Lesson Plan Template (edTPA – Student Teaching)
This is the only approved template for EDUC 554, no other template will be accepted. All
sections should be clearly addressed with specific details in the instructional sections. Be clear
and concise with what you are teaching. Maximum page length per lesson plan is 4 pages.
LESSON #
Subject/Topic: Phoneme
Grade Level: 1st
Segmenting/Blending
Lesson Structure or Grouping:
Learning Segment Theme:
Whole Class ☒ Small Group ☐
1:1 ☐
Now you know the beginnings, you can learn
Other (specify): Click or tap here to enter text. to find the rest! Putting it all together will be
your test!
Resources and Materials:
 Elkonin Boxes
 Star Word Cards
 Blending Task Cards
 Letter Cards
 Fly Swatter
 iPads
 scissors
 Glue
 Paper
 Beginning, Middle, End Sound Page
 Letter stamps
 One-Syllable Flash Cards
Standards:
State: ELA.1.IV Demonstrate understanding of spoken words, syllables, and sounds
(phonemes). Orally produce single-syllable words by blending sounds (Phonemes), including
consonant blends.
National: CCSS.ELA-LITERACY.RF.1.2
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
CCSS.ELA-LITERACY.RF.1.2.B
Orally produce single-syllable words by blending sounds (phonemes), including consonant
blends.
Objective:
Students will be able to correctly say 15 1-syllable words by blending the phonemes with 80%
accuracy.
ACADEMIC LANGUAGE DEMANDS
Language Demands: The student must be able to recognize all letters of the alphabet and
have a concept of letters and the sounds associated with each letter. They must be able to
understand the meaning of the beginning, middle, and end sounds.
Language Supports: The teacher will offer support through informal assessments during
previous lessons and providing morning work each day. Students will also use our online
program RedBirds to practice letter sound recognition.
Essential Vocabulary: Students must be able to understand lesson specific words such as
phoneme, blending, segmenting, and letters.
INSTRUCTION
Direct Instruction/Modeling: Hook - "A phoneme is an individual, small sound that we can
hear. Each word has many phonemes, or small sounds. Words are made up of many
different sounds; and each one is called a phoneme. Can you say phoneme?"(Students will
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say "Phoneme.")"Right! Each small sound we hear in a word is called a phoneme! Today, I
am going to work with you to hear each individual sound, or phoneme in a word. "Watch how I
pull out each individual sound, or phoneme in the word. I write the word “mat” on the board.
“My word is: mat. "Now, listen to me pull out each sound, one at a time. M...... a….. t."
Students will use their Elkonin boxes and markers to pull out each sound. “Now, as you say
each individual sound, move the marker in to the box.”
"Now, I will blend the word back together." "M-a-t."
Guided Practice: Each student will have a set of word cards with simple cvc words and
digraphs to segment and blend. "We are going to find each, individual sound, or phoneme in
words. Our word is: big."
I have them use their fingers to touch the stars under each picture to identify the individual
phonemes.
"Let's say our word: big. We need to run our finger under the word as we say it.... big"
"Now, let's touch one star for each sound you hear in the word big."
"B.....i…..g."
As they say big, show them to move their fingers from left to right. "Touch b… touch i… touch
b."
"Now, we have found all of the sounds b…i…g.
"Use your finger as we say the whole word.... Big." (I make sure students track under the
whole word- if they don't show them how and do that last part again.) Students will then
practice the same thing with two additional words (fish, bath) with a partner. The students will
then go to specific learning centers where they will participate in different activities. Learning
centers are as follows: 1) teacher led, 2) Guess the word (aide says a word in “snail talk” and
students guess the word), 3) Task cards for blending words 4) letter cards with fly swatters 5)
Fuzz Bugs Farm (https://www.abcya.com/games/consonant_blends)
Independent Practice: As the teacher completes formative assessments with other groups,
students will be working on their review sheets for blending phonemes to make words.
Students will cut and paste letters to make words. They will then record themselves saying
the words on their iPad.
Closure: The teacher will lead a class discussion reviewing the concepts learned that day.
Then the students will participate in a snow storm. Students will write down or illustrate what
they learned most from the lesson. They will wad the paper up, and on the signal, they will
throw the paper in the air. Students find a snowball near them and share the responses. The
teacher will individually conference with those students needing additional support for lack of
understanding.
DIFFERENTIATION
Supporting Students with Special Needs: To support students with ADHD, flexible seating
options are available, as well as movement during learning centers to release energy. For my
hearing disabled student, I will be in a proximal location to him and wear a microphone to
amplify my voice.
Challenging Above-Average Students: Above-average students will have access to project
time in the event of early completion of center or group activities. Project time will be
correlated to the lesson at hand and serve as an extra credit opportunity.
Facilitating a Classroom Environment that Supports Student Learning: The classroom
will consist of norms for learning centers that students know and understand, thus not wasting
time during transitions and explaining procedures. Students are aware of, and understand,
the behavioral expectations and consequences.
Extension: Students will have word cards with more blends and digraphs to challenge them
to segment and blend for more challenging words.
ASSESSMENT
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Diagnostic/Pre-Assessment: The students will go through the secret stories pictures to
ensure they know each letter and sound correlation (long and short sounds). Students will
complete a stamping worksheet to identify the beginning, middle, and end sound based on a
picture.
Formative Assessment: To assess student learning during learning centers, the teacher will
observe the flyswatter activity. Students will be provided with letter cards. They use the letters
to make words. Once they lay the cards out, they use the fly swatter to smack each letter,
saying the phoneme out loud as they smack, the blending it together to form a word.
Summative Assessment: Students will work with the teacher individually using flash cards.
Each card will contain a one-syllable word. Students must read each word aloud to the
teacher with fluency. The teacher will use this to assess their ability to blend phonemes to
make words that they may be unfamiliar with.
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