Liberty University’s Standard Instructions
** TEACH IT, PRACTICE IT, TEST IT! **
Lesson Plan #_1_: __Decoding and Spelling________
Teacher Candidate: Cortney Davenport
LESSON PREPARATION [before the lesson]
Topic: Decoding and Spelling
Subject: Reading
State Standard : VA SOL 1.6
Course: Reading
Concept: Beginning and Ending
Consonant sounds
Grade: 1st
Primary Objective: Through the course of several decoding and spelling activities students will
learn how to apply phonetic principles to read and spell.
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Classroom Diversity and Differentiated Instruction
The class is made up of 17 6-7 year olds. There are 11 Caucasian students, 4 Hispanics, and 2
African-American students. Of these students, 7 are visual learners, 2 are ESL students, 3 are
auditory students, 4 are kinesthetic learners, 1 student with ADHD, and 8 are above average
learners.
Materials/Equipment
Materials include:
 Letter cutouts
 Construction paper
 Flip books
 Shaving cream
 Computer with internet access
Technology Integration
 Students will play a beginning and ending consonant phonic game on these websites:
http://professorgarfield.org/phonics/fishing/fish_choose.html and
http://www.getreadytoread.org/games/game1/shell.html
Character Principle [Choose character principle related to children’s literature selection.]
1 Peter 1:13: Keep your brain on and pay attention to the information you are leaning so you will
be able to understand and use it.
LESSON PRESENTATION [during the lesson] The following steps are designed to prepare
students to be successful in the summative evaluation at the end of the lesson.
Set
Hey class! Today you will all become human consonants and vowels in a fun learning game I
like to call ‘Letter Bump’! I am going to give each of you a letter consonant or vowel to wear on
your head. Then we are going to take turns “bumping” each other to change the beginning and
ending consonants to make new words.
Teacher Instruction /Teacher Modeling
Explain that consonant letters are all the sounds represented by letters of the alphabet except
for…(I’d ask them to tell me which letters are the exceptions/a, e, i, o, u) Then when they
answered the question I would ask them what these five letters are called (answer: vowels). Next,
I would write the word c-a-t on the white-board, I circle the letter c and explain to them the first
letter in the word cat is the beginning consonant and then ask them to make the sound of it /k/.
Then I would circle the letter t and explain to them that the t is the ending consonant and ask
them to make the letter sound /t/. My next move would be to change the ending consonant to an
n and ask the students how that letter changes the word and the consonant ending sound.
* Optional - Children’s Literature Selection [Read selection and apply lesson concept and
character principle]
Guided Student Practice
 Shaving cream letters: in this small group activity students will use shaving cream to
write a word from the words they made in their flip books. They will wipe away the
beginning consonant letter and replace it with a different consonant letter.
Independent Student Practice
 Flip Books: In this independent activity students will put together a flip book to learn
beginning and ending consonant sounds. They will be given a long sentence strip to write
a given rime on and a shorter sentence strip to write the beginning consonant letter on.
They will flip through their book, blending each beginning consonant letter sound and
rime to read the word.
Closure
Remind students that today we learned about beginning and ending consonant sounds in single
syllable words. On the white board I will post three words Cat, Pan, Pit and ask students
volunteers to come up and change either the beginning or ending consonant.
Summative Assessment: Students will be provided with a list of words we have been learning;
there job is to highlight the beginning and ending consonants in each word listed.
 Tactile Learners: I will have the students make a colored chain of the list of words. Each
beginning consonant will represent a color. The student will write the word on the same
color stip as the beginning consonant strip and then chain them together.
 Auditory Learners: I will have the students recite each word and take turns making either
the beginning or ending consonant sound of each word.
 Visual Learners: I will provide these students with a paper of a picture representing each
word; underneath the picture is part of the word. The student’s job is to fill in either the
beginning or ending consonants that are missing in the word.
 ESL students: I will highlight the important information they will need to do for the test
and provide them with a sample answer. I will also provide them with an electronic wordto-word translator and picture dictionaries to help these students learn to speak and read
each word on the list.
 Above Average Learners: I will have the students classify the words according to either
their beginning or ending consonant letter.
LESSON REFLECTION [after the lesson]-If lesson is not actually taught, describe
expectations.
Describe the outcome of the lesson.
I expect the class to know where a beginning and ending consonant is located, as well as
how to classify each word according to their beginning or ending consonant sound.
