will build and read short /ŏ/ and short /ĭ/ sound words, and use them to make sentences with their knowledge of High Frequency Words already mastered (CA.Stnd. R1.4; 1.14; 1.15; 1.16; W1.2).
Students will be explained that they are to take turns being “Word Builders” and “Word Readers.” They will be shown how a word is constructed by employing the alphabetic principle and phonetic sounding to known letter sounds. First it will be modeled how to “sound-out” the words “pot” and “pit.” – Attention will be drawn to emphasize the repeated patterns found at the end of single-syllable words (ex. /-ot/ and /-it/). The strategy of using these word patterns will demonstrated, by referring to the same word endings as “last names” of a word, while referring to the onset consonant sound as the “first name” of the words. This will illicit a connection to something familiar to the student’s real life practice. – Students will be selected to read the constructed words aloud to the class, and the class will be asked to respond in affirmation to the correct pronunciation of the words. 
Highly Structured Practice:
Students will selected to go forward to the white board to write dictated words by the teacher. They will instructed to follow the same procedures modeled by the teacher initially, as they attempt to write CVC patterned, single syllable words, using the same “riming” parts (/-ot/ and /-it/) as modeled. Once written, the “word building” student will be allowed to select a student to be their “word reader.” – The class will affirm the correctly pronounced words.
Guided Practice:
Once this has been successfully conducted several times, individual “white boards” will be handed out, to allow each student to write dictated words, using the riming parts: /-ot/; /-it/; /-og/; /-ig/. The only challenge rime will be /-op/; which will not be previously modeled by either teacher or student. The teacher will ask the students to raise their boards to show everyone what they have written each time. As the word building is done and displayed; it will be written on the board in “shopping list” format ( i.e. in columns) so that the student may use the lists for reference in writing complete sentences in their journals independently. The whole class will act as the “word readers” once the word is written on the board.
Independent Practice:
Once the word lists are completed on the board, the teacher will bring out and display the “Star Words” list (high frequency words already mastered; such as: I, see, my, like, a, to, and, go, is, here, for, have, said). The students will then dictate to the teacher which words to use from the “Star” list to build a sentence, while using some of the words “built” by the whole class. For example:      “I see a big pig;” or, “My dog is here to go for my kit.” – Then the class will be asked to write three independent sentences. They will be challenged to write one sentence with at least three words (“My big hog”); the next one with at least four words (“Here is my fig”); and the last one with at least five words (“I have a big pot”). Of course, for those who are more capable, they will be encouraged to challenge themselves to see how many words they can use within one meaningful sentence. For those who finish on time, they will be assigned the Practice Book page # 232.