EXPLICIT INSTRUCTION:

DETAILED LESSON PLAN TEMPLATE

Teacher Name: Ally Wolchko

Date: March 19, 2022

Level: 2
Subject/Skill: Phonics (Lesson From Florida Center for Reading Research)

CRITICAL REFLECTION on PREVIOUS LESSON

After teaching the previous lesson, describe what you learned from each step of this process (i.e., planning, teach-
ing, and assessing). Indicate below what worked well. Describe what organization, management, and/or instruc-
tional approaches you have altered or continued based on the success of the previous lesson.

Last week with Ethan went very well. After teaching my previous lesson on the Reading Comprehension and Phonemic Awareness, I found
that he clearly understood the story through his response to the reading comprehension questions. My student started to develop a deeper level
of comfort towards me and comfortability with reading due to him having reading fluency and having a well-set reading pace. He has not yet
developed a reading tone, but I had tried to model that for him when I read the passage aloud to him first. I used my finger to point under each
word as I read and made sure to develop a fluent and concise pace. I also wanted to read aloud with tone and expression so Ethan can model
that behavior while reading aloud back to me.

Unfortunately, Ethan struggled with sitting still and was very antsy. He kept touching his shoe and was saying that he thought it came off. Af-
ter I gave him a minute to get composed and fix his shoe, he continued to play with it and kept taking it on and off. I think when Ethan sits in
the rolling chair he tends to get off track and has difficulty sitting still. So, next week I will make sure he is sitting in a chair without wheels. I
understand how a student’s environment can impact their learning experience. Also, he seemed to get very overwhelmed when he did not un-
derstand the correct answer to the reading passages that were assigned. I was trying to reinforce specific praise to encourage him to continue;
however, I knew that Ethan was struggling and seemed defeated. Next time, I will have him complete a breathing exercise with me if I notice
him getting antsy. I could see the frustration in his eyes but I was proud that he did not give up.

Ethan was able to demonstrate attention and patience throughout our time together. I think that giving Ethan an advanced organizer for this
week worked well because instead of just telling him the schedule for the day, we could see the schedule for the day and understand what was
coming next. This allowed him to gain more comfortability in understanding a routine and the agenda for the day, which I will continue to im-
plement next week.

During the writing lesson, it was clear that Ethan has difficulty with penmanship and letter formation, which I have helped assist him with
past explicit lessons at Starpoint. Although he struggles with his handwriting, he was very excited to share his story with his TCU teachers
and peers. I let Ethan spend about three to five minutes on his drawing during this writing lesson and then began my writing conference with
Ethan. I had my writing conference for about two to three minutes. I first had Ethan read aloud his story, and I was very interested to see what
Ethan had to write about. I noticed that Ethan added way more details to his writing sample than his first writing sample. Ethan also conveyed
a beginning, middle, and end of his story. One thing I noticed was that Ethan had a lot of run-on sentences, and instead of adding a period or
punctuation, he added the word “and.” I discussed with Ethan that he did an excellent job adding more details to his story to convey more
meaning, so readers can understand what is going on in the story. I asked him to add more punctuation in his story, suggesting he could add a
period instead of “and” during one run-on sentence. I asked him to continue to think about using periods and other forms of punctuation in his
writing. For example, using an exclamation mark when he is saying something exciting or having a question mark when someone’s asking a
question. I found it heart-warming that he stapled his pages together and he said that he wrote a “detailed book.”

Next week, I will give Ethan a few short breaks in the middle of our lessons to walk around to allow him to stay on track and focused during
the in-depth lesson plans. I could sense that Ethan was struggling during the phonics activities and wish that I had given him specific praise

WG= Whole Group; S1=Student 1; S2= Student 2

and breathing breaks. Lastly, I noticed that Ethan had a few instances where he became easily distracted, so reviewing some of the classroom
expectations will be essential before beginning the next mini-lesson. 
 Explicit Instruction Detailed Lesson Planning Template

Lesson Objectives (4-part) Language/Process Assessment

In kid friendly language (TEKS#) (Modalities employed) (Formative/Summative)
How will the students learn?

