Teacher: Sarah McHugh Date: 2/27/2018

School: Werner Elementary School

Grade Level: Kindergarten Content Area: Reading, Writing & Communicating and Comprehensive Health/Physical Education

Title: Hopping Through CVC Words Lesson #: 4 of 8

Lesson Idea/Topic and Rational/Relevance: Students will work on recognizing word sounds, blending them, and writing
CVC (consonant-vowel-consonant) words to build their phonemic awareness skills. This will assess their receptive
communication abilities to follow multiple directions and their expressive communication abilities to articulate phonemic
sounds of letters, and to blend those sounds together in the form of words.
Student Profile: During the leveled reading group portion of the day, students from all four kindergarten classrooms are split
into different groups based on their DRA (Developmental Reading Assessment) reading levels and the scores on their DIBELS
reading assessments. In Megan Hampton’s classroom, the reading group is made up of 18 students, all at a DRA level of 2. In
this group, we focus instruction on phonemic awareness, decoding words while reading, segmenting words into
sounds/syllables, writing and reading sight words, writing phonemically, and blending sounds into words. This group is the
second lowest reading group in kindergarten, so many lessons need modification, support, and scaffolding based on students’
needs.

Content Standard(s) addressed by this lesson:

Reading, Writing, and Communicating

1. Oral Expression and Listening
Vocal sounds produce words and meaning to create early knowledge of phonemic awareness
2. Reading for All Purposes
Decoding words in print requires alphabet recognition and knowledge of letter sounds
3. Writing and Composition
Appropriate mechanics and conventions are used to create simple texts

Comprehensive Health and Physical Education

3. Emotional and Social Wellness in Physical Education
Demonstrate the ability to follow directions

Understandings:

Students can:
d. Blend sounds orally to make one-syllable words
e. Segment one-syllable words into sounds
g. Identify the initial, medial, and final phoneme (speech sound) of spoken words

Students can:
a. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). (CCSS: RF.K.2)
ii. Count, pronounce, blend, and segment syllables in spoken words. (CCSS: RF.K.2b)
iv. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant,
or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) (CCSS: RF.K.2d)
v. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. (CCSS: RF.K.2e)
vi. Identify phonemes for letters.

Students can:
a. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (CCSS: L.K.1)
i. Print many upper- and lowercase letters. (CCSS: L.K.1a)
viii. Write left to right and top to bottom
ix. Use appropriate pencil grip

Students can:
b. Follow a simple series of instructions for an activity
Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select applicable questions from standard)

Why are phonemes (speech sounds) important?

How do phonemes (speech sounds) connect to graphemes (letters and letter clusters)?
What letters are needed to spell the word _______?
What sounds are in the word _______?
How many sounds are in the word “cat”? (/k/ /a/ /t/ – three sounds)

Evidence Outcomes: (Learning Targets)

Every student will be able to:

Given a beginning, middle, and end sound of a word, students will demonstrate the ability to recognize letters, articulate the letter sounds, blend
them orally through gross motor movements, and successfully write the words that they form.

List of Assessments: (Write the number of the learning targets associated with each assessment)

1. Students recognize and orally express letter names in a CVC word.

2. Students orally express letter sounds in their CVC words.

3. Students blend each sound by “hopping the word”, or saying each letter sound as they hop on each letter.

4. Students will write each CVC word correctly on their own dry erase board.

Planned Lesson Activities

Name and Purpose of Lesson Hopping Through CVC Words

This lesson is designed to incorporate gross motor movement into

phonemic awareness practice in order to support students as they are
growing in their abilities to blend word sounds to form CVC words.
Co-Teaching Which model(s) will be used?
Will co-teaching models be utilized in this Station teaching
lesson?
Yes X No ___ Why did you choose this model(s) and what are the teachers’ roles?
During the grade level-wide reading group time, all kindergarten students
are placed in different rooms based on ability. In Megan Hampton’s
classroom, reading groups are a time for three small group rotations
where students can receive more one-on-one intervention, allowing for
more instructional material to be covered in an engaging and efficient
way. The teacher’s roles in these stations differs depending on the activity
they are facilitating. Each teacher leads their small group through an
activity that focuses on the areas of CVC word blending, sight word
writing, reading decodable books, and phonemic awareness. The teachers
are responsible for providing students with the modification, support, and
extension that students need to be successful and to record data of the
students’ level of achievement to inform future lessons.

