Sara Hutchinson
Phonics Monster Cards
I. Rationale: The student that I have chosen to work with has been placed in Response to Intervention
(RTI), a pullout program for below-level readers where he receives one on one reading instruction every
morning. I feel that this child tries to avoid doing work that he perceives as too hard by going to the
bathroom or goofing off during instruction. I have had numerous experiences with this child that lead me
to believe that he is more capable then he often leads one to believe. I feel that his problem is one of
motivation and self-efficacy. This lesson has been created in a way that the student will feel as if he is
playing a game so that he will have more of an interest in participating. While I do realize this is a single
lesson, I hope I can demonstrate how this student can achieve if modifications are made that enable him to
do so.
II. Goals and Objectives:
a. Instructional goals: Student will develop phonemic awareness.
b. Specific objectives:
1. Students will be able to blend phonemes to pronounce real and nonsense words.
2. Students will use their knowledge of consonant digraphs to decode words.
3. Students will be able to determine whether or not a word is real or nonsense.
c. West Virginia Content Standards and Objectives:
RLA.O.1.1.02:
blend and segment the phonemes of most one-syllable words.
RLA.O.1.1.03:
substitute, delete and manipulate beginning and ending phonemes.
RLA.O.1.1.04:
use basic elements of phonetic analysis to decode unknown words: soundsymbol relationships, beginning/ending consonants, short and long vowel
sounds, blends, digraphs, diphthongs
III. Essential Questions:
-What should I do when I do not recognize a word to read?
IV. Procedure:
a. Lesson introduction:
1. Review the phonics rules with the individual student that correlates with the cards he or
she will play with. In this case, we will be reviewing consonant digraphs.
2. Divide cards into three stacks face up: heads, bodies, and tails.
3. Show examples of digraphs found in the heads and tails piles.
4. Have student say isolated sounds of random cards in order for him to become familiar
with what sounds are present in the cards.
Sara Hutchinson
b. Lesson development:
1. Read all rules written on “How to Play: Change It!” to the student.
2. Model one round of the game “Change It” by flipping over one card in one pile with the
hopes of creating a new word.
3. After flipping over a card, pronounce the real or nonsense word that has been created.
4. Write down the new word on “Head Body Tail” paper.
5. Place a check mark in front of any number that contains a real word.
6. Upon creating a real word the player will receive one point. Upon correctly
pronouncing the real or nonsense word the player receives one point. Allow student to
score a low amount of points in order to win while you may have to score double the
points to win. The key is allowing the student an opportunity to succeed.
7. Go back and forth to play thirteen rounds to fill up entire “Head Body Tail” paper.
c. Lesson closure:
1. Have the child read the thirteen real and nonsense words written on the other player’s
“Head Body Tail” paper for two extra points (if all words are read correctly).
2. Add up points and declare winner.
d. Lesson contingency:
-Play another round of “Change It!”
-Allow child to create random monsters and pronounce their words.
-Allow child to build as many words as possible with the cards.
e. Pacing guide: 20 minutes
f. List of questions:
-What part of the monster could you change to make a new word?
-What sound do the letter(s) on this card make?
V. Daily (formative) Student Assessment:
-Direct observation of student participation.
-“Head Body Tail” paper
Sara Hutchinson
VI. Materials, Equipment, and Resources:
To make Phonic Monster cards:

Internet access: http://bogglesworldesl.com/phonics_monsters.htm
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Printer and paper
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Three different colors of poster board
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Glue
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Scissors
The following contents should be found in the Phonic Monster kit:

Phonics Monster Cards:
1- CVC spelling pattern
2*- Consonant digraphs (for this lesson)
3- Long vowel sounds/silent “e”
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Multiple copies of “Head Body Tail” paper (attached)

One copy of “How to Play: Change It!” with Phonic Monster cards (attached)

Pencil
VII. Modifications for Diverse Learners:
-Point to each segment of the word if the child struggles to pronounce it.
-Give examples of other words that have the same beginning, middle, and ending sounds.
VIII. Reflection and Revision:
a. Reflection:
The young boy really seemed to enjoy his one-on-one time with me. The cards were a
treat for him. The monsters were appealing for a young boy who is six years old. He caught on quickly
and was able to make more real words than nonsense words. He really struggled with pronunciation of
the nonsense words. He needs more phonemic awareness development.
b. Revision:
If I have the opportunity to do this lesson in the future, I will make sure to have gone over
the cards before working with a student one on one. Because I taught this lesson in the back of the
classroom the rest of the students were distracting as they tried to get a glimpse of the activity I was doing
with only one student. I should have done this privately to avoid such distractions.
Sara Hutchinson
http://bogglesworldesl.com/phonics_changeit.htm
Phonics Monsters Game Suggestion: Change It!
Change It! is a game where students get points for making words from the phonics monster cards.
Set up
This game is simple yet really encourages kids to think about words and word spellings. All of the monster heads
are put in a pile face up. The same goes for the bodies and tails. When you are done setting up, you should have
three piles side by side from which students can make monster words. See the picture below.
Game Play
The students take turns removing monster body parts and try to form new words. When a student's turn comes
around, that student can remove the head, the body, or the tail. They can only remove one part however. After
removing the head, body, or tail, they read the new monster. If it is a word, they get one point. Then the next
student takes a turn and removes a body part.
Sample Play
At the beginning of the student's turn, the card piles are set up like the image below with the monster head R, the
monster body A, and the monster tail D showing. Altogether, they form the word RAD. If the student removes the
head, he or she might be able to spell the words, BAD, DAD, SAD, MAD, HAD, PAD, LAD, FAD, TAD.
A sample set up with the head R, the body, A, and the tail, D.
If the student removes the body A, he or she might be able to spell the words RID, RED, ROD, ROAD, RAID,
READ, or REED. (There are vowel digraphs as well as short vowels).
If the student removes the tail D, he or she might be able to spell RAN, RAP, RAT, RACK or RAM.
The student sees that removing the head has many possibilities, so he or she decides to remove the R.
Underneath the head R was the head D, which makes a word DAD. And so the student gets one point and the next
student takes a turn.
Sara Hutchinson
Head
Body
Tail
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