lesson 2 - cvc words

Lesson Plan

STARHUB-CENTRAL SINGAPORE NURTURE PROGRAMME

NURTUREPLUS LESSON 2: CVC WORDS

Adapted from Supplemental Instruction for Struggling Readers, Grade 3: A Guide for Tutors (University of Texas /

Texas Education Agency, 2002)

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Part Duration Lesson Materials

1

10 minutes

FLUENCY

Objective:

To check / monitor students’ progress in

reading

1. Start lesson by informing students that the

book is a continuation of the previous book

read by them in previous lesson.

2. Read an excerpt of the book.

3. Ask each student to read the book (chosen

excerpt) aloud in own groups.

4. As student reads:

- Teacher will underline words read

correctly for each pupil

- Students will write down words not read

correctly in their small books..

5. While teacher is assessing a particular

student, the rest will read in pairs while

waiting for their turn.

Reading Material:

Reading Material:

Own PM+ Level

books for each

group (depends on

proficiency level of

each student group)

1 set for teacher, 1

for pupil

Student Worksheet –

Lesson 2

2

10 minutes

WORD STUDY

Objective:

Students will draw on their previous

knowledge of CVC (consonant-vowel-

consonant) words to begin working with

CVCC (consonant-vowel-consonant-

consonant) words.

1. Write a CVC word on the board. (e.g. fat)

and ask students to read the word.

2. Add one letter to change the word into a

CVCC word (e.g fast or fart) and students

to read the new word.

3. Explain to students that just by adding

another letter (in this case a consonant)

the spelling and meaning of the word

changes.

Whiteboard / Flip

chart

Student Worksheet:

Lesson 2

Teacher Resource:

Lesson 2

CVC word cards &

CVCC word cards

The song ‘The Ants

go Marching’ (from

Advantage Reading

Lesson Plan





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4. Give out 5 other examples to students who

are now grouped in fours and instruct each

group to study the new words. (e.g pat –

part, cap – camp, wit – with, pot – post, vet

– vest)

5. Make some groups read out the CVC

words then say out the CVCC words after

that together as a group.

6. Make each group pay particular attention

to the extra letter added and pronounce it

correctly.

7. Explain to the students the different

meanings between the CVC and CVCC

words.

8. Show the song ‘The Ants go Marching By’

(taken from Advantage Reading Grade K pg

89) and sing it to class.

9. Ask students to identify the CVCC words

and identify the CVC from it. (e.g. down –

don, rain – ran)

10. Repeat the sounds of these 2 words and

make students say them aloud as they sing

the song.

Grade K pg 89)

3

20 minutes

INSTRUCTIONAL READING

Objective:

Students will learn to use narrative

comprehension cards to identify important

information while reading a text.

Before reading:

1. Pass the books and narrative

comprehension cards to students.

2. Group students into groups of 4.

3. Ask students to guess what the story is

about by looking at the title and its cover

picture and fill in cards 1-3.

4. Introduce 3-5 new vocabulary words and

get students to guess the meaning of each

Reading Material:

Own PM+ Level

books for each

group (depends on

proficiency level of

each student group)

3-5 vocabulary word

cards (teacher

prepares own set

from choice of books

used)

Lesson Plan





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word as they read the book later.

5. Discuss student answers.

Reading:

1. Make students read books in their own

groups and fill in the cards 4-10 while they

are reading.

2. Choose different groups to present

different cards and discuss student

answers correcting any errors in content.

After reading:

1. Instruct all groups to present cards 11-14

and discuss the student answers.

2. For card 15, ask students how they would

want the story to end if they had written

the story.

3. Get student answers at random and share

with class.

4. Review new vocabulary words learnt.

5. Reward the group with the most number

of correct guesses for meanings of words.

4

10 minutes

WRITING

Objective:

Students will improve writing fluency

(speed and accuracy)

1. Review the CVC and CVCC words learnt in

the lesson and encourage students to write

as many words as they can remember from

the words they have seen or read.

2. Time students as they write the words in

their writing books / worksheets.

3. Ask each student to read the words they

have written and share to the class.

4. Monitor and help students with their

spelling and pronunciation.

Student Worksheet:

Lesson 2

Lesson Plan





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5

30 minutes

WORD BUILDERS

Objective:

Students will improve in their practice of

phonics, spelling and vocabulary.

