Mini-lesson For Phonics Instruction

Name: Annie Walker

Date: December 4th, 2015
Grade: 1st grade
Standard:
22.) Know and apply grade-level phonics and word analysis skills in decoding words.
[RF.1.3]
b. Decode regularly spelled one-syllable words. [RF.1.3b]
Objective or Focus:
Students will blend the onset and rime to form the correct word to match the picture with
90% accuracy.
Materials List:
Materials
1. Onset and Rime dice/cubes prepare ahead of time for students
2. Onset/Rime identification worksheet
3. Whiteboard
4. Markers
Resources
1. https://www.youtube.com/watch?v=puYyLJ-TBvY
2. http://www.fcrr.org/studentactivities/P_032a.pdf - cubes and worksheet
Invitation or Introduction:
The students will watch a video about onset and rime before the lesson. Today, boys and
girls, we have a problem. Our dear friend Suzie wants to play with her friends, but her
Mom tells her she has to work on her phonics first. Suzie does not even know what
phonics is! Do you know what phonics is? Phonics is relating sounds to letters. There are
many different components of phonics, and today Suzie is focusing on onset and rime.
Lets watch the video and see what Suzie does! Play the video for the students. Tell them
to play close attention to what onset and rime are. Did everyone like that video? Have
you ever been in a situation where you wanted to play like Suzie, but someone told you to
do your homework first? That probably didnt make you to happy did it? Suzie did a good
job with her homework, though! Who can tell me again what she was learning? Thats
right, onset and rime! Lets talk about that some more. Transition to teaching.

Focus:
The students will then learn about onset and rime. They will use the onset/rime cubes to
help them decode common one-word syllables. They will practice sounding out the words
that they roll on the dice, and then they will write these words down.
Teacher Modeling:
Begin by explaining onset and rime. One, two, three, all eyes on me. Remember how we
saw Suzie learning about onset and rime? Well, that is what we are talking about today!
We are going to use the onset and rimes of words to help us sound out simple words. But
first, we need to know what an onset and rime is. Who thinks they know what the onset
of a word is? Listen to different answers. You guys were really close! The onset of the
word is the part before the first vowel. Write the word bat on the board. In this word,
the onset would be the letter b, because it comes before the first vowel. Usually the
onset is only one or two letters. Then, we have the rime. Who remembers what the rime
is? Thats right, it is the rest of the word after the onset! The rime in the word bat is
at. Lets look at the word nap. What is the onset? Thats right, the letter n! What is
the rime? Good job! The rime is ap. Were going to move on to a harder example now.
Lets look at this word. Who can tell me what it says? Thats right it says, crush. What
is the onset? In this word, the onset is cr because the c and the r come before the u.
What is the rime? Thats right; ush is the rime. You can use this method when you are
sounding out simple one -syllable words. It will help you when you are reading books to
sound out first the onset, and then the rime. I think you guys are ready to try it on your
own now! Transition to practice.

Independent Practice:
In partners, the students will work with the onset/rime cubes. They will roll the cubes,
sound out the word, and then write the onset, the rime, and the full word on the blank on
the worksheet. Lets see which table is being the most quiet. Im passing out something
we like to call Onset and Rime Dice. The green cubes are the onsets. The blue cubes
are the rimes. With the person sitting across from you, I want you to take turns rolling
both the dice. After you roll the dice, sound out the word out loud to your partner. Then,
on the worksheet I passed out, write down the onset, the rime, and the whole word. You
have 10 minutes to complete this activity. Once the students have finished practicing,
assess them.
Assessment and Reflection:
Once the students have finished their practice, give them the worksheet to fill out. One,
two, three, all eyes on me. Ill wait until I have everyones attention. I want one of the
partners to come and put your cubes up here. When you have put the cubes back, I want

you to take two worksheets, one for you and one for your partner. I want the other
partner to go put your practice sheets into the worksheet folder. When everyone is ready,
I will give you your final instructions. Wait until students have completed the tasks and
are sitting back down. Now, we have an independent practice sheet to do. That means
that you work by yourself, and your friends do not help you. Lets all look at the
worksheet together. There are 6 pictures. I want you to look at the picture and decide
what the picture is. Then, I want you to match the onset to the rime of that word. For
example, if the picture were a cat, you would match c to at and then draw a line to
the cat picture. Does that make sense? If anyone has any questions, or cannot figure out
a word, please raise your hand and I will come help you.

