Phonics: Common Core Standards

Big Idea

Phonics is essential in all components of language arts.

Common Core Standards

CCSS.ELA-LITERACY.RF.5.3: Know and apply grade-level phonics and word analysis skills in decoding words.

CCSS.ELA-LITERACY.RF.5.4: Read with sufficient accuracy and fluency to support comprehension.

Essential Question

Lesson 1:
1. What spelling concept should be taught first?
2. How do you know if the word is spelled correctly?

Lesson 2:
1. How can students’ read and comprehend literacy at the same time?
2. What is the purpose of understand what we read?

Lesson 3:
1. What is the difference between long a and short sounds?
2. How can one distinguish between the two different sounds?
3. How does an e at the end of a word make the word a long vowel?

Lesson 4:
1. What is a sort?
2. How can we distinguish the correct and incorrect sound of the ‘bl’ sound?
3. How do we determine if the ‘bl’ word is placed in the correct category?

Lesson Objectives

Lesson 1:
1. The students will be able to spell words 90% accuracy based on grade-level.
2. The students will be able to form on “bl” words and use in an appropriate sentence.
3. The students will be able to write “bl” words 90% accurately with little assistance.

Lesson 2:
1. The students will be able to read reading comprehension story.
2. The students will be able to answer and comprehend the stories main events.
3. The students will be able to reconstruct stories events 90% accurately.

Lesson 3:
1. The students will be able match words to either long a or short a vowel sounds 90% accurately.
2. The students will be able to highlight 90% long and short vowel sounds appropriately.
3. The students will be able to distinguish the difference between long and short sounds.

Lesson 4:
1. The students will be able to place words in appropriate categories of matching the sound to the ‘bl’ sound.
2. The students will be able to create own ‘bl’ words after sorting blend words into appropriate column.
3. The student will be able to master ‘bl’ words by completing blend game.

Assessment/Evaluation

Lesson 1:
1. The students will be assessed during ice-cream scoop activity.
2. The teacher will write “bl” words on the back for students to build words.
3. The students will sound out and read aloud the word before flipping over to see if the color of the ice-cream scoop matches.

Lesson 2:
1. The students will be assessed when completing the post questions about the story passage.
2. Also, the students will be assessed when remaking the story events.

Lesson 3:
1. The students will be assessed throughout the lesson.
2. The students will be closely monitored during long a and short a sounds pizza template activity.
3. Also, the students will be assessed during worksheet by contrasting the two different vowel sounds.

Lesson 4:
1. The students will be assessed during ‘bl’ blend game.
2. The students will roll dice to move throughout the board to pronounce ‘bl’ words 90% accurately.

Materials

Lesson 1:
• Ice cream scoops
• “Bl” blend words
• Let’s Build Words worksheet (teacherspayteachers)
• Let’s learn “bl” words worksheet (teacherspayteachers)
• Promethean Board

Lesson 2:
• The pizza mystery book by: Gertrude Warner & Charles Tang
• Pizza Safari Reading Comprehension Passage
• Pizza Safari Reading Passage Key
• Reading Passage Order Sentence Strip Activity

Lesson 3:
• Promethean Board
• Pizza Templates
• Pizza Toppings (Pinterest)
• Long Vowel words
• Short Vowel words
• Long a and Short a vowel word list activity

Lesson 4:
• Let’s sort with ‘bl’ worksheet (teacherspayteachers)
• Bl – blend word sort worksheet
• Bl’- blend game (teacherspayteachers)
• Dice
• Game pieces (erasers)
• Scissors

Introduction

Lesson 1:
1.

The teacher will begin by asking students to identify what sound “bl” makes.
2. The students will have time to sound out the blend aloud.
3. The teacher will ask students to name a word that starts with “bl”.
4. The students will respond one at a time.
5. The teacher will give non-examples for students to hear the difference.

Lesson 2:
1. The teacher will pick off where they were reading in the book “The pizza mystery”.
2. The teacher will use sticky notes and have follow-up questions within the story to make sure students are paying attention and engaged.
3. The students will listen to the story to answer and respond to questions.
Lesson 3:
1. The teacher will introduce lesson by having students work on “long a and short a word list” activity.
2. The students will have a chance to read the words and highlight to distinguish the two different sounds.
3. The teacher will go over with class on the Promethean Board or verbally which words were highlighted for each sound.

Lesson 4:
1. The teacher will begin by putting on the Promethean Board ‘bl’ words and non-examples.
2. The students will need to write down all the words that begin with ‘bl’
3. The teacher will provide “Let’s sort with ‘bl’ when students have

finished.
4. The students will classify whether the pictures begin with ‘bl’ or not.
5. The teacher will monitor and check students.

Lesson Development

Lesson 1:
1.

The teacher will display copy of “Let’s learn ‘bl’ words worksheet for students to see visually.
2. The students will trace and write a few ‘bl’ words on top of paper.
3. The teacher and students will circle or highlight all the ‘bl’ words in middle box.
4. Then, the students will write the ‘bl’ words from the above list into the matching boxes.
5. Next, the students will work on “Let’s build ‘bl’ words.
6. The students will take small square pieces and form ‘bl’ words.
7. The teacher will monitor and walk around classroom to help students when necessary.

Lesson 2:
1. The teacher will provide copies of the story “Pizza Safari” to students.
2. The students can either work in small groups or individually when reading the passage.
3. Then, the students will work independently on the questions.
4. The teacher will go through the questions together when all the students have finished.

Lesson 3:
1. The teacher will set up the two different pizza templates for students.
2. The students will read aloud the pizza topping word and figure out where the word belongs.
3. The students will place the pizza topping words to the correct pizza templates.
4. Next, the students will take five blank pizza topping pieces and create a word and place it in the correct pizza

template.
5. The students will take turns self-checking the pizza toppings to make sure class is on track with characterizing the two different sounds.

Lesson 4:
1. The students will begin ‘bl’ blend word sort.
2. The students will use the words to read aloud word and determine whether the word is a real word or nonsense word.
3. The teacher will check when students have placed all words in the columns.

Closure/Summary

Lesson 1:
1. The students will begin ice-cream scoop matching game.
2. The teacher will provide materials of cut out ice-cream scoops.
3. The students will mix up the pieces of paper.
4. The students will pick out pieces to form a ‘bl’ word.
5. The student will sound out word aloud before flipping to see if the color scoop matches.
6. If it matches, the student can build another ‘bl’ word.
7. If it doesn’t match, the student has to try again.

Lesson 2:
1. The students will read aloud the sentence strips.
2. The students will be remaking the story passage.
3. The students will have to use context clues to form the correct order of the story.
4. The students will be asked 1 inference/opinion questions at the end.
o For example; how would you feel if you had dolphins in your basement?

Lesson 3:
1. The students will take turns reading the pizza toppings aloud to a small group of students to self-check the class.
2. If the pieces are in the wrong spots, the students can remove and try to fix the pizzas.
3. The students will remove the topping pieces and fix to make the pizza sounds correct.
4. Finally, the students will present to the class the correct words to match the different vowel sounds.

Lesson 4:
1. The students will play with partners the ‘bl’ blend game.
2. Partners will roll dice to see who goes first.
3. Each player will take turn moving through the game.
4. When players land on a spot, the player will read the word.
5. If the player reads the word incorrectly, they move back a space.
6. If the players read it correctly, then they stay on the spot.

Adaptations/Modifications