1. Instruct students to work in groups.

2. Give out CVC word cards (20 of such cards)

3. Ask each group to come up with as many

new CVCC words as they can with the

given CVC word cards.

4. Time the students (5 minutes)

5. Make each group read out the words they

have created.

6. Assist students with spelling and correct

pronunciations.

Teacher Resource:

Lesson 2

Student Worksheet:

Lesson 2

Teacher’s Resource



Page 1 of 7

Appendix A2: Excerpt from ‘Max and Jake’

Max went to play with his new friend, Jake.

“Hello, Max,” said Jake.

“Mum is taking me to the swimming pool today. Do you want to

come with us?”

“I can’t swim,” said Max.

“I can help you,” said Jake.

“I’m good at swimming.”

“Can Grandad come with us?” said Max.

“Yes,” smiled Jake’s Mum.

At the big swimming pool, Jake got into the water. He loved

swimming. Max did not want to get in at first. He sat with his feet in

the water and looked at Jake.

Jake was swimming up and down the pool. He kicked his feet and

made big splashes. Jake swam over to Max.

“I can’t run very fast,” he said, “but I can swim fast.”




Page 2 of 7

Appendix B2:

CVC – CVCC word cards

pat part cap camp

wit with vet vest

lot lost bet best

hit hint cot cost

net next rug rung




Page 3 of 7

Appendix C2: The song ‘The Ants go Marching By’

The ants go marching one by one hurrah, hurrah,

The ants go marching one by one hurrah, hurrah,

The ants go marching one by one,

The little one stops to suck his thumb,

And they all go marching down into the ground

To get out of the rain,

BOOM! BOOM! BOOM!




Page 4 of 7

Appendix D2: Graphic Organiser 2 (Based on the Story ‘The Big Bad Wolf’)

Narrative Comprehension Cards

1- What does the title tell me about the

story? 2- What do the pictures on the cover tell

me?

3- What do I already know about ________ ?

(e.g. the big bad wolf) 4- Who? (characters etc)

5- What? (e.g. what goes on in the story? 6- When? (e.g when does this story

happen?)




Page 5 of 7

7- Where? (e.g. where is the setting etc) 8- Why? (e.g. why is the story like that? /

why are the characters like that?)

9- How? (how do the characters interact

with each other?) 10- What do I think will happen next?

11- Who are the main characters that

affect the story? 12- What was the setting?




Page 6 of 7

13- What was the problem? 14- How was the problem solved?

15- How would I want this story to end?

Why?




Page 7 of 7

Appendix E2: CVC words

pot pet lug pup sag

let mat sad net pin

bun hug but win log

bar bun mat dug fit

Student’s Worksheet



Page 1 of 5

Name: _________________________________________________________ Date: _____________________

Part 1: Reading Fluency

Write down the words you had difficulty pronouncing in the box below.

Book title: _______________________________________________

Part 2: Word Study

Write the new CVC words as taught by your teacher in the box below.




Page 2 of 5

Part 3: Instructional Reading

Book title: _______________________________________________

1- What does the title tell me about the

story? 2- What do the pictures on the cover tell

me?

3- What do I already know about ________ ?

(e.g. the big bad wolf) 4- Who? (characters etc)

5- What? (e.g. what goes on in the story? 6- When? (e.g when does this story

happen?)




Page 3 of 5

7- Where? (e.g. where is the setting etc) 8- Why? (e.g. why is the story like that? /

why are the characters like that?)

9- How? (how do the characters interact

with each other?) 10- What do I think will happen next?

11- Who are the main characters that

affect the story? 12- What was the setting?




Page 4 of 5

Vocabulary – What are the new words you have learnt today?

13- What was the problem? 14- How was the problem solved?

15- How would I want this story to end?

Why?




Page 5 of 5

Part 4: Writing

Write as many CVC words (from your reading) as you can in the box below in the shortest

time possible.

Check Time:

How do you feel after today’s lesson? (Tick the box)

☺ � �

Why do you feel so?

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What have you learnt today?

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lesson 2 - cvc words

Documents

big bad wolf

teachers resource

narrative

lesson plan

pm level books

students worksheet

cvc word cards

learnt today