Mini-lesson For Phonemic Awareness

Name: Annie Walker
Date: December 4th, 2015
Grade: 1st grade
Standard: 21.)Demonstrateunderstandingofspokenwords,syllables,andsounds
(phonemes).[RF.1.2]
d.Segmentspokensinglesyllablewordsintotheircompletesequenceofindividual
sounds(phonemes)[RF.1.2d]
Objective or Focus: The students will correctly identify all phonemes of 10 different
words with 80% accuracy.
Materials List:
Materials:
1. Elkonin Boxes
2. List of words to read bat, sat, hat, nap, lap, sheep, sit, cheap, feet, and treat
3. White board
4. Markers
5. Chrome Books
Resources:
1. http://pbskids.org/island/preview/gamepreview.html?ww-letterpit
Invitation or Introduction:
The students will practice listening to different sounds by jumping every time
they hear a new sound in a word. I will read 10 words, and they will jump each time they
hear a new sound in the word. I will read the words bat sat hat nap lap sheep
sit cheap feet and treat. One, two, three, all eyes on me. Today, we are talking
about PHONEMES. Phonemes are the different sounds that make up words that we know.
Every word that we speak or read has different sounds, so we are going to practice
identifying the different sounds in words. I am going to read some words to you all. Every
time you hear a different sound in the word, I want you to jump really high! We are going
to write down on the board how many sounds we hear in each word. The first is BAT. Bat.
I see lots of jumping. How many different sounds did we hear in the word BAT? As you
read each word, write the word on the board and how many sounds the students thought
that they heard. Once the students have finished this activity, transition to teaching.

Focus: The students will identify the separate sounds of words by using the Elkonin
boxes.
Teacher Modeling:
Great job listening to the different sounds!! Now, we are going to learn about
phonemes. Does anyone remember what I said phonemes were? Thats right! They are
the different sounds that we hear in words. Every word that we speak or read has
different sounds in it. Those sounds that we hear are what make up the words, and when
we learn to identify those sounds, then we will be able to read and decode words more
quickly. What are some different sounds that we hear when we are reading or speaking?
Let the students brainstorm different sounds that they hear. Great job! Those were all
very common sounds that we hear. Now, in the beginning of the lesson, we talked about
the different sounds that we heard. Lets look back at the words that we saw in the
beginning. Then, refer back to the words that we read in the beginning. Lets look at the
first word. It says BAT. We said there were __ sounds in the words. Lets look at this. B is
one sound right? B, as in Bug, or Bit, or Bin. A is another sound, as in cAt, sAt, hAt. T is
the third sound we hear, as in eaT, heaT, meeT, or seaT. Do you see how the three sounds
make up the whole word? Lets look at the other words. Next we have SAT. How many
sounds do we hear? Thats right, three! We hear the S, the A, and the T. Now, we are
going to use these fun little boxes called Elkonin boxes to help us figure out the rest of the
words! Hand out the Elkonin boxes. Each time you hear a different sound, I want you to
move your finger down the box. Once we have finished the word, I want you to tell me
how many sounds you heard. Lets do the next word. Hat. Put your finger on the first box.
H-A-T. What box is your finger on now? Thats right the third one! Continue to use the
Elkonin boxes to teach the next words, nap, lap, and sit. Okay, now we are going to look
at a harder word. This word is sheep. Lets use the boxes to help us figure this one out.
SH-EE-P. It has five letters, but how many sounds do we hear? Thats right, three! Good
job!! What about the word CHEAP? We hear CH-EA-P. Three again! Continue to use the
Elkonin boxes for the last two words, feet and treat. Then transition to practice.
Independent Practice:
Now its time for you all to practice. When I call your table number, silently get
up and get your Chrome Book. Once everyone has their Chrome Books we are going to
go to this website http://pbskids.org/island/preview/gamepreview.html?ww-letterpit that
is on the board, and play the game. Listen carefully to the instructions. You will click on
the dog, and he will make some letters appear. Then, listen carefully to what sound you
are supposed to be finding. It is very similar to what we did in class today. If you have
any questions, raise your hand and I will call on you. While you are all practicing, I will
be calling students up one by one to my desk to have them identify the sounds in 10
different words. Remember that this a quiet assignment, so if you have any questions, you
should whisper.

Assessment and Reflection:

AsthestudentsarepracticingontheirChromeBooks,callthemtoyourdeskone
atatime.Readthemalistof10words,andhavethemidentifyeachofthesoundsoneat
atime.TheymayusetheElkoninboxesiftheyneedthem.Readthemthewordsdog
flycarmapsunpotcupshiptripandfrog.Thestudentswillbe
assessedbyteacherevaluationonwhethertheypronouncethesoundsrightandidentify
thecorrectnumberofsounds.