Describe student performance and state the number of students who achieved the
objective.
I expect more than half my students to master this concept.
Describe an alternative approach for this lesson.
Maybe I could use a powerpoint presentation to teach this concept. In the presentation the
beginning consonant letters could be highlighted as their sound is made and fade out and
be replace by a new beginning consonant that makes a new beginning sound. The
presentation can also display pictures of the words as their shown.
Describe an appropriate lesson to follow this lesson.
Students could play a consonant guessing game where they are shown a word like cat on
the board. Then they are told to close their eyes [while this is happening I erase either a
beginning consonant or ending consonant letter]; when they open them they have to
determine which consonant letter I took and what sound does it make.
Liberty University’s Standard Instructions
** TEACH IT, PRACTICE IT, TEST IT! **
Lesson Plan #_2_: _Decoding and Spelling_________
[plan will be returned with no credit if any section is blank]
Teacher Candidate: Cortney Davenport
Course: Reading
LESSON PREPARATION [before the lesson]
Topic: Decoding and Spelling
Concept: Two-letter consonant blends
Subject: Reading
Grade: 1
State Standard: VA SOL 1.6
Primary Objective
Given a worksheet with 2 word boxes, one with pre-determined vowels and one with two-letter
consonants, student’s will correctly write two-letter consonant blending words.
Classroom Diversity and Differentiated Instruction
The class is made up of 17 6-7 year olds. There are 11 Caucasian students, 4 Hispanics, and 2
African-American students. Of these students, 7 are visual learners, 2 are ESL students, 3 are
auditory students, 4 are kinesthetic learners, 1 student with ADHD, and 8 are above average
learners.
Materials/Equipment
Materials include:
 Large word cards
 Large picture word cards of foods with two-letter consonant blends
 Computer w/internet access
Technology Integration
Students will play a consonant blending game on the website: http://www.sadlieroxford.com/phonics/grade2_3/pg_106/blends.htm
Character Principle
Proverbs 23:12- Turn your listening ears on so you can learn and understand what I am teaching
you.
LESSON PRESENTATION [during the lesson] The following steps are designed to prepare
students to be successful in the summative evaluation at the end of the lesson.
Set
Hey class! Can you tell me the name of each of these things I am holding in my hand. [A blue
crayon, A toy snake, and a grape kitchen toy. Now let’s write these words on the white board [I
circle the first two letters in each word].
Teacher Instruction /Teacher Modeling
Why do you think I circled the two beginning letters of each word [answer: they are words with
two-letter consonant blends].Then I would explain that consonant blends are when two or three
consonants are grouped together and their original sound stays the same. Let’s say the twobeginning letter sounds together /bl/, /sn/, /gr/. Then I’d ask them if either letter said together
changes [the answer ofcourse would be no!] Next I would ask the students if they saw any other
items in the classroom that make any of the two-letter consonant blends sounds in the beginning
of their word name? Then we would write them under each consonant blend.
* Optional - Children’s Literature Selection [Read selection and apply lesson concept and
character principle]
Guided Student Practice [formative assessment]:
 Food Association Recipes: During this group activity students will look at large
picture/word cards of foods with two-letter consonant blends. They will then use these
food words to create and prepare recipes that they will add to their class cook book.
 Letter actions: During this small group (3 groups of 5 or 6) activity students will be given
large word cards with two-letter consonant blends on one side and illustrations of certain
actions using those consonant blends on the backside. Each group member will take
turns holding up a word card; the rest of the group with act out the corresponding action.
Once, the words and actions are learned each group member will take turns picking
words, acting them out, and trying to get their group members to guess the word and what
kind of two-letter word blend it is. At the end of the group activity each group’s leader
will write their groups list of word blends on a flashcard to put on our word wall.
Independent Student Practice [formative assessment – practice for summative assessment]:
 Word boxes: during this independent activity students will use a form sheet to write
words with two-letter consonant blends. One box will contain pre-determined vowels and
one will contain pre-determined consonants. The students will write two-letter consonant
blends based on these letters in numbered boxes on the worksheet.
Closure [Review lesson concept and character principle.]
I will write three different two-letter consonant blends on the board. We would go over what
these words represent and the sounds they make together. Then I will hold up previously shown
items and ask them to dictate which two-letter consonant blends does each item belong to on the
board.
LESSON REFLECTION [after the lesson]-If lesson is not actually taught, describe
expectations.
