Lesson 1 Phonics Lesson: CVC Words Using Any/All Consonants and Any/All
Short Vowel Sounds
Objective: Given the materials stated in the lesson plan, quiet and positive
learning conditions, and the explicit instructions outlined in the lesson plan
script, students at the end of this lesson, will be able to read individual CVC
words with any single initial and final consonant sounds. Students will also be
able to verbally and fluently identify these words correctly from a given list and
label the vowel and two consonants within the words in order to display their
knowledge of the CVC pattern. Additionally, students will be able to distinguish a
CVC word pattern (and it’s rules) from other word patterns. After much practice,
students will be able to spell and identify (by underlining) CVC words within
reading passages as well as create their own CVC words within personal
sentences. This will all be done to an extent that satisfies first grade level
learning and first grade content expectations.
Materials Needed: 1.) Poster of all 26 letters to review vowel and consonant
sounds 2.) Poster or large list of 10-15 CVC words that will be learned and
reviewed throughout the lesson 3.) Worksheet that enables students to have to
distinguish between words that are the CVC pattern from other word patterns
4.) Paper to identify and spell the CVC words by being prompted orally. 5.) Copy
of a first grade reading passage that includes CVC words for each child. 6.) Blank
piece of paper for each child to write a sentence using two CVC words and to
draw a picture above them. 7.) Writing utensils for students and teacher 8.)
Copies of each of the above for each person 8.) Board
Signaling: Three-part signal. Finger is in starting position to the left of the letter
or word. “Sound out”, or “what word” initials the signal for unison answers. 1.)
Use loop signal for orally sounding out the letter sounds in the words. 2.) As
students are saying the final letter sound, immediately loop finger back to the
starting point. 3.) Pause for a moment of thinking time before asking students
“what word?” and side-slash to the end of the word.
Time: 15 minutes for each group of 5 students at a time.
1.) Advance Organizer: Good morning! Today we are going to be learning
about a new kind of word that has it’s own pattern! It is a special word
that always has three letters. This kind of word has a special name. We
call this word a CVC word because the first letter is always a consonant,
the last letter is always a consonant, and the middle letter is always a
vowel. There is something special about this vowel. It is always the
SHORT SOUND that that particular vowel makes. To help us learn this
new kind of word today, we are first going to review our consonant and
vowel sounds so they don’t confuse us while were trying to read our
new words. Next, we are going to take some time to practice reading
and labeling some new words that follow this CVC pattern. After we are
comfortable with that, we will learn to spell our new words and read
them in some of our favorite passages. Finally, we will get to write our
own pieces of writing using this new pattern of words and draw
pictures about our writings. Don’t worry; we already know the little
things we need to know to learn this new kind of word so we will take it
one step at a time and before you know it, we will be reading and
writing CVC words!
2.) Review all letter sounds: First, let’s start by reviewing our consonants
and short vowel sounds. (Examples of all letters of the alphabet are on the
board. Practice continuous consonants and vowels first and then practice all
stop consonants.
Signal for continuous sounds: Finger is to the left of the letter on the board)”My
turn. (Loop signal) This letter is “A”. A says (loop signal) “a”. (End signal).
Together. (Finger to the left of the first letter) “Together. What sound?” (Loop
signal). “/a/”. Loop back to the starting point. “Yes, /a/.” (Finger to the left of
the letter) “Your Turn. What sound?” (Loop signal. Answer. Loop back to
starting point) “Yes, /a/”. *Repeat for every continuous consonant in unison
response
Signal for Stop sounds: Finger is to the left of the letter on the board)”My turn.
(Loop signal and bounce out) This letter is “T”. T says (loop signal and bounce
out) “t”. (End signal). Together. (Finger to the left of the first letter) “Together.
What sound?” (Loop signal and bounce out). “/t/”. Back to the starting point.
“Yes, /t/.” (Finger to the left of the letter) “Your Turn. What sound?” (Loop
signal and bounce out. Answer. Loop back to starting point) “Yes, /t/”. *Repeat
for every stop consonant in unison response.
3.) Learn/Review 10 CVC words: Okay, great! Now that we have all reviewed
all of our letter sounds, we are going to practice our new kind of word
called the CVC word. Remember, C is for consonant and V is for vowel!
And also, we have to remember that our vowel sound is always the
short vowel sound for the CVC word pattern. I have a list of words here
that we can practice with. First I will practice the word to show you
what it sounds like. Then we will practice it together and then you may
try it on your own. Ready? My turn. Finger to the left of the first letter. “My
turn sounding out this word”. Loop from letter to letter. “/m/a/t/” loop
back to starting point. What word? Side-slash signal. “Mat”. Together.
Finger to the left of the first letter. “Together, sound out this word.” Loop
from letter to letter. Answer. Loop back to starting point. “What word?”
side-slash signal. “Mat”. Loop to starting point. “Yes, mat”. Your turn! Finger
to the left of the first letter “Your turn to sound out this word”. Loop from
letter to letter. Answer. Loop back to starting point. “What word?” side slash
signal. Answer. Loop to starting point. “Yes, mat”. ***Repeat for all 10
words (mat, fan, men, sit, bed, fun, hit, bug, pot, hot). Do you see how some
of these ten words are words we have already seen before when we
were labeling parts of our classroom and outside? (Mat, fan, bug). We
used some of our old words with our new special CVC pattern!
Individual checkout: Point to the first regular word written on the board (mat)
and place your finger slightly to the left of the word. “Individual turns. Sound
out this word. (NAME OF CHILD)” loop from letter to letter. Answer. Loop back
to starting point. “What word?” side slash signal. Answer. Loop to starting point
“yes, mat”. ***Call on several students until word list has been gone through at
least once.