Approx. Time and Materials Two, fifteen minute rotations (30 minutes)
Materials:
 Laminated letter cards (with CVC letters including endings
like n,t,p, etc.)
 Three cutouts of lily pads (one for each letter sound) and
one cutout of a frog
 Dry erase boards and markers

Anticipatory Set The strategy I intend to use is: Modelling

I am using this strategy here because:
 Students in this reading group have shown difficulty moving from phonemic
awareness skills to their ability to proficiently blend segmented phonemes into
CVC words. Many students have learned to use an arm strategy where students
segment each phoneme of a CVC word by articulating the initial sound of a
word when they touch their shoulder, the middle sound when they touch their
elbow, and the ending sound when they touch their wrist (C-A-T). However,
some students are still having difficulty blending those sounds into a word after
establishing the letter sounds. I want to model a strategy of using gross motor
movements to sound out words as a new, fun way to work on bridging the gap
between distinguishing letter sounds to saying blended words. In order to
increase student engagement and the meaningfulness of the activity, I will
introduce “Freddy the Frog”, who has to hop on each of the three lily pads to
sound out each sound of the CVC word and needs the students’ help to say each
sound to discover the word.

Procedures The strategy I intend to use is: Guided practice and independent practice during
the station teaching.
I am using this strategy here because: Since this is a new activity that hasn’t
been implemented before in reading groups, I want to start by modelling the
procedure to students. Then, after guiding them through the steps, I will start
authentically assessing their growth and whether or not they are meeting the
lesson’s objectives as they practice independently.

Teacher Actions Student Actions Data Collected

Students will be reminded Students will recall This portion of the
about strategies they have strategies they have lesson will activate
already learned to sound out learned and used to students’ prior learning
words (Arm segmentation, sound out CVC words. and understanding.
clapping, pointing to each
letter). Students will investigate Students’ responses
and analyze why it’s will help to make the
The teacher will ask students important to know letter lesson meaningful to
why it is important to know sounds. students so that they
what sounds letters make. can understand it’s
Students will observe the relevance to their own
The teacher will use this teacher model the lives.
conversation to introduce procedures of the CVC
Freddy the Frog and a new lesson before practicing Students’ abilities to
strategy of using gross motor it independently with the follow multiple step
movement to sound out peers in their group. directions to complete
words. The teacher will the activity will be
model using three letters on Students will take turns observed and assessed.
three lily pad cutouts on the holding “Freddy the
floor to make a CVC word. Frog” and flipping over a
They will then model card from the top of each The independent
hopping on each letter lily of the three piles to have practice will show
pad while holding the frog a beginning, middle, and students’ level of
cutout, orally expressing its end sound which they understanding of
letter sound as they “hop will place on the lily phonemic awareness,
through” the word. The pads. The student will their ability to
teacher will then show then hop on each letter, recognize and orally
students how to move the saying the letter’s sound express letter sounds,
letters together, blending as they hit each letter. their knowledge of
them as they step on the word Once they have given blending sounds to
that has been formed. Finally, each letter’s sound, they form words, and their
they will show students how will connect the letters so writing conventions to
to write the CVC word they that they will blend all of record CVC words
have formed on the white the word’s sounds when (pencil grip, writing
board, practicing letter they jump on the word. up-down, left-right).
formation, writing They will then record the
conventions, and transferring
 letter sounds back to CVC word they created
graphemes. on their white board.

The teacher will provide any As they are participating

modification, support, or in the activity, they will
extension necessary to assist show their essential
students with recognizing understanding of the
letters, orally expressing lesson by distinguishing
letter sounds, and blending beginning, middle, and
the sounds fluently. ending sounds of each
The teacher will ask essential word and determining the
questions to students while number of sounds in each
they are participating (How word.
many sounds are in this
word? What is the At the end of the lesson,
beginning/middle/ending the students will read the
sound? If we change _ to _, CVC words they formed,
what word would that be? Is showing a transfer of
that a real or nonsense skills from phoneme
word?) segmentation to word
They will also give any blending and decoding.
redirection or guidance that
students need to follow the
procedures of the activity.
When students show a firm
understanding of the activity,
the teacher will authentically
assess students based on their
achievement of the lesson’s
objectives.

At the conclusion of the

lesson, the teacher will guide
students through reading the
CVC words they formed and
wrote in the activity.
Closure The strategy I intend to use is:
Group Review
I am using this strategy here because:
This lesson involves students forming,
sounding out, blending, and writing CVC
words and allows for them to work as a group
to do this. By recording these words on a
white board, students have the opportunity to
see the work they have contributed to. They
will be able to review the learning they were
engaged in throughout the lesson and will
show their understanding by reading through
the words they made with their peers, using
their phonemic strategies and practicing their
blending abilities, reinforcing the lesson’s
material.

Differentiation Content Process Product Environment

Modifications: Letter Using Students will Working in the
recognition classroom use the letter carpeted area
resources as a line and the in front of the
tool to assist picture clues dry erase board
with on each letter where the
understanding, letter line is
 such as the to recall letter located will
letter line names. give students
above the the opportunity
white board. to access this
resource
easily.