Describe the outcome of the lesson.
I expect the students to understand and identify two-letter consonant blends in words.
Describe student performance and state the number of students who achieved the objective.
I expect the majority of my students to understand the objective.
Describe an alternative approach for this lesson.
I could have started the lesson by simply saying the blending consonant sounds.
Describe an appropriate lesson to follow this lesson.
I could have the students play a game of charades where they have to act out and guess what a
word is then determine what the consonant blend is.
Liberty University’s Standard Instructions
** TEACH IT, PRACTICE IT, TEST IT! **
Lesson Plan #_3_: _Decoding and Spelling_________
[plan will be returned with no credit if any section is blank]
LESSON PREPARATION [before the lesson]
Topic: Decoding and Spelling
Concept: Consonant digraphs
Subject: Reading
Grade: 1st
State Standard
VA SOL 1.6
Primary Objective
Given 10 words, each student is able to correctly sort at least 9 of the words into the correct
consonant digraph group.
Classroom Diversity and Differentiated Instruction
The class is made up of 17 6-7 year olds. There are 11 Caucasian students, 4 Hispanics, and 2
African-American students. Of these students, 7 are visual learners, 2 are ESL students, 3 are
auditory students, 4 are kinesthetic learners, 1 student with ADHD, and 8 are above average
learners.
Materials/Equipment
Materials used:
 Picture cards
 Word study notebooks
 Notebook paper
 Pencils
 Markers and crayons
 Computer w/Internet access
Technology Integration
Students will play a consonant digraph game on the website: http://www.sadlieroxford.com/phonics/grade1_2/pg_128/begin_dia.htm
Character Principle
Proverbs 19:20: Listen to my instructions and practice the reading techniques I am showing you
so you will be able to understand and use these skills without my help later.
LESSON PRESENTATION [during the lesson] The following steps are designed to prepare
students to be successful in the summative evaluation at the end of the lesson.
Set
Hi, class! Can you all look at the whiteboard. I have written a silly saying on it. Now I’m going
to read it to you.[ Chad cheerfully chewed chocolate cheesecake.] Do you think you can say that
3 times really fast? [kids try]
Teacher Instruction [Explain lesson concept.] Teacher Modeling [Demonstrate examples of
lesson concept.]
After the set, I will explain that the first two letters in each word of the silly saying is a
consonant digraph. Then I will explain that a consonant digraph is when two or three consonants
are combined and make a new sound. Next I would write and say the new sound of the following
consonant digraphs /ch/, /sh/, /gh/, /ph/. Then I would have the students think of words that have
each of those digraphs.
* Optional - Children’s Literature Selection [Read selection and apply lesson concept and
character principle]
Guided Student Practice [formative assessment]:
 Digraph tongue twisters: I will have students listen and recite silly sayings that I have
written on large chart paper. They will also underline the consonant digraphs at the
beginnings of the words found on the chart paper, as well as on separate sheet of paper
with the same silly saying on it for them to review at home.
 Consonant Fractions: I will record in each students portfolio journal whether they were
able to determine the number of consonants they found in the word wall words they
picked.
Independent Student Practice
 Closed word sorting: In this independent student activity students’ will group words into
the appropriate consonant digraph group (i.e. the word chin would go in the –ch digraph
group)
Closure
At the end of this lesson I will ask the students to tell me what a consonant digraph is and how it
differs from a consonant blend. Then I, with the help of my students, list on chart paper a list of
consonant digraphs on one side and a list of consonant blends on the other side.
LESSON REFLECTION [after the lesson]-If lesson is not actually taught, describe
expectations.
Describe the outcome of the lesson.
I expect the students to understand and recognize consonant digraphs.
Describe student performance and state the number of students who achieved the objective.
I expect the majority of the students to understand and master the lessons objective.
Describe an alternative approach for this lesson.
I could have the kids make actions/gestures to correspond with their silly sayings
Describe an appropriate lesson to follow this lesson.
I could have students draw pictures to go with their silly sayings and make it into a classroom
book they could read to other classrooms.
Liberty University’s Standard Instructions
** TEACH IT, PRACTICE IT, TEST IT! **
Lesson Plan #_4_: ____Decoding and Spelling______
Teacher Candidate: Cortney Davenport
LESSON PREPARATION [before the lesson]
Topic: Decoding and Spelling
Subject: Reading
Course: Reading
Concept: Short vowel sounds
Grade: 1st
State Standard
VA SOL 1.6
Primary Objective [Objective must match Summative Assessment below.]
