Spring 2016_Phonics/ Word Study

Phonics
Name: Courtney Riley
Elementary School
Grade Level: 2nd
Unit: Phonics
minutes
Day, Date, and Time of Lesson: TBA

School: Riverview
Number of Students in Class: 25
Lesson Duration: 20

1. Objective(s): By the end of this lesson students will recognize the sounds of
the dipthongs /ow/ and /oy/.

2. Colorado Academic Standards:

Content Area: Reading, Writing, and Communicating
Standard: 2. Reading for All Purposes
Grade Level Expectation: Second Grade
a.

Know and apply grade-level phonics and word analysis skills in decoding words. (CCSS:
RF.2.3)

3. Learning Target(s): I will be able to recognize the sounds that /ow/ and /oy/
make.
4. Assessment:
(Check for understanding throughout the whole lesson.)

Havestudentswritewordsdownontheirwhiteboard
Observethestudentswhiletheyareplayingthesortinggame.
Havestudentsunderlinewordsintextthatincludethe/oy/and/ow/sound.

5. Materials:

/oy/and/ow/flashcards
Whiteboards(eachstudenthasanindividualwhiteboard)
Dryerasemarkers
SortingCards
Text

6. Essential Questions or Big Picture Statement:

What sounds do the letters /ow/ and /oy/ make?
What are some words that contain the /ow/ and /oy/ sounds?

7. Introduction/Anticipatory Set:
Say words that contain the /oy/ and /ow/ sounds. Have students silently write down
how they think the word is spelled on their individual white boards. Once everyone
is done writing have the students hold up their white boards to check their spelling.

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Spring 2016_Phonics/ Word Study

8. ****Step-by-Step Lesson Process:****
(These lesson will be taught to small groups during centers. No more then 5 kids in
a group.)

Todaywearefocusingonwordswiththe/ow/and/oy/sounds.Wecallthesesound
dipthongs.
Holdupflashcardsof/ow/and/oy/.Havetheseflashcardsdisplayedthroughoutthe
wholelesson.
The/ow/soundcanbewrittenwiththeletteroworou.Butwewilljustfocusonthe
wordswiththeletterow.
The/oy/soundcanbewrittenwiththelettersoioroy.Butwewilljustfocusonthe
wordswiththeletteroy.
Cananyonegivemeanexampleofawordthatcontainsoneofthesesounds?
OkaynowIwanteveryonetopullouttheirwhiteboards.Iwillsayawordthat
containseitherthe/oy/soundorthe/ow/sounds.Iwantyoutosilentlywritedown
howyouthinkthewordisspelled.OnceeveryoneisdoneIwillaskyouaskeveryone
toholduptheirwhiteboards.
Sincewehavehadsomepracticeworkingwiththesesoundsletsputourwhiteboards
away
Nowwearegoingtoplayasortinggameusingthewordswejustworkedon.
Everyonewillreceive6pictures.Youwillhavetosortthesepicturesintotwodifferent
categories,/oy/or/ow/dependingonwhatwordthepicturerepresents.Afteryousort
thepicturesyoucanturnthepictureoverandthewordwrittenontheback.
Next,wewillreadashorttext(Iwillprovidethisforthem).Iwantyouguysto
underlineasmanywordsasyoucanthatincludeoyandow.(Forthestudentswho
alreadyknowthistheycanbegintofindwordsthatcontainthesound/oy/and/ow/
andnotjusttheletters.)

This lesson incorporates differentiation in the sense that students can work at their
own pace. There is no pressure for how fast students are able to recognize different
sounds and spell words correctly. It also helps students who have differently
learning styles. Half of the lesson is orally given to the students and the other half
(Even though it still asks students to speak) works more with visuals. This lesson
also provides differentiation for students who need more of challenge. They are
pushed to find words with the /oy/ and /ow/ sound that dont explicitly show you in
the text.

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Spring 2016_Phonics/ Word Study

Destroy

Boy

Crown

Toy

Cow

Clown

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Spring 2016_Phonics/ Word Study

A Boy and His Toy

A young boy Troy has a toy he enjoys. Troy has a toy robot. Its
name is Roy. Roy has two blue buttons, a coil on its head and it is
as shinny as tinfoil. The toy robot can walk and it doesnt make
much noise. One day, Joyce came to play with Troy. Lets play
with that toy, said Joyce in a loud voice as she pointed at the
robot. Join me. We can put a coin in to make it walk! said Troy.
The robot was their favorite toy and they didnt need another
choice. Troy put in the coin and Joyce pushed the first blue button.
Roy, the robot walked outside. The toy robot fell down in the moist
soil. Oh no, said Joyce annoyed. Ive spoiled the toy! Troy fixed
the robot with some oil and put it in the bright sun to bake and
broil the mud off. Now the girl and boy can rejoin the fun. They
can enjoy playing with Roy, the not so noisy robot.

The Loud Mouse

Squeaky the town mouse had a big problem. All of his friends
around town were very quiet prowling around the house. But
Squeaky was very LOUD! When they were in their mouse house,
which was hidden under the couch. Squeaky would shout out, I
want to see the clown that is coming to town! His parents would
frown and scowl and tell him not to shout. We all know that a
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Spring 2016_Phonics/ Word Study

good mouse should be quiet but Squeaky wasnt a grouch, he was

a loud, proud mouse!

Reflection

My phonics lesson went pretty well for the most part. My

introduction and anticipatory set went really well. It was helpful to have
/oy/ and /ow/ flashcards for the students to visually see those letters and
then hear the sound they make. Once they were familiar with these
sounds, writing words down on the whiteboard was very easy for most
students. The students did a great job of looking at the flash cards before
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Spring 2016_Phonics/ Word Study

writing a word down. They knew that the word that was given to them
would either contain o-y or o-w. The matching game also went fairly well.
The hardest part for the students was figuring out what word the picture
represented. The one thing that didnt go as well I thought it would, was
having the student read the text and underline words with the /oy/ and
/ow/ sounds. There is a wide range of reading levels in my field study and
for a couple of kids the reading was too simply. They read through the
text really fast and then just sat their waiting for other students to finish
reading. Even when I had them go through and find more words with the
sounds /oy/ and /ow/ (words without the letters o-y and o-w) they found
those words fairly easy. If I were to teach this lesson again I would
probably do a different activity, then having students read the text and
underline words. Or, if I did have students read the text and underline
words I would have multiple reading for students depending on their
reading level. Also, even thought the beginning of my lesson went really
well I think it would be helpful for students to have more visuals to look
at. The flash cards were very helpful but to even take it a step further I
think students would have benefited from seeing more examples of words
with the /oy/ and /ow/ sound. Last, I might add in talking about the letter
o-i and o-u because they were able to understand this lesson so well. I
thought that talking about o-i and o-u would be too much for the students
to understand but after the lesson I felt like they could have handled it.

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Spring 2016_Phonics/ Word Study

What I learned about my students through this experience is that

they were very quick at learning what dipthongs are and recognizing
when they are used. This was surprising to me because my CT said they
hadnt even worked on the /oy/ and /ow/ sound yet. I was expecting this
lesson to be an introduction and to have most students still be a little
confused on the subject. It was actually the opposite! I need to challenge
them more. I also learned how well behaved my students are. The group
of kids I am working with this semester are exceptional students. They are
all willing to listen and learn new things. This is really helpful for me as I
am learning how to conduct lessons in the classroom.

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