4.) Labeling CVC words: Okay, now we are going to label our vowels and
consonants in each of our new special CVC words. We will circle our
consonants and underline our vowel. I will go first. My turn. Circle both
consonants and underline the vowel. I circled my “m” and my “t” in “mat”
because they are my consonants. I underlined my “a” because it is my
vowel. Together. Let’s look at “fan” now. What are the two consonants?
Answer. What is the vowel? Answer. Great! Circle “f” and “n” because
they are consonants and underline “a” because it is a vowel! Great job!
Your turn. Circle your consonants and underline your vowels in the rest
of your eight words. Put your pencil down when you are finished. Go
over answers with students when they are finished and talk about certain
letters being consonants and vowels. Point out the pattern that the first and
last letters are always circled because they are consonants and the middle
letter is always underlined because it is a vowel. Ask students to share their
answers and what they circled/underlined. Go over whether answers are
correct or not. If incorrect, return to “my turn, together, your turn” to fix that
answer and review the correct way.
5.) Distinguish CVC Words from other Word Patterns: Now, take a look at this
worksheet. Some of these words are CVC words and some of these
words are not. I’d like you to try to circle the word or words in each line
that follows our new special CVC word pattern. Put worksheet in front of
students. Allow students one minute to find all CVC words on the page. Great
job! Now, lets go over the words we found! We know what all of these
sounds make, so let’s see if we can use our knowledge to help us read
these words! What do we have to remember about our vowel sound in
the middle? Answer. Yes! It is always a SHORT vowel sound! Okay, lets
say each word together. Go over each line and say the answer together. If
students come up with different answers during the unison response, stop
and use problem solving to find the correct answer. Then repeat that correct
word twice. When all the words have been circled and gone over for that
worksheet, say the answers in order FAST (in unison response) to make
students more fluent with the CVC words. Say, “Think. Get ready. Say it
fast”. Listen for students making sound and word mistakes. Address mistake.
Stop unison responses. Do my turn, together, your turn and start the line of
words over on that list to review and solidify the material.
6.) Identify and Spell CVC Words: I would like you to flip your paper over and
label it 1-10 really fast. I will say each CVC word out loud and I would
like you to do your best to spell each of the words for me to the best of
your ability. Do not worry. I would just like to see how we do! Okay get
ready. When I say the word, you quietly spell it on your paper. Think
about it. Say it in your head. “CVC WORD”. Spell. ***Repeat for all ten
words. Have students individually participate and give answers to the group
after the “test”. If students are incorrect, go over the word and use my turn,
together, your turn until everyone has the correct answers.
7.) Identifying CVC words in a passage: Now, we are going to read a small
passage and see if we can find any of our special words in this passage.
What should we be looking for? Answer. Yes, that is right. We should be
looking for words that start and end with a consonant and have a short
vowel sound in the middle. I will read the passage first and you will
listen. Then, we will read the passage together. Last, you will whisper
read the passage to yourself and look for any/all of the CVC words you
can find. Then we will talk about the words that you find. Okay, ready?
Teacher reads passage and students listen. No writing. Together, let’s read.
Both read passage out loud. No writing. Your turn. Whisper read please.
Students whisper read on their own. Great. Now you may underline all of
the CVC words you can find. What words did you find? Each child gets an
opportunity to contribute a word to the group that they think is a CVC word.
Yes, that is right. The CVC words are: sun, mum, tum, fun, and mum. This
is timed. No more than 2 minutes to read on their own. Go over correct
words and sound out. Talk about their pattern.
8.) Write and Draw: Now, it is time to show me what you have learned. It is
your turn to write two sentences about whatever you would like. First,
think about what you would like to write and think about the CVC
words we have seen and learned today. Then, write at least two
sentences. Each sentence must have at least one CVC word in it. Then
draw a picture showing me what your sentence is about. What do we
always have at the beginning of our sentence? Answer. Yes, A capital
letter. What is always at the end? Answer. Yes, a punctuation mark.
Okay, it is time to quietly go back to your seats and to write your
sentences and draw your pictures. When you are finished, you may sit
quietly and silent read at your tables. Students go back to their desks to
write their sentences and draw their pictures while the next group of 5
students comes to do the whole lesson.
Signal Violations or Sound Errors by Students: During the entirety of this lesson, if
there are signal violations or a child says a sound or word incorrectly during unison
responding or individual response, we return to the “my turn, together, your turn”
format to sound out and practice that letter-sound or word FAST.
Cumulative Review: When all students have gone through the rotation of small
groups for this entire lesson, bring all students back together and talk about what
they learned. Talk about the fact that they learned how to use the vowel and
consonant sounds that they already knew in order to help them read CVC words
(that new special word pattern). Now, they can see the word and read it. They can
hear the word and spell it. They can think about the word and write it. They are
masters at CVC words! We will use this later on to help us with even bigger words!
Progress monitoring Assessment:
At the end of each week (on Friday), each student will be given an individual word
fluency assessment on the types of words they were to have learned that week and
asked to vocally read 10-15 of those words from a pile of index cards. This week, it
is CVC words. Each word the student gets right, they get to hole-punch and put on a
ring with all of the other letters, letter combinations, and words that they have
mastered so far during the school year. Student will be assessed each Friday until
they have all of the letters, letter combinations, and words (that they are expected to
know by the end of the year according to benchmarks) on their ring. This helps
student see their progress by how many words are on their ring and helps the
teacher monitor students who are in need of extra attention and students who are
excelling. ***SEE APPENDIX FOR DOCUMENT THAT HAS THIS WEEK’S CVC WORDS
TO CUT OUT AND ADD TO EACH CHILD’S RING AS THEY MASTER THE CVC WORD!