Two-Week Lesson Plan for Grade I: Phonics and Sight Words
Subject: English
Grade: I
Topic: Phonics (CVC Words, Initial/Final Sounds) and Sight Words
Duration: 2 Weeks (10 Days, 40 minutes per lesson)
Objective: Students will recognize and blend sounds to read CVC words, identify initial and final sounds, and read and write common sight words through interactive activities and assessments.
Week 1: Phonics (CVC Words and Initial Sounds) and Sight Words (Set 1)
Day 1: Introduction to Phonics and CVC Words
Objective: Students will understand phonics as sounding out letters and read simple CVC words (e.g., cat, dog).
Materials: Alphabet flashcards, CVC word cards (e.g., hat, pen), whiteboard, markers, worksheet.
Activities:
Warm-Up (5 min): Sing the "Alphabet Song." Show alphabet flashcards and practice letter sounds (e.g., /a/, /b/).
Direct Instruction (10 min): Explain phonics: blending letter sounds to make words. Model a CVC word (e.g., /c/-/a/-/t/ = cat) using flashcards. Introduce 5 CVC words (cat, hat, mat, rat, pat).
Class Activity (15 min): Play "Sound It Out." Show CVC word cards; students blend sounds to read aloud (e.g., /m/-/a/-/t/ = mat).
Wrap-Up (10 min): Worksheet: Circle the picture that matches the CVC word (e.g., "hat" → picture of a hat).
Assessment: Check worksheets for correct matches (at least 4/5 correct).
Homework: Draw 3 CVC words (e.g., cat, hat, mat) and label them.
Day 2: Initial Sounds
Objective: Students will identify and match initial sounds in CVC words.
Materials: Picture cards (e.g., dog, duck, pen, pig), whiteboard, markers, worksheet.
Activities:
Warm-Up (5 min): Review homework. Students share one drawing and read the word.
Direct Instruction (10 min): Explain initial sounds (first sound in a word, e.g., /d/ in dog). Show picture cards and emphasize initial sounds (e.g., /p/ in pen, pig).
Pair Activity (15 min): Students play "Initial Sound Sort." Pairs sort picture cards by initial sound (e.g., /d/ pile: dog, duck).
Wrap-Up (10 min): Worksheet: Write the initial letter for 10 pictures (e.g., picture of a rat → R).
Assessment: Evaluate worksheets for correct initial letters (at least 8/10 correct).
Homework: List 5 objects at home and write their initial sounds (e.g., "table: /t/").
Day 3: Sight Words (Set 1: the, is, and, to, in)
Objective: Students will recognize and read five high-frequency sight words.
Materials: Sight word flashcards, storybook (e.g., “The Cat in the Hat”), whiteboard, worksheet.
Activities:
Warm-Up (5 min): Review CVC words from Day 1. Students read 3 word cards aloud.
Direct Instruction (10 min): Introduce sight words (the, is, and, to, in). Explain they are common words we read “by sight.” Show flashcards and read in a sentence (e.g., “The cat is in the hat”).
Class Activity (15 min): Play “Sight Word Hunt.” Hide flashcards around the room; students find and read them aloud.
Wrap-Up (10 min): Worksheet: Circle sight words in 5 simple sentences (e.g., “The dog is big”).
Assessment: Check worksheets for correct identification (at least 4/5 correct).
Homework: Write each sight word twice and read them to a family member.
Day 4: Blending CVC Words and Sight Words
Objective: Students will blend CVC words and combine them with sight words to read sentences.
Materials: CVC word cards, sight word flashcards, sentence strips, worksheet.
Activities:
Warm-Up (5 min): Play “Sight Word Snap.” Show sight word flashcards; students clap when they see a Set 1 word.
Direct Instruction (10 min): Review blending CVC words (e.g., /p/-/i/-/n/ = pin). Model reading sentences with sight words and CVC words (e.g., “The cat is on the mat”).
Pair Activity (15 min): Students build sentences using sentence strips with CVC and sight words (e.g., “The dog is big”).
Wrap-Up (10 min): Worksheet: Read and match 5 sentences to pictures (e.g., “The hat is red” → red hat picture).
Assessment: Evaluate worksheets for correct matches (at least 4/5 correct).
Homework: Write 3 sentences using one sight word and one CVC word each (e.g., “The cat is fat”).
Day 5: Review and Fun with Phonics and Sight Words
Objective: Students will consolidate CVC words, initial sounds, and Set 1 sight words through games.
Materials: Phonics bingo cards, sight word bingo cards, markers, prize (e.g., stickers).
Activities:
Warm-Up (5 min): Sing “Phonics Song” (e.g., “A is for apple, /a/ /a/ /a/”). Students say sounds for 5 letters.
Game Activity (15 min): Play “Phonics and Sight Word Bingo.” Call out CVC words (e.g., “hat”) or sight words (e.g., “the”); students mark them.
Pair Activity (10 min): Students create a mini-book with 3 pages, each with a CVC word and sight word sentence (e.g., “The rat is on the mat”).
Wrap-Up (10 min): Discuss what they learned. Award stickers for bingo winners.
Assessment: Observe mini-books for correct words and bingo participation.
Homework: Read your mini-book to a family member and practice Set 1 sight words.
Week 2: Final Sounds, More Sight Words, and Reading Practice
Day 6: Final Sounds in CVC Words
Objective: Students will identify and match final sounds in CVC words.
Materials: Picture cards (e.g., cat, cap, pen, pin), whiteboard, markers, worksheet.
Activities:
Warm-Up (5 min): Review initial sounds. Show picture cards and ask for first sounds (e.g., “Dog: /d/”).
Direct Instruction (10 min): Explain final sounds (last sound in a word, e.g., /t/ in cat). Show picture cards and emphasize final sounds (e.g., /n/ in pen, pin).
