EDR 317 Reading Instruction and Practicum

Title of the Lesson: CVC Word Game

1.0

Details
Name: Alyssa Croulet
Grade Level: 2nd
# of Students: 2 groups of 4

Date: 9-22-16
Length of Lesson: 10-15 minutes

1.1 Integration of Learning Outcomes

Students will demonstrate their understanding of short vowel words by reading the words that they land
on throughout the game.
Students will use the fingers to sound out the word and then use their hand to blend all the sounds.
Students will properly read 100% of the words they land on.
1.2 Standards
CC.1.1.1.C Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
1.3 Anticipatory Set
We have been practicing words that are consonant-vowel-consonant blends during our phonics lessons.
Can someone raise their hand and tell me what a vowel is?
(Student response)
Great! Can you give me some example of a vowel? There are five of them.
(Student response)
Awesome job, Can someone else tell me what a consonant is?
(Student response)
Yes, a consonant are the letters in the alphabet that are not vowels.
Today we are going to use all of our practice to play a game. It is important to know what a vowel and a
consonant are because knowing helps us figure out how to pronounce the letters. I am noticing some
words on this board that look familiar to me, so I am going to keep this in mind while I play.
1.4 Procedures
During the game each player will roll the die when it is their turn and then move their bear the number
of spaces the die says. For example, if I roll a four, then I will move my bear four spaces. The word your
bear lands on will be the word you are going to try to read. If you know the word right away, then you
may say it. If you have to sound out the word, remember to use your fingers and then to blend all the
sounds together. This game is going to show me all of the hard work you have been doing during
phonics.
Okay, our first player may roll the die and then move their bear that many spaces.
Teacher will encourage the students to use positive language to support their classmates while they are
playing the game.
The students will play the game until the end to get practice with CVC words. If time permits then they
may play the game again to see if they can land on different words than the ones from before.
If a student needs support with a word that is challenging the teacher will help them sound out the word
and then blend it. If the student is still struggling, the teacher will provide hints for the students i.e. If the
word is cant and they know the word pant they can replace the p with the c.

1.4 Differentiation
For a student who is struggling and cannot sound out the word on their own the teacher will provide
support by showing how to use their fingers and then to blend all of the sounds together.
For students who are above level the teacher can provide words that are in the students zone of proximal
development (more challenging words) i.e. words that have blends.
1.5 Closure
We played a game to test our skills that we have learned over the past few days. We knew some of the
words right away, and the ones we did not know we used out skills we learned in order to figure the
words out. Remember to use these skills any time you get stuck with a word you do not know.
1.6 Formative and Summative Assessment
Formative Assessment: The teacher will use the game as an assessment for the students. The teacher will
record the students names and write down the words the students struggled with and if they needed
teacher support or not. The teacher will write down each word the student lands on and then write
whether or not the student read it correctly. They will then go back to figure out if the skills need to be
retaught or if they can move on.

1.7 Materials
CVC word game board
Colored plastic bear counters (one for each student)
Dice
Paper and pen (for teacher)
1.9 Technology No technology used
2.0 Reflection on Planning
For this lesson my mentor teacher provided a board game sheet and asked me to write a lesson that would
go along with the game. I used my knowledge of what the students have been learning the past week in order
to come up with a plan. I decided I would use this game as a review for the students, being that they were
wrapping up this part of their phonics instruction. In order to use this activity as a review I would have to
draw on the students previous knowledge to connect it to their learning. I remembered that my mentor
teacher introduced the content by going over what a vowel and what a consonant was, so I decided to use this
in my activity. Drawing on the students background knowledge will be a great way to get them to connect
this activity and to learn from it.
When it came to deciding how to assess the students I decided that it was be a good idea to think of
something that would not take too long, being that this was a small group lesson. My mentor teacher helped
by providing the idea of the activity for this lesson. She also looked over my lesson plan for me and informed
me that everything looked great. Some concerns I have while implementing this lesson is keeping the
students engaged and focused. I am also a bit concerned about helping the students appropriately, as well as
providing enough wait time when the students are processing the word and then trying to blend the sounds.
One more concern I have is ending the lesson correctly. I am eager to implement this lesson.

2.1 Reflection on Instruction

A lot of things went well during my lesson on Monday, something I was surprised by. I think I
automatically get in the mind-set that since it is my first lesson in the field, it will go bad. I think that after
having a few hours between implementation and then reflecting I was able to realize that my lesson did go
really well. My directions and purpose for the activity were very clear and my behavioral management went
well. I also thought that my anticipatory set was beneficial because it reminded the students that we were
focusing on consonant-vowel-consonant words. It also helped that the students remembered the difference
between a vowel and a consonant. My closure also went pretty well. I gave purpose to what we just learned
and provided a use for it in the future.
While I did not record anything during the activity I was able to gather that the lesson went well and the
objectives were met. By the end of the lesson the four students in the group were using their blending skills
and breaking down a word if they did not know it. I believe my assessment of the students was adequate.
When the activity was over I had a clear understanding of what students still needed more support and what
students could move forward. Based off of my conference I am able to conclude that one student may need to
have the process broken down even more and may even need a different way to decode the words based off
of her performance. I think an area where I can use improvement is having skills readily available to help
students if what we are using is not working. A specific goal I have based off of this teaching experience
would be to be more confident in my ability to teach literacy. I doubt my skills because of the lack of
experience when it comes to teaching literacy.