· Ethan will be able to combine · The student will combine · To assess Ethan’s under-
digraphs onsets with constant blends and digraphs standing of phonics, I will
rimes, when prompted by the onsets with rimes to make evaluate his the onset and
words. rime cards he chooses to
instructor, with 23 out of 26
· The student will be engaged place under the photographs.
stated correctly, by the end of
in the lesson. · I will assess Ethan’s ability to
the 40-minute lesson. · The student will orally an- combine onset and rime di-
· Ethan will be able to create swer the teacher’s questions.  graphs to form words and his
two additional words using · The student will formulate ability to combine consonant
each rime combined with a answers based on his under- blends.
different onset, when standing of onset and rime. · I will assess Ethan’s phone-
prompted by the instruc- · The student will be able to mic awareness when listening
tor, with 2 out of 2 stated cor- select a picture work board, to him sound out words to
name the picture, and place understand how he is pro-
rectly, by the end of the 40-
the onset and rime cards un- nouncing phonemes in indi-
minute lesson. der the picture. vidualized words. 
· The student will participate in
orally sounding out the con-
stant blends and digraphs of
onset and rime to form full
words.
· The student will create two
additional words using each
rime combined with a differ-
ent onset.
ADVANCE ORGANIZER

Review/Relevant Previous Learning: Previous knowledge Prerequisite skills/Background Knowledge/Vocab:

on consonant blends, onset and rime digraphs, spelling Knowledge on consonant blends, onset and rime digraphs,
rules, about sound and word recognition, written knowl- spelling rules, phonemic awareness, word awareness, and
edge and orally knowledge on word recognition. sound awareness.
Hook: “Hi Ethan! I am so excited to work with you this Materials: Printed rhyming picture work boards, printed
week. Today we are going to be practicing phonics and onset and rime cards, paper, pencils, Powerpoint, and a
being able to break apart words into different sounds! Be- Computer.
fore we begin, do you remember using drill word sounds
to spell different words? For example, the teacher would
say a word on the list such as “reader,” in which the stu-
dents would say “reader /r/ /ea/ /d/ /er/.’ We are going to
work on combining different sounds to form a whole
word. Can you think of a word that has multiple different
sounds?
 Lesson Steps and Sequence
o) / Guided Practice (We do)
What is the teacher doing? How is the student engaged or practicing? Teacher Narrative
tion/Opening Hook: “Hi Ethan! I am so excited to work with you this week. Today w
· Student will use appropriate language to answer practicing phonics and being able to break apart words into different so
her asks the student question about words that have gin, do you remember using drill word sounds to spell different words?
iple sounds.  teacher’s questions. teacher would say a word on the list such as “reader,” in which the stud
“reader /r/ /ea/ /d/ /er/.’ We are going to work on combining different s
her explains the learning goal and instructions to the whole word. Can you think of a word that has multiple different sound
ent.
her stacks the target rhyming picture book face
· Student will orally share their answers. /cr/ /own/ (If the student messes up, the teacher should ask them to repe
and ask them to sound it out slowly. If there is multiple attempts and th
the accurate word to sound cognition, the teacher can assist and then as
n on a flat surface. peat the correct response. Teacher will keep repeating these steps until
her separates target onset and rime cards and places · Student will engage as the teacher instructs the Get job! Today we are going to work on onset and rime digraphs. Onse
m on a flat surface. sound in any word like /c/ in cat and the term "rime" refers to the string
her models an example in which she selects one pic- lesson. low, usually a vowel. We are going to be looking at many onset and rim
game we are going to play! The goal of the game is to combine conson
work board, names the picture on the left side, and graphs with a common rime to form words. I will explain the game now
ses and places the onset and rime cards to make the
d under the picture. · Student can ask the teacher clarifying questions.  First, I am going to stack the target rhyming picture work boards face d
face. I will then separate target onset and rime cards and spread face up
her demonstrates the instructions for the student to You will then select a picture work board, names the picture on the left
and place the onset and rime cards to make the word under the picture.
w them to understand the expectations in combining
onant blends. · Student listens to hook. the picture on the right side of the card, slides the rime under the pictur
onset to make the new word. You will then place the onset with the rim
word. Do you have any questions? I will go first.
her instructs student to combine consonant blends
digraphs with a common rime to form full words. · Student will formulate answers based on his un- So you just place the beginning sound first and then find the ending sou
beginning sound is the onset and the final word sound is the rime. Let m
her provides the phonemic awareness cards to help
tudent during the vocabulary lesson. derstanding of onset and rime. ample so you feel confident before starting!

