Lesson Plans for implementation of Phonics Workshop! -- Everything you need to teach phonics in first grade!

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http://www.teacherspayteachers.com/Store/Phenomenal-First-Grade-Phonics-And-Reading

Here are some lesson plans to go along with implementation. These are the lesson plans that go along with our freebies on our Teachers Pay Teachers Store.

Lesson Plans for Implementation of Phonics Workshop

-at Pattern: The lessons are split up into different days. When introducing the at pattern, you are also teaching the students the process of Phonics Workshop. The model works on a basic 3 day process. (Day 1 is picture cards, word web creation, and word wheel, Day 2 is a word sort, Day 3 is a word ladder and application to text.) Once students learn the process, all the future content is filtered through the process. You are teaching them to blend all words and sounds together through the use of word patterns. You get the best of both philosophies! Rime and onset decoding and sound by sound decoding. When instructed in both, students are able to utilize the strategy that works best for them.

These beginning lessons are slow. You teach the pattern, but you also teach how to use our 'blanks' as instructional tools. It gives them a format to process and organize information. They can be used throughout all of your phonics and reading instruction in many different ways. They are also included in our store. Look for our word web, flip book, word book, and word chunk search forms. They are easy to use and the kids love using them to show their understanding.

Day 1a:

Minilesson : Introduction to the short a word pattern -at (this is the phonemic awareness piece) We know that phonemic awareness is typically done in kindergarten, but when we ask them to blend sounds together it makes a new sound for them to hear, say, and write.  

Objectives: The students will be able to hear and identify the –at word pattern. They will be able to count the number of sounds in words. They will be able to identify what position (beginning, middle, end)  makes what sound.  They will be able to generate other words that contain the "at" sound.  

Materials:
For Minilesson

1. Smartboard file for –at picture cards or hardcopy of picture cards

If using the hardcopy of the picture cards you will need chart paper to tape the pictures while they are introduced.  

2.  Oral chant done at the end of the mini lesson

I know a word that has the "at" sound, I know a word that has the "at"  sound, I know a word that has the "at"  sound, it must have the "at" sound.  "Cat"  is a word that has the "at"  sound.  "Cat" is a word that has the "at"  sound.  "Cat" is a word that has the "at" sound, it must have the "at" sound.  

Strategies:

1. Students gather on the carpet in front of the smartboard. Introduction to Phonics Meeting. Show –at pictures one at a time.  Teacher says the word and the students repeat the word.  Ask students to identify the ‘heard’ pattern.  
2. Go through each picture card and count the sounds.  Model using your fingers to count the sounds and the students repeat.  
3. Model blending C-V-C and C-VC.   
4. Go through a few of the picture cards and ask the students to identify the beginning sound, middle sound, or ending sound.  
5. Oral chant, first modeling, then the students offer responses.  

Practice:  Oral practice for today while the process is being taught, in the future written practice is done.  
Send the students back to their seats with a partner.  Ask the students to think of as many "at" words as they can with their partner.  One person says the word and the other person counts the sounds.  Continue until time is up.  

Closure:  Have a few partners share the at words that they came up with.  

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Day 1b:  This is taking the phonemic part into the phonics part.  (Students taking the sound pattern heard and identifying the actual corresponding letters.)

Objectives:  The students will be able to identify the -at pattern within words.  They will be able to write the letters that correspond to the sounds in given CVC words.  They will be able to read -at words and they will be able to write them.  

Materials:  
For Mini lesson:  
1.  Smartboard file for –at picture cards or hardcopy of picture cards

If using the hardcopy of the picture cards you will need chart paper to tape the pictures while they are introduced.

2.  Smartboard file for the word wheel (only done for the "at" pattern to teach the manipulation of the first sound)  This can also be done on the overhead if no smartboard is available.  

3.  Student whiteboards, markers, and erasers

For Practice:  
1.  Student word wheels
2.  Fasteners
3.  Word Journals (any book can be used)  
4.  Pencils
5.  Yellow crayons

Strategies:  
1.  Students come to the carpet for the Phonics Meeting mini lesson.  (Have the students bring their whiteboards, markers, and erasers)
2.  Reveal the -at pictures and review the chant that was done yesterday.  Keep it brief.  
3.  As you review the pictures, ask the students if they can tie the sounds to the letters.  Ask the students to identify the chunk and write it on the top of their whiteboards.  
4.  Reveal the targeted pattern.  
5.  If you can spell the pattern –at then you can spell _______. Pick one of the picture cards. Students write the word on their whiteboards.
6.  Pick someone to spell the word for you. Write it under the picture card, circle it, and tie it to the chunk.
7.  Continue until all pictures have written words.
8.  Add any other words that may belong to this pattern.
9.  Ask for responses for any that the students may think belong. Make sure you discuss any responses that may not fit.
10.  Display -at chart in  your classroom for students to reference.  

