<p>Phonics Lesson Plan 2012</p><p>Students will apply their knowledge to letter/sound relationships and word structure to decode unfamiliar words. Lesson Plan - Phonics Grade K</p><p>VSC Standard(s) B.1.c</p><p>Standard 1.0 General Reading Processes</p><p>Students will apply their knowledge to letter/sound relationships and word structure to decode unfamiliar words.</p><p>Objective: The student will be able to generate the sounds associated with individual letters and letter patterns, such as c.</p><p>Materials: Dry erase board/markers, two worksheets on the letter ‘c’, crayons</p><p>Motivation: Start by introducing the class to the letter c song. I sing the song once “Cute Cathy's Cookie Carrot Cake She loves to snack all day For words that start with C The people run to see! Words like Cute Cathy's Cookie Carrot Cake C C C C C C C” Then I will have the class sing the song with me (words are written on the board). Ask the students what other letter does the “c” in the song sound like. Then start to explain to the students that the “c’s” in the song are hard.</p><p>Procedure</p><p>A) I DO! – Teacher Modeling</p><p>1) Choose two words that begin with the letter ‘C’. (make sure one word uses a soft ‘C’ and the other uses a hard ‘C’). For example, carton and cycle.</p><p>2) Write the two words on the dry erase board.</p><p>3) Say the words out loud, and establish the fact that both words start with the letter ‘C’, but sound different. B) WE DO! – Guided Practice</p><p>1) Choose a picture from the previous worksheet. For example the cat.</p><p>2) Write out C A T on the dry erase board.</p><p> Have students say each letter of the word out loud.</p><p> Show the picture of the cat again.</p><p>3) Explain that the word cat uses a hard ‘C’</p><p> A hard ‘C’ is pronounced ‘k’ as in call, cup, cross, class.</p><p>4) Now choose another word starting with the letter ‘C’ (choose a word with a soft ‘C’ sound). For example circle.</p><p>5) Draw a circle on the dry erase board and write C I R C L E under the picture.</p><p> Have students say the each letter of the word out loud.</p><p>6) Explain that the word circle uses a soft ‘C’</p><p> A soft ‘C’ is pronounced ‘s’ as in cell, city, circus, cycle.</p><p>7) Ask the students if they see a pattern.</p><p> Explain the general rules that state that if the following letter is ‘E’, ‘I’ or ‘Y’, the pronunciation is said to be “soft”.</p><p> If the following letter is anything else - including a space - the pronunciation is termed “hard”.</p><p>C) Independent Practice/ Small Group Instruction</p><p>1) Students will continue working with the letter ‘C’.</p><p>2) Have students work in small groups (approx. 4 students) and come up with a list of words that start with the soft ‘C’ and some words that start with the hard ‘C’ SUMMARY</p><p>Have students restate the objective. It is important to know the different sounds that each letter can make.</p><p>Evaluation</p><p>Students were able to recognize the difference between words that started with a soft ‘C’ sound and words that began with a hard ‘C’ sound.</p><p>Follow-Up Activity</p><p>Hand out worksheets #2 and #3.</p><p>Have students complete them to their best ability.</p><p>Walk around while asking questions to make sure every student has grasped the concept of the soft and hard ‘C’ sound.</p>