Mini-lesson For Language Experience Approach Lesson

Name: Annie Walker
Date: December 4th, 2015
Grade: 1st
Standard:
Objective or Focus:
Materials List:
Materials:
1.
2.
3.
Resources
1.
2.
3.
Invitation or Introduction:
To open the lesson, the teacher will play the video If You Give a Moose a
Muffin She will ask the student to pay special attention to what happens when the reader
finishes a line or the page. Good Morning! I have a special treat for us today We are
going to watch a video! While youre watching this video, pay attention to see if you
notice what happens when you finish reading a line, or when you get to the end of the
page. Then, the students will watch the video. The teacher will ask them what type of
animal was in the video. What kind of animal was in the video? Teacher waits for
student response. Correct! It was a moose. Have any of you ever seen a moose in person
before? Teacher waits for student response and then tells of a time that she saw a moose.
Teacher allows students to comment on her story. One, two, three, eyes on me. Did
anyone notice what happened when the voice finished reading the line? Teacher waits for
student response. Good job! The voice continued reading to the next line. Who can tell
me what happened when the voice finished reading a page? Teacher waits for student
response. Thats right! The page turned and the voice started reading the next page.
Today we are going to learn how to do that same thing! Teacher then transitions into
teacher modeling section of the lesson.

Focus:

To open the lesson, the teacher will bring out the big book of If You Give A Moose A
Muffin. The teacher will then ask the students if they know where the title and author of
the book are. Look what I have for us today, boys and girls! Is this a normal size book?
No? Whats different about it? Youre right! Its bigger than most books. Today, its going
to help us with our lesson. Lets see Who knows where the title can be found, before we
even open the book? Lets see who is listening quietly and being respectful. The teacher
will then choose a student, and hand them the fly swatter. They can swat the title with the
fly swatter. Good job! That is the title. Can you read the title for me? What a funny name!
If You Give A Moose A Muffin. Now, who can show me, without opening up the book,
who the author is? Allow another student to take a turn with the fly swatter. Thats right!
The authors name usually appears at the bottom on the front cover, and the illustrators
name is usually close by. Now, lets open up the book and see what treasures we can find
inside! The teacher transitions into lesson.
Teacher Modeling:
Now, the teacher will begin the lesson by reading the big book with the students using
echo reading. She will read a line, and then the students will echo her. One, two, three,
eyes on me. We are about to start reading the book. I want you to have your listening ears
on and your eyes on me. I will read a line, and then I want you to echo exactly what I
read. Once the teacher reads a line, the students will echo what she reads. Then, the
teacher will call on a student to follow along with the pointer as she reads. The student
will move the pointer to the next line when she reads the next line. They will turn the
page, as well, when it is time. Let me see who is listening really well, and not talking.
Teacher scans the room to choose a student pointer. Would you please come up and
follow along with the pointer under the words as we read them. Now class, pay attention
to what the pointer does when we reach the end of the line. They will read a page of the
book. What happened? Thats right! When we reached the end of the line, we followed
the pointer right on down to the next line. Now, what happened when we got to the end of
the page? Thats right! We turned to the next page. Okay, lets continue reading.
Remember that I will read the line first, and then you will read it. Read the next page.
This time, the focus will be on capitalization and punctuation. Who wants to help me this
time? Teachers picks a student. Now, using this masker, can you show me a capital letter?
Good job. Friends, what do we know about capital letters? Thats right. They begin
sentences! What else do we know about capital letters? Very good! When we use a proper
noun, we capitalize it. Who can give me an example of a proper noun? Wow, those were
all very good examples! Next, the teacher will ask about punctuation. She will have the
students turn and talk to their elbow partner about the punctuation they see on the page.
Now, I want you to turn and talk to your elbow partner about the kind of punctuation you
see on this page. Teacher allows time for students to discuss. One, two, three, eyes on
me. Thank you! Who can tell me what punctuation their partner noticed? Teacher waits
for student response. Very good! There are two periods on this page. Can you come
show me one of the periods using this masker? Students shows the period on the page of
the big book using the masker. Awesome job! Teacher calls on the partner to mask the
other period. Will you come mask the other period? The partner masks the other period.
Great work! Periods are not the only type of punctuation to end a sentence. We can

also end sentences with exclamation points and question marks. For now, I want you to
just use the periods. Teacher draws the other punctuation types on the board for students
to see, but erases them and puts a period since that is what they are focusing on right now.
You did a great job today! Now, you will get a turn to find all the items we found on this
big book using your own book! Lets get started!
Independent Practice:
The teacher will instruct students to go to their book box one table at a time and bring
back their interest book for the week. On a separate sheet of paper, the students will write
the title of the book, the author, and three words that are capitalized throughout the book.
Using dotted line paper that has space for illustrations, the students will write three
sentences from the book that have a period as the punctuation. Once they are finished, the
students can draw a picture for each sentence if there is time.
Assessment and Reflection:
Because the teacher can observe students during the lesson, the only assessment needed is
teacher observation. The students who have mastered finding the author and title, moving
to the next line, turning the page, and identifying capital letters and punctuation can move
on to higher level skills such as composing their own book cover or writing their own
mini-story. Students who have not yet mastered the skills covered in this lesson will be
pulled into a small group with the teacher for more guided instruction and help
identifying organization of a book.