Marisol Terrones

February 20, 2017

Phonics Lesson Plan
Objective: A group of students in this first grade class will practice sounding out words
with a short /a/ sound.
TEKS : (1st Grade)

(3) Reading/Beginning Reading Skills/Phonics. Students use the relationships between

letters and sounds, spelling patterns, and morphological analysis to decode written
English. Students will continue to apply earlier standards with greater depth in
increasingly more complex texts. Students are expected to:

(A) decode words in context and in isolation by applying common letter-sound

correspondences, including:

(ii) single letters (vowels) including short a, short e, short i, short

o, short u, long a (a-e), long e (e), long i (i-e), long o (o-e), long u
(u-e), y=long e, and y=long i;

Materials: 6 books of Snap the Ant by Nicole Michael, whiteboards, markers, word
magnets, vocabulary cards: ran, sat, tap, rat, lap, tan, ban, etc.; brown construction paper,
ten shoe boxes
Anticipatory Set: The teacher will read the book, Snap the Ant by Nicole Michael.

Teaching:

Input: In todays class, you are going to practice sounding out words with a
short /a/ sound.

Teacher modeling: The teacher uses an enlarged picture from the book on page
two from, Snap the Ant by Nicole Michael. The teacher will point to the words
while reading the sentence to the students. The teacher will show students the
words that have a short /a/ sound, and together they will sound out the words
Snap, Pams, and pan.

Guided Practice/Monitoring:

1. The teacher and students will choral read Snap the Ant by Nicole Michael and
students will identify all the words with the short /a/ sound. After reading and
identifying the words, students will use a whiteboard and write the words with a short
/a/ sound. Then after the words are written on the whiteboard, students will sound
them out. They should include Snap, ant, pan, Pams, ham, and pants.

2. Mud Puddle Game- Students will practice saying the words and collect the cards
that have the short /a/ sound. Students would have a muddle puddle made of
construction paper and students will pick a card and say the name of the picture, if it
 has the short /a/ sound its placed on the construction paper and if not then its
disguarded ( Helman, Bear, Templeton, Invernizzi,& Johnston, 2012,p.137).

Closure: Students will be given word magnets and be told a sentence from the book,
Snap is on Pams pan. Students have to arrange the word magnets like the sentence
dictated.

Independent Practice:

1. Students will whisper read Snap the Ant by Nicole Michael.

2. Sorting Vowel Sounds, the students will be grouped into teams, with ten shoe boxes
and 100 vocabulary word cards, students have to identify the short vowel sounds and
place them in the according box pertaining to the vowel (Cockrum & Shanker, 2013,
p.114).

Formative Assessment: Subtest 5: Vowels (Cockrum & Shanker, 2013, p.125).

Instructions: Place the assessment in front of student and have them look at number 1
and point to the vowel you hear in cat (Cockrum & Shanker, 2013, p.129). Words in this
assessment would include tap, ant, sat, ran.

References:
Cockrum, W.A. & Shanker, J.L. (2013). Developing Phonics Knowledge: Consonants, Vowels,
Blends, Digraphs, and Diphthongs. In the Ramos, A.M. (Ed.), Locating and Correcting
Reading Difficulties (p. 95-131). Boston, MA: Pearson.
Helman, L., Bear D.R. , Templeton, S., Invernizzi, M., & Johnston, F. (2012). Word Study with
English Learners in the Emergent Stage. In the Ramos, A.M. (Ed.), Words Their Way with
English Learners: Word Study for Phonics, Vocabulary, and Spelling (p.77-106) Boston,
MA: Pearson.
Michael, N. (2000). Snap the Ant. Columbus, OH: SRA: A Division of the McGraw Hill
Company.
Texas Education Agency. (2010). Chapter 110. Texas Essential Knowledge and Skills for English
Language Arts and Reading. [Data File]. Retrieved from
http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110a.pdf