ELA.RF.K.2c

Common core State Standards

  • ELA:  English Language Arts
  • RF:  Reading Standards: Foundational Skills (K-5)
  • K:  Kindergarten
  • 2c: 
    Demonstrate understanding of spoken words, syllables, and sounds
    (phonemes).

    a. Recognize and produce rhyming words.

    b. Count, pronounce, blend, and segment syllables in spoken words.

    c. Blend and segment onsets and rimes of single-syllable spoken words.

    d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes)
    in three-phoneme (consonent-vowel-consonent, or CVC) words.* (This does
    not include CVCs ending with /l/, /r/, or /x/.)

    e. Add or substitute individual sounds (phonemes) in simple, one-syllable
    words to make new words.

Download Common Core State Standards (PDF 1.2 MB)

C-V-C: Phonemic Awareness
Lesson Objective: Teach phonemics by acting out single-syllable words
Kindergarten / ELA / Phonics
ELA.RF.K.2c

Thought starters

  1. Notice the progression from whole group, to guided practice and then individual assessment. How does acting out words help with both vocabulary development and engagement?
  2. How does this lesson balance between sounding out words and blending?
20 Comments
this is not phonemic awareness, as the symbols are used. phonemic awareness is only auditory! once letter symbols are introduced, then it becomes phonics!!!
Recommended (11)
Did you teach the action?
Recommended (0)
I agree this lesson is phonics and is well done. Thanks
Recommended (0)
Well done lesson. Adding in a movement of some sort along with learning to sound out new words is an interesting way to keep students interest throughout the lesson and allow them to be actively engaged which will hopefully lead to greater retention of the skill. I do agree with the others that since the words are present that it is not phonemic awareness but none the less it is an important lesson for the students to learn.
Recommended (3)
I enjoyed watching this video! It was great to see the level of engagement exhibited by the students and the enthusiasm of the teacher. I am thinking I would like to try this in my classroom! Thanks for sharing.
Recommended (0)

Transcripts

  • 1:00:00 Great Lesson Ideas –
    CVC – can you show me?
    CVC
    Consonant Vowel Consonant HEATHER:
    Hello, my name is Heather Lopez.