ng (I do it.) First, I will determine what the photo is a picture of. The picture is of a
sound out the word together /cl/ /own/. /cl/ /own/. I notice that the begi
her models an example in which she selects one pic- · Student will be able to select a picture work I am going to pick the /cl/ onset card under the photo. Now, we have to
that follows to form the whole word. Let’s say the sounds of clown aga
work board, names the picture on the left side, and
ses and places the onset and rime cards to make the board, name the picture, and place the onset and that the rime card /own/ follows has the same sound as the one that foll
I will pick that card. Now it’s your turn! Do you feel confident in begin
d under the picture. rime cards under the picture. great! Please follow the steps I did and start with this picture. (The pict
of a crown.)
her demonstrates the instructions for the student to
What is the picture a photo of? A crown. Let’s say the sounds in the wo
w them to understand the expectations in combining together. /cr/ /own/. /cr/ /own/. What is the initial onset sound in the wo
onant blends. · Student will participate in orally sounding out the that tile card now. /cr/ That is correct! Now, please determine the sound
form the whole word. Let’s say the sounds of crown again /cr/ /own/. P
ided Practice (We do it.) constant blends and digraphs of onset and rime to card that has the same sound as the one that follows /cr/ in crown. I thi
her instructs student to combine consonant blends form full words. job Ethan! Let’s say the word with the sounds one more time together.
/cr/ /own/. What is that word? Crown. Great job working hard on that p
digraphs with a common rime to form full words. on to the next one.

What is the picture of? A chain. Let’s say the sounds in the word chain
· Student will combine constant blends and di- /ch/ /ain/. What is the initial onset sound in the word? Please choose th
That is correct! Now, please determine the sound that follows to form t
graphs onsets with rimes to make words. say the sounds of chain again /ch/ /ain/. Please place the rime card that
as the one that follows /ch/ in chain. I think it is /ain/. Great job Ethan!
with the sounds one more time together. Ready? /ch/ /ain/. /ch/ /ain/. W
Chain. Great job working hard on that problem, let us move on to the n
· Student spells, writes, says, and reads word when What is the picture of? A train. Let’s say the sounds in the word crown
instructed. tr/ /ain/. What is the initial train sound in the word? Please choose that
That is correct! Now, please determine the sound that follows to form t
say the sounds of train again /tr/ /ain/. Please place the rime card that h
n: the one that follows /tr/ in chain. I think it is /ain/. Great job Ethan! Let
the sounds one more time together. Ready? /tr/ /ain/. /tr/ /ain/. What is
an struggles with phonics sounds so I will pro- Great job working hard on that problem, let us move on to the next one
phonics cards our teacher provided us to help
What is the picture of? A sheep. Please say the sounds in the word shee
ew when he is struggling on how to pronounce eep/. What is the initial onset sound in the word? Please choose that tile
is correct! Now, please determine the sound that follows to form the w
the sounds of sheep again /sh/ /eep/. Please place the rime card that has
an struggles with OU versus OW words so I the one that follows /sh/ in sheep. I think it is /eep/. Great job Ethan! L
with the sounds one more time together. Ready? /sh/ /eep/. /sh/ /eep/. W
ide examples and non-examples of various Sheep. Great job working hard on that problem, let us move on to the n
words to help assist him with words with these What is the picture of? A person sleeping. Yes, the word is sleep. Pleas
patterns. the word sleep. /sl/ /eep/. What is the initial onset sound in the word? P
card now. /sl/ That is correct! Now, please determine the sound that fol
an struggles with phonics so if he is having a whole word. Please say the sounds of sleep again /sl/ /eep/. Please plac
has the same sound as the one that follows /sl/ in sleep. I think it is /eep
ime reading words aloud I will instruct him to Let’s say the word with the sounds one more time together. Ready? /sl/
a breathing activity with me. I will then pro- What is that word? Sleep. Great job working hard on that problem, let
next one.
ific praise about what he is doing well before
on with the lesson.

