Unformatted text preview: Lesson Plan #3 CVC Words
InTASC Standard #9
EDUC 2100 Public School Practicum Section 01
Rationale: From this lesson I have learned that not all teaching/learning goes as planned and there are obstacles I
had to overcome to be able to teach this lesson. I learned that technology helped keep the students engage and came
up with multiple ways for them to learn the content and stay engaged. I made a flip chart which helped the students
be engaged and have fun while learning the content. I created different learning experiences for the students
through different strategies and guidance. Lesson Plan #3 Technology Integration CVC Words Practicum Student as Teacher: Shaylee McMullen
Grade Level: Kindergarten
School Location: Summit Elementary
Concept/Topic to Teach: CVC words
This lesson is towards the middle of a unit. Students have been working on CVC lessons and they learned
all of their single phonograms they are moving onto blending words and it fits in with their skill progression in
reading. They have worked and worked on single phonograms and then they work on blending words, knowing the
single phonograms helps them blend words because they can try the sounds each letter makes to help learn a word
and blend it into a word instead of just single sounds.
Specific Learning Objective:
Students will create and match CVC words individually and (interactively with flip chart) (using pictures and
letters) to 80% proficiency.
Common Core Content Standards/Benchmarks (CCSS) addressed:
RF.K.2- Demonstrate understanding of spoken words, syllables and sounds.
RF.K.3- Know and apply grade-level phonics and word analysis skills in decoding words.
RF.K.1- Demonstrate understanding of the organization and basic features of print.
ISTE-Standards for Students (technology integration when applicable):
The technology the students will be using in the lesson will engage and enhance their learning. It will
engage their learning because they will be coming up to the interactive board to move around letters as well as play new games during their computer center. It will enhance their learning because they get to build words on the
computer and the games tell them if they have placed the wrong letter so they know if they are doing it correctly
without having to get feedback from just the teachers.
Technology in this lesson helps the students have a hands-on way of learning as a whole group; it also
provides a new way to make words on the computers. Some of the students in my group need to be busy and do not
like sitting too long. Using technology to get them up even for a minute during whole group can help them to regain
The computer games and interactive whiteboard will directly support the objectives and meet the standards
empowered learner and digital citizen. The games meets these standards because in the games they have to put their
names, we will talk about only putting our first names not our first and last which is being a good digital citizen as
well as the students learning how to play their games which helps them be empowered learners.
The technology I will be using are:
● Interactive whiteboard
ISTE Standards-Students to be addressed:
Empowered Learner- Students critically curate a variety of resources using digital tools to construct knowledge,
produce creative artifacts and make meaningful learning experiences for themselves and others.
Digital Citizen- Students recognize the rights, responsibilities, and opportunities of living, learning and working in
an interconnected digital world, and they act and model in ways that are safe, legal and ethical.
Assessment(s) to be used:
Observation of game completed at table work
Observation of game on computers
Materials needed – (be comprehensive)
Interactive Whiteboard (IWB)
Games on the computer:
medium/hard depending on what level
Game for table work:
Key Vocabulary and definitions specific to content:
Fin- a flat part or flipper attached to a fish.
Cat- a small animal with fur.
Bat- nocturnal mouselike mammal with wings.
Top- pear-shaped toy that spins.
Mug- a large cylinder cup.
Lip- two fleshy parts that form the upper and lower edges of the opening of the mouth.
Sun- the star around which the earth orbits, and creates warmth.
Leg- limbs on which a person or animal walks and stands.
Fan- a device with blades that rotate in a circular motion moving air for cooling.
Dog- animal with a long snout and fur.
Pig- hoofed animal with bristly hair, a flat snout, and curly tail.
Net- an open-meshed fabric twisted, knotted, or woven together at regular intervals.
Bed- a piece of furniture for sleep or rest.
Pot- a container used for cooking.
Ram- a male sheep. Sub- an item that can be submerged in the ocean so we can look at different animals.
IWB- Interactive White board
Computer- an electronic device
Phonogram cards, what do you know about CVC words? What CVC words do you know?
Step-by-Step Procedures: (List pg. #, books, etc.; be specific); Expand the box as needed or just use headings
THE TEACHER WILL:
● The teacher will welcome students to the carpet and have them sit in their spots.
● Teacher will start with phonograms.
● Teacher will ask them what CVC words they can think of.
● Teacher will start the flipchart and show the students what we are doing. Then I will call up a student to help
me make the word that matches the picture. They will look for a letter that matches the picture and drag the
letter to the picture. RF.K.3
● Teacher will assist students with letter if they need assistance by sounding out the words.
● Teacher will model game they will play at table work and then show the games they will play on the
computer. Digital Citizen
● Teacher will send students to their stations.
● Teacher will walk around stations and observe their work and help when needed.
● When there are a few minutes left teacher will ask students if they learned a few new words today? thumb
up, down or sideways
● Teacher will ask students what a CVC word is.
● Teacher will ask students to raise their hand to tell me their favorite CVC word.
● Teacher will dismiss students to go get their snacks.
THE STUDENT WILL: ● Students will come to carpet sit down and be ready to start phonograms.
● Students will raise their hands and tell the teacher CVC words. RF.K.2
● Students will wait for instructions on what to do next.