Phonemic Each Since the

awareness kindergarten The lesson will
student learns a “Zoophonics” take place in
“Zoophonics” song has front of the
song at the start shown to be a white board,
of the school helpful students will
year to help resource for be able to
teach phonemic students to use access the
awareness and in order to “Zoophonics”
letter
recall picture clues
association.
phonemic easily since
Above the letter
sounds of they are above
line, students
letters. the letter line.
can view
picture Students can
references to use the picture
the clues above
“Zoophonics” the letter line
song for each to remind
letter. them of the
phonemic
sound of each
letter as well
as the hand
motion made
for each letter.

Letter Letters will be This letter Several

formation modelled on a modelling will students write
separate white help students their letters
board in order to write their incorrectly, so
to provide the own letters by using
support some independently materials in the
students need to and with classroom to
write their appropriate support these
letters conventions. developing
accurately. skills, students
can grow to be
more
independent
writers.

Helping to The gross

Utilizing
Following support motor
redirection
directions students in movement and
strategies and
their classroom
reminders of
expectations engagement environment
(ex. What with the lesson space allows
should we do and supporting for students to
after we flip their positive explore
over the next behavior will phonemic
word cards?) in help students awareness and
order to help to get the most blending in a
students meaningful new, fun way
 understand the learning out of promoting
procedures. the lesson. engagement.

Extensions: Changing In order to Students will The letter cards

beginning, promote further demonstrate an provided in the
medial, and growth and understanding classroom
ending learning for of phoneme environment to
sounds to students, they blending and form CVC
make new will be phonemic words in this
words challenged to awareness by lesson helps for
think about new being able to students to
words that create new physically
would be words based on decompose and
formed if the ability to manipulate
beginning, decompose and CVC words in
middle, or manipulate order to extend
ending sounds CVC words. this learning.
of their formed
CVC words
were changed
with others (ex.
“Cat” change C
to M)
Assessment 1. Students recognize and orally express letter
names in a CVC word.

 While students are forming

their CVC words
independently, they will be able
to accurately label each letter.

2. Students orally express letter sounds in their

CVC word.

 As students hop on each

letter/sound of the word, they
will be able to articulate the
sound that each letter makes. If
they cannot do it independently,
they can use picture clues from
the “Zoophonics” song used in
class.

3. Students blend each sound by “hopping the

word”, or saying each letters sound as they
jump on the letter.

 Student will be able to segment

each sound of the CVC word as
they hop on each letter and will
also be able to blend these
sounds when the cards are
combined. This may take
several attempts and
modifications, but students will
grow in their practice of
blending sounds fluidly in CVC
words.
4. Students will write each CVC word
correctly on their own dry erase board.

 Students will demonstrate

appropriate pencil grasp
and will write their letters
of each word from top to
bottom and left to write.
They will be given
modification and support as
needed.
 Post Lesson Reflection
1. To what extent were lesson objectives achieved? (Utilize assessment data to
justify your level of achievement)

Students achieved the lesson objectives, including demonstrating the ability to use
accurate sounds with letters, blend sounds orally, segment words into sounds, follow
multiple step directions, identify and count initial/medial/final sounds, write letters
using correct hand grip and form, and substitute sounds to make other words. Many
students exceeded objectives by scaffolding their peers utilizing Zoophonics hand
cues and by decoding CVC words before needing to sound them out.
2. What changes, omissions, or additions to the lesson would you make if you
were to teach again?
If I were to teach this lesson again, I would allocate more time for re-reading the
words formed and written in order to enhance the closure portion of the lesson.
Although each student was able to get a turn to “hop through” a CVC word and blend
the word that they formed, the skills would be reinforced more concretely through
repeated practice. Ideally, giving students the opportunity to practice multiple times
would be the most successful way to improve student growth and achievement.
Initially, this lesson did not include the frog or lily pad cut outs, but after introducing
the activity to students, I wanted to increase student interest and engagement.
Incorporating these child-centered aspects of the lesson led to increases in student
interest and participation.
3. What do you envision for the next lesson? (Continued practice, reteach content,
etc.)

In the next lesson, continued practice is necessary to reinforce the content and skills
learned in this lesson. The reading groups portion of the day is helpful because it
allows for extensive focus on re-teaching, practicing, and authentically assessing for
students’ needs. Because of this, this lesson can be reintroduced for future reading
group rotations. Additionally, if students start to lose engagement with the activity, the
same content can be incorporated into a different format to help students continue to
feel excited and motivated to participate.
 4. If you used co-teaching, would you use the same co-teaching strategy for this
lesson if you were to teach it again? Were there additional co-teaching
strategies used during the lesson not planned for initially? Please explain.
Since the station teaching model is the co-teaching format used every day in reading
groups, I would choose to use the station teaching model again. This co-teaching model
is helpful because it allows for teachers to integrate many different content areas into
the lesson format, permits the time for more one-on-one modification and
differentiation of the content, and provides the opportunity for authentic assessment of
student skills and growth.