Phonics Lesson plan:

Name: Erin McNally

Title of Unit: Phonics

Title of Lesson: /ch/, /br/, /st/,

Grade Level(s): 3rd

Type of Content: conceptual


Goal: understand how to decode the sounds /ch/, /br/, and /st/

Objective(s): 1.discriminate the difference between the new sounds and the previous sounds already taught. the phonetic sounds in a list of words.

Standards/Assessment Anchors:

1.1.3 G. 

Connect the new information or ideas in the text to known information B. C. Use knowledge of phonics, word analysis (e.g., root words, prefixes and suffixes), syllabication, picture and context clues to decode and understand new words during reading.

Formative Assessment: 1. Worksheet with a list of words with the sounds previously taught as well as new.

2. Word family muffins.


Content Knowledge:


Procedures: Lesson Beginning

  1. Before starting the lesson, I will review a phonics rule, which were already learned in a previous phonics lesson. I will ask the students what sounds they previously learned.
  2. Review words that are written on the board orally.

Lesson Development 1. For the past few days we have been studying about the way words sound. Today we will still be learning about how some words sound, but in a different way. We’re going to learn about different blends that are found at the beginning and end of words. /ch/, /br/, /st/.Whenever I point to the combination, I will say the sound and have the students repeat after me.After I go through all sounds, I will write words that begin with each letter combination.. Ex: church, chair, Chuck, broom, Brent, bread, step, must, Steve, sandwich, bravo…etc. 3.When I point the word, I will have the students read the word aloud.After the student read the word aloud, I will have them distinguish where the new sound is by coming to the board and underlining the blend. 4.pass out a word list with words similar and have each student underline each of the word combinations. Give the students about 15 minutes to complete the worksheet. 5. review the worksheet together on the overhead.Again, bring students up to the overhead and underline the sound. 6. group students into pairs of three or four. Distribute a muffin word pan to each group and explain that in each of the muffin pans are parts of words including sounds previous taught as well as the new sounds. Included in the muffin pans are word guides.The students will write as many combinations ofreal words as they can only using what is in each muffin holder.Give about 15 minutes on this exercise to see how many words the students can come up with. Lesson Ending Review and Closure: Ask each group to tell what were some the words that they came up with.Review the sounds of the words, and ask the students to demonstrate what each blend sounds like.


Muffin pans with letters, Muffin word guideworksheet Word lists, Transparencies, Overhead, Dry erase markers, Letter tiles, Chalkboard and chalk


Fox, B (2008). Word identification strategies. Upper Saddle Rver, NJ: Pearson Education,Inc


Whole group, pairs, individual

Special Adaptations:

Make the word list have less words. Only give them the sounds that were just taught for better understanding

Anticipated Difficulties:

Students may find difficulties in making up real words.Having the muffin pans spill everywhere. If the overhead burns out, the teacher will have to be prepared to use the chalkboard.

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