ractice (We do) / Independent Practice (You do)

he student engaged or practicing? What is the teacher doing? Teacher Narrative

WG= Whole Group; S1=Student 1; S2= Student 2

 If the student messes up, the teacher should ask them to repeat the word
Guided Practice (We do it.) to sound it out slowly. If there is multiple attempts and the student cann
word to sound cognition, the teacher can assist and then ask the studen
cher demonstrates the instructions for the stu- · Teacher demonstrates the learning goal my modeling response. Teacher will keep repeating these steps until they are firm. A
to allow them to understand the expectations for the student how to use onset and rime digraphs to more time and assistance if you see he is struggling.
ombining consonant blends. make consonant blends. What is the picture of? A shower. Please say the sounds in the word sh
What is the initial onset sound in the word? Please choose that tile card
cher will read aloud some words to the student correct! Now, please determine the sound that follows to form the who
will assist the student with any questions or if the sounds of shower again /sh/ /ower/. Please place the rime card that

are struggling with words or phonemes. · Teacher will instruct the student to use the onset and as the one that follows /sh/ in shower. I think it is /ower/. Great job Eth
word with the sounds one more time together. Ready? /sh/ /ower/. /sh/

cher will demonstrate the task to the student by rime cards to correctly form a whole word. word? Shower.. Great job working hard on that problem, let us move o

What is the picture of? A daisy.Yes, for this game we are going to use
ing aloud phonics with fluency, pacing, and Please say the sounds in the word flower. /fl/ /ower/. What is the initial
abulary. · Teacher will allow the student to have a brain-break if word? Please choose that tile card now. /fl/ That is correct! Now, pleas
sound that follows to form the whole word. Please say the sounds of flo
cher will explain the instructions for each exer- necessary. ower/. Please place the rime card that has the same sound as the one th
flower. I think it is /ower/. Great job Ethan! Let’s say the word with the
in a systematic manner for the student. time together. Ready? /fl/ /ower/. /fl/ /ower/. What is that word? Flowe
hard on that problem, let us move on to the next one.
dent will be able to have extra time or have a · Teacher will instruct the student to read, say, write, or
n break if they are struggling or will be able to spell words. What is the picture of? A string.Yes, for this game we are going to use
Please say the sounds in the word thread. /thr/ /ead/. What is the initial
e some assistance from the teacher. word? Please choose that tile card now. /thr/ That is correct! Now, plea
sound that follows to form the whole word. Please say the sounds of th

ractice (You do it.)

· Teacher answers student questions. Please place the rime card that has the same sound as the one that follo
think it is /read/. Great job Ethan! Let’s say the word with the sounds o
gether. Ready? /thr/ /ead/. /thr/ /ead/. What is that word? Thread.. Grea
dent to combine consonant blends and digraphs on that problem, let us move on to the next one.

a common rime to form full words. · Teacher will assist the student when they may be What is the picture of? A loaf of bread.Yes, for this game we are going
dent will read aloud the onset and rime words struggling. bread. Please say the sounds in the word bread. /br/ /read/. What is the
the word? Please choose that tile card now. /br/ That is correct! Now, p
he teacher. sound that follows to form the whole word. Please say the sounds of br
Please place the rime card that has the same sound as the one that follo
dent will formulate answers based on his under- · Teacher demonstrates the lesson by showing the ex- think it is /ead/. Great job Ethan! Let’s say the word with the sounds on
gether. Ready? /br/ /ead/. /br/ /ead/. What is that word? Bread.. Great jo
ding of onset and rime. pectations. that problem, let us move on to the next one
dent will be able to select a picture work board, What is the picture of? A stick. Yes, please say the sounds in the word
e the picture, and place the onset and rime is the initial onset sound in the word? Please choose that tile card now.
s under the picture.
· Teacher is providing student assistance when needed Now, please determine the sound that follows to form the whole word.
sounds of stick again /st/ /ick/. Please place the rime card that has the s
dent will participate in orally sounding out the and watching the student as they perform the task. that follows /st/ in stick. I think it is /ick/. Great job Ethan! Let’s say th
sounds one more time together. Ready? /st/ /ick/. /st/ /ick/. What is that
stant blends and digraphs of onset and rime to job working hard on that problem, let us move on to the next one.
m full words. · Teacher will wrap up the lesson. What is the picture of? A dress. Yes, please say the sounds in the word
What is the initial onset sound in the word? Please choose that tile card
dent will combine constant blends and digraphs correct! Now, please determine the sound that follows to form the who
ets with rimes to make words. Differentiation: the sounds of dress again /dr/ /ess/. Please place the rime card that has
the one that follows /dr/ in dress. I think it is /ess/. Great job Ethan! Le
dent spells, writes, says, and reads word when · (S1) Ethan struggles with phonics sounds so I will the sounds one more time together. Ready? /dr/ /ess/. /dr/ /ess/. What is
Great job working hard on that problem, let us move on to the next one
ucted. provide the phonics cards our teacher provided us to What is the picture of? A baby crawling. Yes, for this game we are goi
dent will complete the activity individually.
help him review when he is struggling on how to pro- crawl. Please say the sounds in the word crawl. /cr/ /awl/. What is the i
the word? Please choose that tile card now. /cr/ That is correct! Now, p
dent will answer questions relating to syllable
nounce a sound.  sound that follows to form the whole word. Please say the sounds of cr
reness, spelling awareness, and phonological Please place the rime card that has the same sound as the one that follo