Students are able to write at least 5 three or four letter words and be able to distinguish which words
have short vowels.
Classroom Diversity and Differentiated Instruction
The class is made up of 17 6-7 year olds. There are 11 Caucasian students, 4 Hispanics, and 2 AfricanAmerican students. Of these students, 7 are visual learners, 2 are ESL students, 3 are auditory students,
4 are kinesthetic learners, 1 student with ADHD, and 8 are above average learners.
Materials/Equipment
Materials used:
 Picture cards
 Treasure box
 Recording sheet
 Consonant and vowel letter beads
 Computer w/internet access
Technology Integration
 Students will play a short vowel game on the website
http://www.bbc.co.uk/schools/wordsandpictures/clusters/blender/index.shtml called “Jim’s
Whirlyword Machine”
 Students will play a count the syllables game on the website
http://www.internet4classrooms.com/skill_builders/syllabication_language_arts_first_1st_grade.
htm

Character Principle
Proverbs 9:12- When you turn your listening ears on you will learn and be able to share that
information with other people.
LESSON PRESENTATION [during the lesson] The following steps are designed to prepare students
to be successful in the summative evaluation at the end of the lesson.
Set
Hi, class! What are these 5 letters I have written on the whiteboard? [letters are: a, e, i, o, u] What
sounds do these letters make ?[ /ă/, /ĕ/, /ĭ/, /ŏ/, /ŭ/] Which of these sets of words makes one of these
short vowel sounds? [sat/snake, red/ me, bit/ice, dot/no, bug/use]
Teacher Instruction [Explain lesson concept.] Teacher Modeling [Demonstrate examples of lesson
concept.]
I will explain that a short vowel is a vowel that does not make a sound similar to its name; if it does it
would be a long vowel.Then I would list words that say the vowel name and words that do not say the
vowel name. I would ask students to volunteer some words that have short vowels.
* Optional - Children’s Literature Selection
I will allow students who have finished their independent student practice to read or skim through
books in our library and find and write words down on a worksheet that have short vowel.
Guided Student Practice [formative assessment]:
 Word Clap: in this small group activity students’ will be given various picture cards, along with
a recording sheet. There job is to pick one of the cards, say the word, clap it, write the word
recording the amount of syllables in it. They will then highlight the words containing short
vowels.
 Treasure Chest: in this small group activity (3 groups of 5 or 6), students’ will take out four or
five items found in the treasure box, write the word for each item on a recording sheet, then
highlight the short vowels contained in each word.
Independent Student Practice
 Lace a Word: in this independent student activity, students’ will pick consonant and vowel letter
beads from their word box to create simple three or four letter words. They will string the letter
beads onto pipe cleaners and record them onto their worksheet. Then they are to circle the words
that contain short vowels in them.
Closure
After teaching this lesson I will ask the students to define what a short vowel is. Then I will ask them to
write some words with short vowels in them on a chart, making sure they circle the short vowel.
Summative Assessment: I will collect the lace a word worksheets to determine whether the students
were able to create real words and were able to distinguish which words contained the short vowels.
 Tactile Learners: I will have the students glue foam letters to write the words they formed with
the lacing beads.
 Auditory Learners: I will have the students recite the words they wrote.
 Visual Learners: I will model how to do the activity and I will pre-make some boards with the
bead letter words already on them. The student’s task is to match the corresponding letters to
make the word.
 ESL students: I won’t have these students write the words they made down; instead I will
videotape or take a picture of their performance and put it in their portfolio. I will also have
them say the sound of each letter as they bead them onto the pipe cleaner.
 Above Average Learners: I will have these students create 5-8 letter words and highlight the
words that contain short and long vowels.
LESSON REFLECTION [after the lesson]-If lesson is not actually taught, describe expectations.
I expect the students to be very engaged and excited about learning how to decode and spell words.
I expect more than half of my students to gain mastery of this topic..
I can use different props to teach some of my activities. For instance for the word clap activity in
Lesson 4 I could have students use rhythm sticks, touch or move a body part instead of clapping.
The next lesson I could teach that would expand off this last one would be to teach onsets. These are
part of the syllable before the vowel. It can be a consonant, consonant blend, or consonant digraph.