Direct Instruction Lesson Plan

Name Naomy Villalvazo

Date May 13, 2015
Grade Level Kindergarten
Supervisor
Lilly Lomeli

Subject
Language Arts: CVC Segmentation
School
Olmos Elementary School
Supervising Teacher Alicia Mendiola

Materials:
CVC Practice Worksheet (Online Worksheet)
Glue
Scissors
Pencils
K-12 Academic Content Standard/Common Core: Kindergarten
2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in threephoneme (consonant-vowel-consonant, or CVC) words.* (This does not include CVCs
ending with /l/, /r/, or /x/.)
3. Know and apply grade-level phonics and word analysis skills in decoding words.
a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by
producing the primary sound or many of the most frequent sounds for each consonant.
California Standards for the Teaching Profession:
1.0 Engaging and Supporting All Students in Learning
1.1 Connecting students prior knowledge, life experiences, and interests with learning
goals
1.2 Using a variety of instructional strategies and resources to respond to students
diverse needs
1.3 Facilitating learning experiences that promote autonomy, interaction, and choice
1.4 Engaging students in problem solving, critical thinking, and other activities that make
subject matter meaningful.
1.5 Promoting self-directed, reflective learning for all students
Objective:
Students will be able to construct basic Consonant-Vowel-Consonant words by distinguishing the
letters and their corresponding sounds with 95% accuracy.
Set:
Start the lesson by stating the objective aloud to the group. Then, review students prior
knowledge of letter sounds by asking them to identify the letters provided on the worksheet. This
is building on phonemic awareness skills they have been learning throughout the school year. If
some students do not recognize the letter name and/or letter sound or pronounce letter name and
letter sound incorrectly, I will provide them with the correct naming of the letter.

Input/Procedures(Modeling and Checking for Understanding):

1. First I will state the lesson and the objective to the students in the group. I will provide
them with the worksheet and have them write their name. State that they will have to
build the words that correspond with the four pictures. Only three letters can fit for each
picture and only one letter can fit in each box.
2. I will provide students with a pair of scissors and glue. The students will cut out the
letters from the bottom of the worksheet.
3. Modeling with I DO: The teacher will go over the letters and the sounds with the group
of students.
4. Modeling WE DO: After going over the letters, students will follow along with me by
doing the first picture, which is bed. I will demonstrate that the first sound I hear is /b/.
I will then pick up the letter b and glue it onto the correct block. I will ask students
what letter corresponds with the /e/ sound. Correctly they should answer e. I will ask
students what is the ending sound of bed. Correcly they should answer d.
5. YOU DO: During this time, students will work independently on the other three images
and match the correct letters to the sound they hear. I will assist students if they are not
sure what the name of the images are.
6. Each student will finish at their own pace, so those students who finish first will get their
worksheet graded and praised. I will assist when student shows when he/she is struggling
with letter sound correspondence and letter order. Student will be praised for completing
the worksheet correctly and be sent back to their seats for the next group that follows.
Guided Practice:
Will take place during the WE DO phase of the lesson. I will model how to say what the
picture is, break the word into sounds, then correspond the sound with the correct letter to make
the word.
Closure:
In order to check that students have mastered the concept of being able to tell me the letter
sounds and word they had constructed on the worksheet. For example, I will ask them to tell me
the word that they put for the picture and have them break the word into the corresponding
sounds. If the word was spelled correctly and the student knows the sounds of the letters, then
the student will show they have mastered the concept.
Assessment Plan/Independent Practice:
Informal assessment will be if student can pronounce the word, accurately say the letter sound
that corresponds with the word.
Adaptations/Modification for Focus Student:
Pair-share with another student who is struggling with the words
Simple language usage
Repetition and enunciation