reness. · (S1) Ethan struggles with OU versus OW words so I think it is /awl/. Great job Ethan! Let’s say the word with the sounds on
gether. Ready? /cr/ /awl/. /cr/ /awl/. What is that word? Crawl.. Great jo

dent will be able to have extra time or have a will provide examples and non-examples of various that problem, let us move on to the next one

n break if they are struggling or will be able to Long O words to help assist him with words with What is the picture of? A chair. Let’s say the sounds in the word chair
ch/ /air/. What is the initial onset sound in the word? Please choose tha
e some assistance from the teacher. these spelling patterns. That is correct! Now, please determine the sound that follows to form t
say the sounds of chair again /ch/ /air/. Please place the rime card that h
dent will use phonics cards as a guide when · (S1) Ethan struggles with phonics so if he is having a as the one that follows /ch/ in chain. I think it is /air/. Great job Ethan!
with the sounds one more time together. Ready? /ch/ /air/. /ch/ /air/. W
ded during the lesson. Chair. Great job working hard on that problem, let us move on to the n
difficult time reading words aloud I will instruct him
to complete a breathing activity with me. I will then What is the picture of? A stair. Let’s say the sounds in the word stair to
st/ /air/. What is the initial onset sound in the word? Please choose that
provide specific praise about what he is doing well That is correct! Now, please determine the sound that follows to form t
say the sounds of stair again /st/ /air/. Please place the rime card that ha
before moving on with the lesson. the one that follows /st/ in stair. I think it is /air/. Great job Ethan! Let’s
the sounds one more time together. Ready? /st/ /air/. /st/ /air/. What is t
Great job working hard on that problem, let us move on to the next one
What is the picture of? The number three. Please say the sounds in the word
three. /thr/ /ee/. What is the initial onset sound in the word? Please choose
that tile card now. /thr/ That is correct! Now, please determine the sound
that follows to form the whole word. Let’s say the sounds of three again /thr/
/ee/. Please place the rime card that has the same sound as the one that fol-
lows /thr/ in three. I think it is /ee/. Great job Ethan! Let’s say the word with
the sounds one more time together. Ready? /thr/ /ee/. /thr/ /ee/. What is that
word? Three. Great job working hard on that problem, let us move on to the
next one.

What is the picture of? A tree. Please say the sounds in the word tree. /tr/ /
ee/. What is the initial onset sound in the word? Please choose that tile card
now. /tr/ That is correct! Now, please determine the sound that follows to
form the whole word. Let’s say the sounds of tree again /tr/ /ee/. Please
place the rime card that has the same sound as the one that follows /tr/ in
tree. I think it is /ee/. Great job Ethan! Let’s say the word with the sounds
one more time together. Ready? /tr/ /ee/. /tr/ /ee/. What is that word? Tree.
Great job working hard on that problem, let us move on to the next one.

If the student messes up, the teacher should ask them to repeat the word
again and ask them to sound it out slowly. If there is multiple attempts and
the student cannot get the accurate word to sound cognition, the teacher can
assist and then ask the student to repeat the correct response. Teacher will
keep repeating these steps until they are firm. Allow the student more time
and assistance if you see he is struggling.

