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
26 Comments
Somer Levine Mar 13, 2021 9:12am
Hello Teaching Channel,
Thank you for this wonderful video, however, this is not an example of phonemic awareness. This is phonics. Please update the title. Thank you!
Therese Hoffmann Oct 16, 2022 2:15pm
It is phonics, you should reconsider your question because she is clearly demonstrating it.
Kimberly Branch Nov 15, 2020 3:46pm
Great video! Thank you!
Avery Baird May 16, 2020 1:16pm
I really enjoyed watching this teacher interact with the students. I also liked the lesson she had and getting the students involved as a group and individually. Each student was able to read aloud the word and then remember the motion that went with the word, which is also a great way to help them understand phonemic awareness. I also agree that letting the kids get up and move around without even realizing they are learning is a major part in younger stages of learning because it is fun to them and then they are able to retain that information better.
Sandy Dossett Aug 3, 2019 11:30am
It’s really important to identify whether it’s phonics or phonemic awareness. Once you put letters in front of children it’s phonics. Phonemic Awareness is being able to hear the individual sounds in words. It’s a very important skill that lays the ground work for connecting letters and sounds. Without that skill, many students will just memorize a string of letters to try to read. Helping kids hear those distinct sounds helps them later understand that there is a written code for those sounds. Some students need extra help with phonemic awareness in order to be successful readers, so understanding that there is this underlying skill can help teachers go back and support students with phonemic awareness activities like what’s the first sound you hear in b-ball. You can show them a picture of a ball but adding the letters for students who don’t hear the sounds can create a heavy cognitive load and confusion. For students who have phonemic awareness and understand the alphabetic principal- that there is a connection between letters and sounds this is a fun phonics activity.
Marcela Contreras Jun 10, 2018 8:07pm