Practice:  
1.  “Make it, Read it, Write it”. Students repeat direction of ‘make it, read it, write it.’ They must give a word with the targeted pattern to go back to their seat.
2.  Students return to seat to make the word wheel. They read it two times and once to a partner. They write the words in their word journal.  Have the students highlight the chunk with a yellow crayon.  

Closure:
Students close the lesson by finishing their word journals. The finishing is staggered and sometimes students may need to finish at a later time.  
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Day 2:  Word Sort

Because this is the first word pattern there are no chunks to sort.  Day 2 will be taught in the -ap pattern.  

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Day 3:  Word Ladder

Objective:  The students will be able to manipulate sounds to create new words with the -at chunk.  They will be able to identify which sound and letter is changing:  the initial, medial, or ending sound.  

Materials:  

For Mini Lesson:  

• smartboard with fridge magnets (whiteboard if you don't have one)
• student whiteboards, markers, and erasers

For Practice:  

• various blanks of your choice

Strategies:  

1. Students come with their whiteboard to the meeting area.
2. Dictate the word cat to them write it on the center of their whiteboard. It needs to be big enough so that they will be able to change 1 letter at a time. Have them make the sounds individually, and as onset and rime.
3. Tell them to change one sound to change the word to mat. Have someone identify which sound changed. (the first, the middle, or the end.) Ask them what sound changed. Target the sound... The /c/ changed to an /m/. Show them on your whiteboard. (use the sound and letter interchangeably)
4. Continue for about 5 - 10 words.  (For -at we are only changing the first sound, but at this stage we are teaching the process of identifying which position is changing and how)  

Practice:  
For their practice they can write words from this pattern using the blanks.  At this point you will need to instruct the students on how to use the blank as a tool.  

Closure:  
The students will share their work with a partner and read the words they wrote.
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-ap Pattern:  Let's talk about –ap; -ap is the second word pattern.

The lesson planning for -ap is the same as -at because they are still learning the process.  It takes instruction of several word patterns before the students start to own the process.  There are only minor modifications to the lesson plan we are going to tell you what is different about -ap.  

Day 1a:  The only difference is that you are using new picture cards and you are singing about -ap instead of -at.  

Day 1b:  The only difference is that you are making a different word web and making a different word wheel.  

Practice:  The only difference is that you are using a new chunk in the writing paper.  This should be done outside of the phonics time.



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Day 2:  Word Sort
At this point the students are highlighting the chunk, cutting and pasting it into the correct column.  As you progress through the patterns the students will no longer cut and paste, but will write the words instead.  

Objectives: The students will be able to hear and identify patterns in words. They will be able to write words using the given targeted pattern. They will be able to sort words by pattern. They will be able to read given words.

Materials:
For Minilesson

1.  Smartboard file with a two way sort. (or chart paper)

                                2.  Student white boards, markers, and erasers. 

For Practice

1. 1. Student Word Sorts.

1. 2. Yellow, green crayons.

1. 3. pencils

1. 4. scissors

1. 5. glue

Strategies:

1.  Students gather on the carpet in front of the smartboard (or chart paper) for the introduction to phonics meeting.  Have the students bring their whiteboards, erasers, and markers to the carpet.  Put chunks on the top of the blank word sort on the smartboard. (-at and -ap)

2.  Review each of the patterns listed. Count each sound in each of the patterns.  

3.  Students prepare whiteboards to look like the sort on the smartboard.

4.  Dictate a word belonging to one of the patterns. Students write word under appropriate column on their white board. Ask a student to tell where they put the given word. Have them spell it and you write it on the smartboard under the correct column. Continue until there are at least 3-4 words for each column. (time permitting)

5.  Once chart is completed, read words going down the column and then across the columns.

6.  Students return to seats to complete the word sort. The columns are identified by yellow and green highlighting.

7.  After students finish they must read it to a partner down the columns and across the columns.

Closure:
Students close the lesson by reading the word sort to a partner.

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Day 3:  The difference here is that you will be manipulating more than just the beginning sound.  You will manipulate both the beginning and ending sounds. 


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The Rest of Short a Word Patterns

• The order of the rest of short a word patterns are: -ag, -ack, -an, -all. It is important to use the sequence provided. The word sorts are cumulative.

• The process of instructional lessons is the same format as the lesson plans from -at and -ap:

• Day 1 – Class Word Web on Smart Board or Chart Paper; during the short a word patterns, Day 1 may still need to be broken up into Day 1a and Day 1b as shown in the –at pattern.
• Day 2 – Word Sort
• Day 3 – Word Ladder
• At this point in the process, it may be necessary to add additional lessons to reinstruct using the ‘blanks’.

*Remember, at this point, the students are still learning the process of instructional practices...We need to slow down now to speed up later on.

• Each lesson for each day is taught in the Workshop Model;
• Mini-lesson
• Interactive Practice
• Student Practice