What is the picture of? Chess. Please say the sounds in the word chess. /
ch/ /ess/. What is the initial onset sound in the word? Please choose that tile
card now. /ch/ That is correct! Now, please determine the sound that follows
to form the whole word. Let’s say the sounds of chess again /ch/ /ess/.
Please place the rime card that has the same sound as the one that follows /
ch/ in chess. I think it is /ess/. Great job Ethan! Let’s say the word with the
sounds one more time together. Ready? /ch/ /ess/. /ch/ /ess/. What is that
word? Chess. Great job working hard on that problem, let us move on to the
next one.

What is the picture of? A frog. Please say the sounds in the word frog. /fr/ /
og/. What is the initial onset sound in the word? Please choose that tile card
now. /fr/ That is correct! Now, please determine the sound that follows to
form the whole word. Let’s say the sounds of frog again /fr/ /og/. Please
place the rime card that has the same sound as the one that follows /fr/ in
frog. I think it is /og/. Great job Ethan! Let’s say the word with the sounds
one more time together. Ready? /fr/ /og/. /fr/ /og/. What is that word? Frog.
Great job working hard on that problem, let us move on to the next one.

[Possibly implement time for Ethan to get up and move around if he seems
antsy at this point in the lesson]

What is the picture of? A cloud. Yes, we are going to use the word sky for
this example. Please say the sounds in the word sky. /sk/ /y/. What is the ini-
tial onset sound in the word? Please choose that tile card now. /sk/ That is
correct! Now, please determine the sound that follows to form the whole
word. Let’s say the sounds of sky again /sk/ /y/. Please place the rime card
that has the same sound as the one that follows /sk/ in sky. I think it is /y/.
Great job Ethan! Let’s say the word with the sounds one more time together.
Ready? /sk/ /y/. /sk/ /y/. What is that word? Sky. Great job working hard on
that problem, let us move on to the next one.

What is the picture of? A girl crying. Yes, we are going to use the word cry
for this example. Please say the sounds in the word cry. /cr/ /y/. What is the
initial onset sound in the word? Please choose that tile card now. /cr/ That is
correct! Now, please determine the sound that follows to form the whole
word. Let’s say the sounds of cry again /cr/ /y/. Please place the rime card
that has the same sound as the one that follows /cr/ in cry. I think it is /y/.
Great job Ethan! Let’s say the word with the sounds one more time together.
Ready? /cr/ /y/. /cr/ /y/. What is that word? Cry. Great job working hard on
that problem, let us move on to the next one.

What is the picture of? A bug. Yes, we are going to use the word fly for this
example. Please say the sounds in the word fly. /fl/ /y/. What is the initial
onset sound in the word? Please choose that tile card now. /fl/ That is cor-
rect! Now, please determine the sound that follows to form the whole word.
Let’s say the sounds of fly again /fl/ /y/. Please place the rime card that has
the same sound as the one that follows /fl/ in fly. I think it is /y/. Great job
Ethan! Let’s say the word with the sounds one more time together.
Ready? /fl/ /y/. /fl/ /y/. What is that word? Fly. Great job working hard on
that problem, let us move on to the next one.

What is the picture of? A shirt.Please say the sounds in the word shirt. /sh/ /
irt/. What is the initial onset sound in the word? Please choose that tile card
now. /sh/ That is correct! Now, please determine the sound that follows to
form the whole word. Let’s say the sounds of shirt again /sh/ /irt/. Please
place the rime card that has the same sound as the one that follows /sh/ in
shirt. I think it is /irt/. Great job Ethan! Let’s say the word with the sounds
one more time together. Ready? /sh/ /irt/. /sh/ /irt/. What is that word? Shirt.
Great job working hard on that problem, let us move on to the next one.

What is the picture of? A skirt. Please say the sounds in the word skirt. /
sk/ /irt/. What is the initial onset sound in the word? Please choose that tile
card now. /sk/ That is correct! Now, please determine the sound that follows
to form the whole word. Let’s say the sounds of skirt again /sk/ /irt/. Please
place the rime card that has the same sound as the one that follows /sk/ in
skirt. I think it is /irt/. Great job Ethan! Let’s say the word with the sounds
one more time together. Ready? /sk/ /irt/. /sk/ /irt/. What is that word? Skirt.
Great job working hard on that problem, let us move on to the next one.

