Phonics And Word Recognition I Do We Do You Do Part 1

Phonics And Word Recognition I Do We Do You Dopart 1 Phonics And W

Describe your chosen phonics/word recognition concept and aligning standards.

I DO: Describe the direct instruction that you will use to teach your phonics and word recognition concept.

WE DO: Describe how you will work together to help your students to reach the learning task.

YOU DO: Describe the independent work the students will do based on the concept you taught.

Differentiation: Describe differentiation strategies to utilize with the students chosen by your mentor teacher.

Assessment: Describe an informal assessment that will help to monitor effectiveness of the activity.

Part 2: Lesson Reflection © 2017 Grand Canyon University. All Rights Reserved

Literacy Toolkit 1: Phonics and Word Recognition Part 1: Phonics and Word Recognition Chart Standards-based concept related to phonics and word recognition

Explain your strategy to introduce the phonics and word recognition concept. How can this strategy be differentiated to accommodate student needs?

Materials/Resources Needed for Implementation of Strategy

Paper For Above instruction

The teaching of phonics and word recognition is fundamental for early literacy development. A well-structured instructional approach that incorporates explicit teaching, guided practice, and independent application is essential to enhancing students’ decoding and word recognition skills. The selected phonics concept for this lesson is the use of consonant blends, specifically focusing on the “bl” and “cl” blends. These blends are common in early reading stages and provide a foundation for decoding unfamiliar words.

Aligning with standards from the Common Core State Standards (CCSS), specifically CCSS.ELA-LITERACY.RF.3.3, which emphasizes decoding multisyllabic words, the lesson aims to bolster students’ phonemic awareness and decoding skills through targeted phonics instruction. The aim is to enable students to recognize and accurately pronounce words with these blends, improving overall reading fluency.

I DO (Direct Instruction): In the initial phase, I will explicitly introduce the concept of consonant blends, emphasizing the “bl” and “cl” sounds. Using a visual chart and letter tiles, I will demonstrate how these blends form at the beginning of words and how they influence pronunciation. I will think aloud, modeling the decoding process in words like “blue,” “block,” “clap,” and “class.” This explicit demonstration helps students understand how blends work and sets the stage for guided practice.

WE DO (Guided Practice): Next, students and I will work together through shared activities. We will sort a series of words into two categories: those that contain “bl” and “cl” blends and those that do not. Using word cards, I will guide the students to segment the words into sounds and blend them aloud, reinforcing their decoding skills. We will also engage in choral reading and repeated pronunciation of selected words, ensuring students gain confidence and accuracy in recognizing these blends. During this phase, I will provide scaffolding by prompting students when needed and encouraging peer collaboration to foster a supportive learning environment.

YOU DO (Independent Practice): Students will then apply their knowledge independently by completing a worksheet that includes activities such as matching words to pictures, filling in missing sounds in words, and reading words aloud. Additionally, students will participate in a literacy center where they can practice reading a list of “bl” and “cl” words using flashcards or reading apps. This practice allows them to reinforce their phonics skills in a self-directed manner, supporting retention and confidence.

Differentiation Strategies: To meet diverse student needs, I will differentiate the instruction by providing multiple modalities of learning. For students who require extra support, I will offer guided reading with decodable books containing “bl” and “cl” words, and use visual aids like picture-word cards. For advanced learners, I will introduce more complex blends such as “bless” or “clang” and encourage them to work on spelling and decoding multisyllabic words. Additionally, I will modify the pace of instruction, providing scaffolds such as word banks or additional practice activities for students who struggle with decoding, and challenge tasks like word creation or sentence writing for those who excel.

Assessment: An informal assessment will involve observing students during guided reading and independent activities, noting their ability to accurately decode “bl” and “cl” words. I will also use a quick check where students select words containing the blends from a list, and I will listen to their pronunciation. This ongoing formative assessment provides immediate insight into their understanding and helps inform future instruction. Additionally, I will collect student work samples, such as completed worksheets and reading records, to monitor progress over time.

Materials/Resources Needed: Flashcards with “bl” and “cl” words, letter tiles, visual charts of consonant blends, decodable books containing target words, worksheets, digital reading apps, and picture-word matching cards.

Reflection

This lesson effectively integrates explicit instruction, guided practice, and independent application aligned with standards and best practices in phonics instruction. Differentiation strategies ensure that all students, regardless of their current skill levels, can engage meaningfully with the content. Regular informal assessments help to monitor student progress and adjust instruction accordingly. Incorporating multisensory activities, such as visual aids and kinesthetic sorting, enhances student engagement and retention of phonics concepts. Future lessons could expand on these strategies by including technology-based games and collaborative learning activities, further supporting diverse learners and reinforcing foundational decoding skills essential for early reading success.

References

  • Ehri, L. C., & Moustafa, M. (2007). Developing knowledge of word structures: Phonemic awareness and orthographic structure. Reading & Writing Quarterly, 23(3), 255-271.
  • Fountas, I. C., & Pinnell, G. S. (2006). Teaching for comprehension and fluency: Thinking, talking, and understanding with struggling readers. Heinemann.
  • National Institute for Literacy. (2001). Put reading first: The research evidence on reading instruction. National Institute for Literacy.
  • Rayner, K., & Pollatsek, A. (1989). The psychology of reading. Routledge.
  • Scarborough, H. S. (2005). Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of Early Literacy Research (pp. 97-110). Guilford Press.
  • Vaughn, S., & Fuchs, L. S. (2003). Redefining learning disabilities as inadequate response to instruction: The promise and potential problems. Learning Disabilities Research & Practice, 18(3), 162-171.
  • Wolf, M. (2007). Proust and theSquid: The story and science of the reading brain. Harper.
  • Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7(1), 6-10.
  • Moats, L. C. (1994). Teaching decoding to struggling readers. The Reading Teacher, 47(7), 518-531.
  • National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. National Institute of Child Health and Human Development.

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