Group Activity (15 min): In groups of 3, students sort picture cards by final sound (e.g., /t/ pile: cat, hat).
Wrap-Up (10 min): Worksheet: Write the final letter for 10 pictures (e.g., picture of a pin → N).
Assessment: Check worksheets for correct final letters (at least 8/10 correct).
Homework: List 5 CVC words and circle their final sounds (e.g., “cat: /t/”).
Day 7: Sight Words (Set 2: you, are, it, of, for)
Objective: Students will recognize and read five new sight words and combine them with Set 1.
Materials: Sight word flashcards (Set 1 and 2), storybook (e.g., “Green Eggs and Ham”), worksheet.
Activities:
Warm-Up (5 min): Review Set 1 sight words with flashcards. Students read aloud.
Direct Instruction (10 min): Introduce Set 2 sight words (you, are, it, of, for). Read a storybook page, pointing out sight words (e.g., “You are it!”). Show in sentences.
Class Activity (15 min): Play “Sight Word Race.” Write Set 1 and 2 words on the board; teams race to find and circle a called word.
Wrap-Up (10 min): Worksheet: Fill in blanks with Set 2 sight words (e.g., “___ are a cat” → You).
Assessment: Evaluate worksheets for correct sight words (at least 4/5 correct).
Homework: Write each Set 2 sight word twice and make one sentence with each.
Day 8: Reading Sentences with Phonics and Sight Words
Objective: Students will read sentences combining CVC words and sight words from Sets 1 and 2.
Materials: Sentence strips, CVC word cards, sight word flashcards, worksheet.
Activities:
Warm-Up (5 min): Play “Sound and Sight.” Teacher says a CVC word or sight word; students repeat and spell it.
Direct Instruction (10 min): Model reading sentences with CVC and sight words (e.g., “You are in the hat”). Emphasize blending and sight word recognition.
Pair Activity (15 min): Students create sentences using CVC and sight word cards (e.g., “It is a rat”).
Wrap-Up (10 min): Worksheet: Read 5 sentences and draw pictures (e.g., “The dog is for you” → draw a dog).
Assessment: Check worksheets for correct drawings matching sentences (at least 4/5 correct).
Homework: Write 3 sentences using Set 2 sight words and CVC words.
Day 9: Writing with Phonics and Sight Words
Objective: Students will write simple sentences using CVC words and sight words.
Materials: Writing paper, word bank (CVC and sight words), story prompts, crayons.
Activities:
Warm-Up (5 min): Review Set 1 and 2 sight words. Students spell one word aloud.
Direct Instruction (10 min): Explain writing sentences using a word bank (e.g., “The cat is on the mat”). Model on the board.
Group Activity (15 min): In groups of 3, students write a 4-sentence story using a prompt (e.g., “A day with a pet”) and word bank (e.g., cat, hat, you, are).
Wrap-Up (10 min): Groups share stories. Worksheet: Correct errors in 5 sentences (e.g., “The dog are big” → is).
Assessment: Evaluate stories for correct use of words and worksheets for error correction (at least 4/5 correct).
Homework: Write a 4-sentence story about “My Pet” using 2 sight words and 2 CVC words.
Day 10: Review and Assessment
Objective: Students will demonstrate mastery of phonics (CVC words, initial/final sounds) and sight words through a test and games.
Materials: Test papers, phonics relay cards, sight word cards, prize (e.g., bookmarks).
Activities:
Warm-Up (5 min): Play “Phonics Relay.” Teams race to read CVC or sight word cards.
Review Activity (10 min): Class discussion: Students share one sight word and one CVC word they learned.
Assessment (15 min): Administer a 20-question test:
5 questions: Read CVC words (e.g., “mat”).
5 questions: Identify initial/final sounds (e.g., “Cat: Initial sound?”).
5 questions: Circle sight words in sentences.
5 questions: Write sentences using given sight words and CVC words.
Wrap-Up (10 min): Award bookmarks for participation. Discuss test answers briefly.
Assessment: Grade tests (target: 80% accuracy, 16/20 correct). Observe relay for engagement.
Homework: Create a phonics and sight word poster with 5 CVC words and 5 sight words.
Additional Notes
Differentiation:
Advanced Students: Introduce simple digraphs (e.g., sh, ch) or longer sight words (e.g., said, have).
Struggling Students: Focus on fewer CVC words (e.g., 3 per lesson), use more manipulatives (e.g., letter tiles), and provide extra modeling.
Resources:
Storybooks: Use books like “The Cat in the Hat” or “Green Eggs and Ham” by Dr. Seuss for sight word practice.
Videos/Songs: Use phonics songs (e.g., “Jolly Phonics” on YouTube) or sight word videos (e.g., Jack Hartmann).
Worksheets: Create or download from educational websites (e.g., TeachIndia, Twinkl).
Assessment Summary:
Daily worksheets, mini-books, and stories assess ongoing understanding.
Final test evaluates mastery of phonics and sight word recognition and usage.
Participation in games and group work ensures engagement.
Cultural Relevance:
Use familiar Indian contexts (e.g., “The cat is on the mat” with a traditional mat, animals like cows or dogs).
Incorporate Hindi sounds if students are bilingual (e.g., compare /a/ in “cat” to Hindi vowels).
Relate to festivals (e.g., “The lamp is for Diwali”).
Follow-Up:
Reinforce learning with lessons on blends (e.g., st, bl) or more sight words.
Provide feedback on homework to address errors (e.g., confusing initial/final sounds).
This lesson plan ensures Grade I students build foundational phonics and sight word skills through interactive, scaffolded activities, preparing them for fluent reading and writing. Let me know if you need specific worksheets, additional activities, or adaptations for your classroom!