What is the picture of? A person chopping wood. Yes, we are going to use
the word chop for this example. Please say the sounds in the word chop. /ch/
/op/. What is the initial onset sound in the word? Please choose that tile card
now. /ch/ That is correct! Now, please determine the sound that follows to
form the whole word. Let’s say the sounds of chop again /ch/ /op/. Please
place the rime card that has the same sound as the one that follows /ch/ in
chop. I think it is /op/. Great job Ethan! Let’s say the word with the sounds
one more time together. Ready? /ch/ /op/. /ch/ /op/. What is that word?
Chop. Great job working hard on that problem, let us move on to the next
one.

What is the picture of? A stop. Please say the sounds in the word stop. /st/ /
op/. What is the initial onset sound in the word? Please choose that tile card
now. /st/ That is correct! Now, please determine the sound that follows to
form the whole word. Let’s say the sounds of stop again /st/ /op/. Please
place the rime card that has the same sound as the one that follows /st/ in
stop. I think it is /op/. Great job Ethan! Let’s say the word with the sounds
one more time together. Ready? /st/ /op/. /st/ /op/. What is that word? Stop.
Great job working hard on that problem, let us move on to the next one.

If time permits have Ethan write two more words using each rime combined
with different onsets.
Wrap up: Review lesson objective: “You were a rock star today Ethan. You
were able to combine digraphs onsets with rimes. Before you move on to
brain break, what was your main take away from the lesson? How will you
use these sounds to help you with words you might not know? Why is
breaking down words into beginning and ending sounds important?” Know-
ing the ending sounds will help you sound out words that you do not know
which can be helpful when reading new words. Yes, by knowing how to
sound out words it will help us when we do not recognize a word or do not
know how to spell a word. We can always sound it out! You are a rockstar, I
will see you next week.
 WRAP UP

Review lesson objective: “You were a rock star today Lesson Extension Plan: The teacher can provide the stu-
Ethan. You were able to combine digraphs onsets with dent with a piece of paper and pencil. The teacher should
rimes. Before you move on to brain break, what was your ask the student to write five more words using each rime
main take away from the lesson? How will you use these combined with different onsets. The student would be able
sounds to help you with words you might not know? Why to create their own words using the onset and rime cards
is breaking down words into beginning and ending sounds provided.
important?”

Behavioral issues/interventions (individual and or group):

· Note goal(s), desired outcome(s), and intervention?

· One desired outcome of the lesson is for the student to gain understanding and comfortability with consonant
blends, onset and rime digraphs, spelling rules, phonemic awareness, word awareness, and sound awareness.

· Another desired outcome is for the student to feel better about practicing phonics.

· If the student is feeling overwhelmed and/or frustrated, allow the student to take a break for a few minutes and
have a breather. Allow the student to feel comfortable if they are overwhelmed or anxious. 

Specific Accommodations, Modifications, or Language supports (individual and or group):

· Student 1: What will be done, and how, to facilitate the student’s successful mastery of the stated individual learn-
ing objectives within this lesson?

· To facilitate the student’s mastery of the stated individual learning objectives within this lesson, the teacher will
assess if the student understands concepts revolved around consonant blends, onset and rime digraphs, spelling
rules, phonemic awareness, word awareness, and sound awareness.

· The teacher should make accommodations to make sure the student understands and comprehends the task and
can participate as much as they feel comfortable.

· The student will be able to complete the task with ease and little to no errors.

· The teacher could help the student if they are struggling for a long period.

· The teacher should allow the student extra time to combine onset and rime digraphs by allowing him to ask for
help or look back through the PowerPoint if he is unsure of an answer.

· The student struggles with phonics sounds so I will provide the phonics cards our teacher provided us to help him
review when he is struggling on how to pronounce a sound. 

· When the student is overwhelmed and struggling, I will instruct him to complete a breathing activity with me. I
will then provide specific praise about what he is doing well before moving on with the lesson.
WG= Whole Group; S1=Student 1; S2= Student 2
· The student has a difficult time sitting still, so I will be providing him with a brain-break for a few seconds in be-
tween exercises if he is having trouble focusing or becomes overwhelmed.
 APPENDIX
Include all unit materials (reproducibles), including graphic organizers, outlines, cue cards, assessment tools, etc. as ap-
propriate. All materials must be student ready!

Adapted from: https://fcrr.org/sites/g/files/upcbnu2836/files/media/PDFs/student_center_activities/23_letter_sound_corre-

spondence/23_p005_change_my_word.pdf