    1:00:00 Great Lesson Ideas –
    CVC – can you show me?
    CVC
    Consonant Vowel Consonant HEATHER:
    Hello, my name is Heather Lopez. I teach kindergarten at Fairmont Private School in Anaheim Hills. Today’s lesson was C-V-C, or consonant, vowel, constant. Can you show me? A C-V-C word is consonant, vowel, consonant word.
    Heather, Students
    HEATHER:
    Pat, pat. Pat yourself on the back for reading that word.
    Heather (VO) HEATHER:
    In today’s lesson I held up words like jog. Then we read it together, and then the kids got to do a physical action to it. Then for guided practice, I had the class read the word by themselves…
    Students STUDENTS:
    Cat.
    HEATHER:
    Cat.
    Heather (VO) HEATHER:
    And then the ending lesson, in which I called on individual students and said, “Can you read this for me?”
    Heather, Students HEATHER:
    What’s the action?
    Heather (VO) HEATHER:
    They read it without sounding it out. And then they got to do an action all together as a group.
    Heather (INTV) HEATHER:
    There’s actually two challenges that are with this lesson, their ability to blend sounds together and their ability to remember an action that goes to a word. Through constant practice they understand, uh, your expectations, and they’re able to do it time and time again.
    01:01:06 Heather (VO)
    Welcome HEATHER:
    So, I began today’s lesson by having the kids sit up in front of me, all spaced out, so they had some space to do the lesson.
    Heather, Students HEATHER:
    I’m going to teach you all a secret. Do you guys think you can keep a secret? This secret is going to help you read words and understand what they mean all by yourself. And you know what? If you use that secret, your mommies and daddy will go, “Oh, how did you do that? How did you know what that word was?” You guys ready for the top secret stuff? All right. Our first word. Are you guys ready for it?
    Heather (VO) HEATHER:
    And then I held up some C-V-C words…
    Heather, Students HEATHER:
    Yah um, yum.
    Heather (INTV) HEATHER:
    There’s two points to this lesson, that they can read the word and that they understand the meaning. If they do a physical action, they’re more likely to remember the meaning when they draw on it in reading or writing.
    01:02:00 Heather, Students HEATHER:
    And when we think something’s tasty, we go yum! Can everyone do that? Yum!
    Heather (INTV) HEATHER:
    I held up words like jog in which I read the word and sounded it out…
    Heather, Students HEATHER:
    J- -og… jog. Jog.
    Heather (VO) HEATHER:
    Then we read it together, and then the kids got to do a physical action to it. So, they got up and showed me what a jog was.
    Heather, Students HEATHER:
    I love it!
    Heather (VO) H HEATHER:
    Another one of my favorite one is I held up the word wag. They sounded it out…
    Heather, Students HEATHER:
    W… Wag. This is my favorite one. Let’s see if you guys can live up to those expectations.
    Heather (VO) HEATHER:
    And then they got to wag their tails.
    Heather, Students HEATHER:
    Good job guys! All right. We’re ready for our next word.
    Heather (VO) HEATHER:
    We went through all of the words and all of the actions together as a class.
    Heather, Students HEATHER:
    Meow, meow. I love it.
    01:02:48 Heather (VO) HEATHER:
    They enjoy the time to get up and move their bodies, get the wiggles out, and so this is almost like a break for them, or a breath of fresh air, and they don’t realize that they’re learning in the process.
    Heather (INTV) HEATHER:
    Then for guided practice, I had the class read the word by themselves.
    Heather, Students HEATHER:
    All right, can you guys read me this word? Jet. Show me what a jet is.
    Heather (VO) HEATHER:
    And then they had to do the action.
    Students HEATHER:
    Good one! Next word. Read it for me.
    Heather ((INTV) HEATHER:
    Sometimes it required a cue from me.
    Heather, Students HEATHER:
    What’s the next word?
    Heather (VO) HEATHER:
    Or me sounding out the word for them.
    Heather, Students HEATHER:
    Mom. Oh, I see three friends, four friends doing the action for mom.
    Heather (VO) HEATHER:
    This is an informal assessment, and usually when a kid’s lacking the luster or, ah, drive to participate it’s meaning that they’re struggling with it.
    01:03:38 Heather, Students HEATHER:
    You see how you’re reading these words all by yourself, and you’re remembering what it means. That’s very important when we read and write.
    Heather (INTV) HEATHER:
    And then the ending lesson in which I called on individual students.
    Heather, Students HEATHER:
    Okay, here’s what’s going to go on next. Now that you guys are superstars and you know my secret, I’m going to go down each row, and I’m going to have you read a word.
    Heather (INTV) HEATHER:
    I’m always energetic. You always see me with my, my fun teaching voice to keep kids engaged.
    Heather, Students HEATHER:
    So, it’s going to trigger your brain to remember what a certain word means.
    Heather (VO) HEATHER:
    Another thing that I do to keep kids engaged is to always have them actively participate in a lesson.
    Heather, Julia HEATHER:
    All right, you ready, Julia?
    STUDENT:
    Can I do it?
    JULIA:
    Run.
    01:04:25 Heather, Students HEATHER:
    Okay. Get up and show me what it means.
    STUDENT:
    I like to do it.
    HEATHER:
    Get up and run. There you go. All right. Have a seat.
    Heather, Diathree HEATHER:
    Diathree [PH], here’s your word.
    DIATHREE:
    S- a- -d. Sad.
    HEATHER:
    Show me your sad face, like you’re about to cry?
    Heather (VO) HEATHER:
    If they do a physical action, they’re more likely to remember the meaning when they draw on it in reading or writing. Those are some of the obstacles that you do face, but through constant practice they understand your expectations, and they’re able to do it after they do it time and time again.
    Heather, Students HEATHER:
    You guys did super. Do you guys remember the secret that I told you? If you can remember when you read a word the action that I taught you, it’s going to help you when you’re reading all by yourself. It’ll help you impress mommy and daddy. And when you’re writing sentences like a big kid, you’re going to know exactly what they mean. You’re going to know that because who taught you?
    STUDENTS:
    Mrs. Lopez.
    HEATHER:
    Mrs. Lopez taught you. Good job! Round of applause!
    01:05:29 Heather, Students HEATHER:
    I’m going around in a circle because you guys are getting a round of applause and a pat on the back, one for each shoulder. You guys did super.
    01:05:41 With special thanks to Heather Lopez and the staff & students at Fairmont Private School
    CREDITS
    Wingspan Pictures Logo [music]
    01:05:50 Fade to Black

School Details

Fairmont Private Schools - Anaheim Hills Campus
5300 E La Palma Ave.
Anaheim Hills CA 92807
Population: 509

Data Provided By:

greatschools

Teachers

Heather Lopez
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