Phonics Lesson Plan
Standards: Students will select and apply strategies
to facilitate word recognition and extend vocabulary development. Students will
communicate with others to create interpretations and evaluations of written, oral, and visual texts. (The Connecticut Framework: Reading and Language Arts: Pre-K- Grade 2.)
Background: For students to perform successfully,
it is necessary that they know the letter/vowel/sound relationships. It is also
important to know the difference between words that rhyme and those that do not as well as the patterns that cause them to
rhyme. By observation, the students have shown that they understand these concepts.
Learning Objective: Students will be able to recognize and correctly identify words
that rhyme by correctly matching 2-3 pictures with their correct category. (-ip/-ig/-in)
To ensure that students have mastered the objective of this lesson, they will be asked
to complete a worksheet. This worksheet will ask students to match a series of
words under their proper rhyming group.
Teacher: Mig The Pig by Colin and Jacqui Hawkins, and Sheep on a Ship by Nancy Shaw, worksheets,
bins, manipulatives, charts, and markers
Students: pencil, crayons, scissors, and glue sticks
Model Strategy: The students will be engaged in Direct Instruction/ Whole Group model
for the beginning of the lesson because a new skill is being taught which is identifying words that rhyme. Partners will be used for the activity that uses bins because it helps the students learn from one another
and promotes social interaction. For the assessment of the lesson, the students
will be working individually so that the teacher may determine how well each child performs as an individual.
Initiation: To initiate the lesson and to get the students involved, the
teacher will read Mig the Pig to the students in thinking about rhyming words.
This will help the students recognize words as they continue to learn how to read.
Lesson Development: The teacher will read the book again to the students
while asking them to find words that rhyme in the story. After reading the book,
the teacher will ask the students to give examples of rhyming pairs from the book that they just read. The teacher will give
an example such as bit and kit. The teacher will have the students share the rhyming pairs that they heard in the book and
then record their answers on chart paper and doing so in a way that distinguishes the words into different categories (ex:
-ig, -in, -ip). This part of the lesson will be done at the carpet area as a
When the students return to their seats, the teacher will lead a group discussion about the patterns that rhymed by
referring to the charts that they made as a group. The students will then work
in small groups to do the following activity:
There will be two bins for each of the small
groups. One bin will have a picture of a pig on it and the second one will have a picture of a mitt on it. The students will
be asked to place a number of objects and pictures into the appropriate and correct bins according to the rhyming sounds. For example: If a student picks up a picture of a person digging then they will place
it into the bin with the picture of a pig. To conclude this activity, students
will share as a class what they have placed in each bin.
The teacher will be modeling for the students by taking objects or pictures of objects off of the floor and then placing
it into the appropriate bin.
There will be a worksheet to complete to assess the students’ learning.
The students will complete the worksheet individual at their desk. When
the students are finished they will be asked to meet back at the carpet area for closure.
Closure: To be certain that the students’ have understood the lesson, the teacher will read another rhyming
book and ask the students again to choose words in that story that rhyme. The students will be asked to come up with their
own rhyming words ending in –in or –ig that were given to them.