Lesson Plan : Phonics and Paragraph Words
Teacher Name: | Maria Bighiu |
Grade: | Grade 2 |
Subject: | Language Arts |
Topic: | Phonics - The reading of /o/ in words, sentences, a paragraph,and story |
Content: | |
Goals: | This lesson is designed to help the pupil decode words containing the letter o when it is followed by a consonant and silent e. |
Objectives: | 1. Given a list of words containing vowel sounds and four sets of phonographs depicting the /o/, the pupil will auditory discriminate /o/ in the initial and medial positions of paired words by saying a key word and telling whether the beginning and medial sounds in the words sound the same or different for four out of four sets. 2.Given a set of words, the pupil will discriminate the letters in the o consonant e pattern using his tactile and kinesthetic senses by tracing and copying the phonogram correctly in four words. |
Materials: | |
Introduction: | Before starting the lesson, I will review a phonics rule which was already learned in a previous spelling lesson. I will ask the pupil to complete a page from a phonics book. The spelling words will consist of words which are built using phonograms. The assignment will involve writing in the blank spaces of ten sentences with the correct spelling word from that lesson. If the pupil is able to complete the page with seven out of ten sentences correct, I shall introduce the following lesson. If the pupil does not meet the criterion for accuracy, I shall repeat the lesson involving the review set of phonograms. |
Development: | Obj #1 The teacher will display a colorful visual stimulus depicting the beginning, middle, and end of a picture. The picture could be a snake with long eyelashes, a school bus, or train. The picture could be a drawing on the chalkboard or a poster. On the picture the teacher will label a B on the beginning of the picture, M on the middle of the picture, and E on the end of the picture. The direction of the labels will go from left to right. The teacher will think aloud and model as she pronounces four pairs of words which begin randomly with either the /o/, /a/, or /e/. As she pronounces the words, the teacher will articulate the individual sounds of the words and move under the drawing in synchronization with the pronouncing of the word. For example, as the word Ohio is pronounced, the teacher will stand under the beginning of the drawing when /o/ is said, move to the middle of the drawing when /hi/ is pronounced, and then move to the end of the drawing when /o/ is pronounced. The teacher will use her body to show how the sounds match to the three parts of the picture. The teacher will model the discrimination of one set of words. She will say, "I want to know if the following words begin the same way." She will say, the words oat and aloud. She will say, "I do not think they begin the same way." Obj #2 Given a set of words, the pupil will discriminate the letters in the o consonant e pattern using his tactile and kinesthetic senses by tracing and copying the phonogram correctly in four words. |
Practice: | Obj #1 I will verbalize pairs of words containing the /o/ and other vowel sounds in the initial and medial positions. I will tell the pupil to nod his head if the words begin the same way. I will say the pairs of words Ohio, only; Oklahoma, about; only, every; over, ever. I will repeat Ohio and Oklahoma and ask the pupil to say the sound which comes in the beginning of the words. I will ask the pupil if he can tell me the letter for the sound and a word we can remember for the sound. (eg. /o/, o - Ohio) I will say the following lists of words and ask the pupil to tell me where he hears the /o/. If the pupil cannot do this, I will provide help. hose, nose hole, pole tone, bone, joke, coke rose, those mole, whole cone, phone smoke, spoke. Obj #2 I will write lists of words which contain the spelling o consonant e pattern and ask the pupil to notice how they are the same. I will write the following words on the chalkboard and discuss the similarities of the words with the pupil. We will discuss that the words all have the o in the middle and an e at the end. I will ask the pupil to underline the o and put a line through the e in each word (hose). If the pupil cannot do this, I will provide help. |
Accommodations: | |
Checking For Understanding: | |
Closure: | I will ask the pupil to tell me what he has learned today. |
Evaluation: | If the pupil is able to meet the criteria specified in the performance objectives and recorded on the evaluation sheet, I will consider the lesson a success. |
Teacher Reflections: | Include a paragraph stating the reason(s) the lesson was/was not successful and how it could have been improved. |
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