Week 5 Phonic Centers

2019-2020 Multiple Subject Program Lesson Plan Template
Section 1: Background Information and Context
A: The Basics
Name Vitalina Dayneko Grade level(s) 1st grade
Date(s) taught 2/18/2020 Course/Subject Phonics
Lesson Title Hard C, G Soft C, G Time Frame
Co-teaching strategy Yes  No  If yes, which strategy One teach One asssist
Type of Lesson Gradual Release  Inquiry 
C: Specific Standards and Objectives

Content CCSS.ELA-LITERACY.RF.1.3
Standard(s) Know and apply grade-level phonics and word analysis skills in
decoding words.
Assessment
Objectives
Tools for Assessment Evaluation Criteria
Content SWBAT understand that Observation of Students will categorize
Objective(s) some consonants hae two collaboration during words correctly
sounds and will be able to centers. depending on the sound
read words with the a letter makes.
consonants “G” and “C”
that use both hard and soft
sounds.
F: Supporting Varied Student Learning Needs

Materials, Resources, Teacher Materials, Students’ Materials:
Technology Resource:
Doc cam, Worksheet packet, sentence cubes, matching game
cards, “I have, who has” name cards,k
Section 2: Learning Task Implementation:
Sequence of Lesson
Launch Hook: The teacher and students will starts the phonics lesson by singing a song students are
familiar with. This song is a learning strategy used to help students remember rules for the
sounds of letters: c and g.
To help students understand the letter sounds in more context, I will show them a video
about the twin siblings, “hard c and soft c.” https://vimeo.com/11925286
Application/ Students will be working within their color groups to complete their stations.
Instruction
The first color group will begin their first task with a “I have, who has” game. Students will
distribute cards among the group members that say “I have (take for example), who has
(game for example.) Every time someone says, “I have and a word” all students write the
spelling word two times. This game continues until all words are written down twice.
Another task students in this group will work on is to create 4 sentences a word box
containing 10 word choices. Students will have the option to create original sentences or
students may choose to use two cubes created by the teacher to support sentence writing. The
second
The second color group’s first task is also to play a “I have, who has” game with different
words. Instructions for the task are the same as above.
The second task in this center is a categorizing and coloring activity. Students color the
vowels red, they color the consonants blue and then draw a picture to represent each word.
The third color’s group first task is to match words to their picture. Students will word and
drawing cards to play this activity as a game. Students will draw lines from the drawing to
the word. Their second task is to draw pictures to represent a word.
The fourth color’s first task is to find missing letters, cut them and paste them into the blank
spaces. The second task is to complete a work search for hard g/c and soft g/c words.
Insert this sequence into the lesson where it goes in the lesson.
Explicit teaching of the social skill and the activity
Collaboration
Have students Students collaborate with their peers through activities and games. during the
collaborate. different centers
Section 3: Teacher Reflection (after the lesson)
1. What specific examples of student learning do you have that showed students met or made
progress toward the stated objectives? If you used technology was it an effective means for
supporting your learning goals?
2. Looking at this evidence, what were your (the teacher’s) actions and/or strategies that
contributed to and built on successful student learning?
3. What specific examples of student learning do you have that showed students struggled to meet
or make progress toward the stated objectives?
4. Looking at this evidence, what were your (the teacher’s) actions and/or strategies that interfered
with student learning? Describe any missed opportunities.
5. Using this evidence, what changes would you make to your instruction—for the whole class
and/or for students who need greater support or challenge—to better support student learning
of the central focus (e.g., missed opportunities)?
6. Why do you think these changes would improve student learning? Support your explanation
with evidence of student learning.
7. Using the evidence of student learning described and observed, what will be your next steps
in future instruction with the class, small groups, and/or individual students?

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Week 5 Phonic Centers

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2019-2020 Multiple Subject Program Lesson Plan Template

Section 1: Background Information and Context

C: Specific Standards and Objectives

F: Supporting Varied Student Learning Needs

Section 2: Learning Task Implementation:

Explicit teaching of the social skill and the activity

Section 3: Teacher Reflection (after the lesson)

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