● Students will watch what we are doing then wait to be called on to come up to the board. They will sound
out words to see which letters they will need to make the word. RF.K.3, RF.K.1
● After moving a letter to the picture, the students still sitting down will give a thumb up or a thumb down if
they think it is the right letter in the correct place. RF.K.1
● Students will listen to instructions.
● Students will go to their stations and get to work on their jobs. Empowered Learner, Digital Citizen
● Students will rotate through all the stations.
● Students will answer the question presented by the teacher with a thumb up, down, or sideways.
● Students will answer the question presented by the teacher if they are called on. RF.K.2, RF.K.1
● After all the stations they will go back to their own classroom.
Thumb ups, down or sideways if students learned any new words today, what their favorite CVC word is, what is a
For students with lower skills, I have a different website where the games say the sounds of each
letter to help build the words. At table work, I will pull the gingerbread man and ask them what it is
and have them find it on their worksheet so I can help them find and think of the word. As well as
observe them more and they are all doing the same word instead of different words.
For students with higher skills, on the puzzle game their is an advanced level. At table work the
students will partner up instead of whole group playing the game. STUDY:
Results – How did students perform?
Through observation Justice and Samantha are struggling with matching the picture with the CVC words.
They had a hard time with some of the words and confused fin and fan, and sub and sun. Jude B. and Wesley were
off track and it took them longer to find the words but once they focused, they were able to find them quickly. All
students were able to find words that matched the pictures on the gingerbread man to the written word on their
paper. The amount of time it took varied, but they were all able to perform at an 80% or higher proficiency. I found
this out through observations of what words they got correct and what words they mixed up. Some words like ‘sub’
and ‘sun’ got confused, but with talking through the sounds of the letters they were able to correct their thinking. I
believe that homework and more practice is still needed because they are still struggling at times but students are
starting to understand and I think having practice will help them to master CVC words.
Reflection/Evaluation: What worked?
In my lesson, what worked well was the game at table work, they seemed to love it and have fun searching
for the gumdrop with the word on their paper. The different types of activities kept the students engaged and
wanting to learn. I determined that my students did attain the objectives by observation at table work and through
observation of thumbs up, sideways, or down. I also determined this through questions I asked the students and
their answers. Having the students come up to the board to build CVC words that match the pictures, helped them
stay engaged and wanting to learn. I did not move around the room as much as I could of I stayed at the front of the
room most of the time. I also did not monitor behavior very well. I was more focused on what the child at the board
was doing than all of the children sitting on the carpet so at times there are children sitting up on their knees making
faces into the camera which would not have happened if the camera was not there. I projected my voice well I
believe all students could hear me. I did not provide very much positive encouragement at times. When the students
came up to the board and placed the correct letter, I should’ve praised them and I did not. I selected appropriate
words. Most of the time I did notice that I asked the children “Okay?” frequently after giving an instruction which
started to annoy me, but I think I was asking okay to make sure they understood, which I could’ve used it less.
Through watching the video I noticed my body language was appropriate I did not cross my arms they were
mainly at my sides or used to help the students. I also provided eye contact with each student when talking to them
and providing them feedback. At times I displayed confidence in my body language but not always. A mannerisms
I displayed that could be distracting is playing with my hair. I do it constantly when I’m not up teaching but I did it
still when I was and I feel like that could distract some children. My classroom management is not where it should
be. I did not acknowledge children who were not sitting criss cross which helps them to focus on what is being
taught. A behavior I did acknowledge was interrupting and not letting other children have their turn to talk. I was
not aware of behaviors all the time, (which needs to change), so the classroom can run more efficiently and students
can learn and retain more information. I did not write on the board, but I did have a flipchart and the words were
large enough to be seen by every child. I had the children build words and I had all the correct letters and enough
for them to build the words needed. It was also clear and all the words I had written were spelled correctly.
Watching the video of myself helped me see how I am doing and what I need to work on to become better with
children and teaching.
A factor of this lesson that made it difficult was the fact that I could not record four of the students. It made
me have to position the camera in a certain place so they were not in the video. I also could not call them up to the
board so it made them feel excluded which made it hard as the teacher. In my own classroom, that is not something
I will have to worry about. In this lesson I used sticks to call on students and took out the sticks of the children that
could not be in my video. I felt bad that I could not call on them to come up to the board so they could participate,
so I tried to call on all of them when it was answering the question and not coming up to the board. One child
wanted to be called on so bad he slowly went from sitting criss cross to putting his hand up as high as he could to
his knees and then almost to his feet. I now realize that I did not call on him even to answer a question which makes
me feel even worse, so this played a role in how I was teaching and having to strategically call on them and place
the camera. During my lesson closure children from other flex groups were coming into the classroom getting ready for snack. Some students walked in front of the camera and making faces and other children got distracted
from these children coming back into the classroom. ACT:
The next step for my students would be to continue practicing CVC words and creating new words. I would
have them move to making the word without using pictures to help guide them. I would also have them continue to
build words and blend them. I would want them to get to the point where they can come up with a CVC word
instantly. I think they are getting close to needing a formal assessment because they can tell me what a CVC word
is and come up with a few CVC words as well. I do think they need more practice and to continue to blend words
together before they can move to bigger words and different types of strategies. I feel they can play more games
and play in partners to help them become more independent and master the skill while having fun. Link to Movie:
Pictures of Game Played at Table Work: Pictures of Flipchart: ...
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- Fall '15
- Renee Griffith
- partner, 80%, to learn. I, RF.K.3- Know and