COLLEGE OF EDUCATION LESSON PLAN #__
Teacher Candidate:
Dorchele Brown
Date for Teaching:
11/14/2024
Grade:2nd
Subject:
ELA
State Standards (NCSCOS):
RF.2.4 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Distinguish long and short vowels when reading regularly spelled one-syllable words.
b. Know spelling-sound correspondences for additional common vowel teams.
c. Decode regularly spelled two syllable words with long vowels.
d. Decode words with common prefixes and suffixes.
e. Identify words with inconsistent but common spelling-sound correspondences.
f. Recognize and read grade appropriate irregularly spelled words.
Learning Target (Daily Lesson Objective):
Learning Target
Lesson 1.I can identify the number of syllables within a word.
Lesson Steps
Description of Activities and Teacher
Script
2.Focus and Review
The instructor will start the lesson by calling
each understudy to the carpet by their name,
but rather than articulating their name
regularly the instructor will partitioned the
syllables in their names as they are called
for case, Triston would be “Tris-tonâ or
Brianna would be Bri-anna etc. while
pounding per syllable. This will spark the
student imagination and have them
pondering why the teacher is articulating
Materials and
Technology:
Time
(varies by
grade)
5-10 mins.
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their names in that way. Everybody should
be able to recognize their name in this
manner and it would be focused and
reviewed. This will also capture their
attention. The instructor will review an earlier
lesson which was to number the number of
words in a sentence. The instructor will p go
over a few sentences by saying “I have two
shoes on.” She will say that there are five
words in that sentence and then she will ask
the students to assist her in answering the
question , “How many words are in the
following sentence which is I do not like the
color pink.” The students will count together
utilizing their fingers and reply as a class.
The teacher will give one more sentence and
ask the students to number with her once
more. This time the sentence is We will not
go to recess today. The students will count
together one more and answer by saying
seven words. The instructor will at that point
go back to why she was articulating their
names the way she was when she called
them to the carpet and clarify that we'll be
learning to count the syllables in words. This
would move us to instructor input..
3.Teacher Input
The teacher will begin by letting the students
sit in a spot on the carpet that has enough
space for them to sing, dance and clap
along with the YouTube video.Before the
video starts, the instructor will explain that it
is crucial for students to be able to
deconstruct words into their own syllables.
This will help them when they are reading
and when they encounter a word they are
unfamiliar with. They will be able to sound
the word out if they know how to break it up
into syllables. By stating that "syllables are
small groups of sounds that you hear in each
word," the instructor will provide a
student-friendly explanation of what a
syllable is. Once all of the students are
ready, the video will begin. This video covers
one, two, three, four and five syllable words.
The students will be encouraged to clap
along with the song while repeating the
word. The teacher will then play it a second
time allowing students to get up and dance
with it. This will also get students excited and
get them focused. The teacher will then
bring up her slides showing her Elkonin
8-10 mins.
https://youtu.be/psU
PYR235O8?si=Kyzz
YKHBraFsUbon
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boxes. The teacher will then proceed to give
examples beginning with showing them a
picture for each example. The teacher will
say “I am going to show you how I separate
words into syllables. The first picture I will
show the students is of a dog. The teacher
will think aloud and begin by saying you
know some words have just one sound or
one syllable. I am looking at this picture and
I only hear one sound when I say dog.” I will
say it again and pound one time as I say it.I
will also move one circle in the Elkonin box
that way I am given the student a visual and
hands on example. I will then show the
students a picture of a baseball. I will pound
out and say it by separating the syllables
“base-ball” and then say it again by moving
the circle in the Elkonin box as I say each
syllable. I will then repeat my pounding
explaining I pound for one syllable and then
pound for the other syllable. I will explain
that I pounded two times, therefore, the
word table has two syllables. I will then show
a picture of a basketball. I will again say the
word like “Ba-sket-ball” while pounding my
hand and explain that Ba” is one syllable,
“sket” is another and “ball” is the last one
making it a three-syllable word. I will then
model it on the Elkonin boxes. I will explain
that I used three circles, because dinosaur is
a three-syllable word. The teacher will then
give a few more examples. With the words
cake, alligator, shoe, tree, pencil, spaceship,
sharpener, microwave, pie, computer,
automobile, and laboratory . I will then model
counting the syllables in my first name. I will
tell the students that my first name is
Dorchele and I will say it again Dor-Chele
while pounding I will say I have two syllables
in my first name. The teacher will proceed to
say, “I have modeled how to pound out an
Elkonin box to see how many syllables are in
a word. The teacher will then tell students
now it's their turn.
4.Guided Practice
The teacher will then put the students in
groups of four, hand out some Elkonin Boxes
and they will be instructed to practice by
taking turns counting the syllables in their
middle and last name. Once every student
gets the opportunity to count the syllables in
their middle and last name, the class will
gather again as a whole.
INSTRUCT
Whole
Group 20-30
minutes
Small Group
10-15 per
group
3
.
We will then create an anchor chart with five
different sections of Elkonin boxes, the first
will be of one syllable words, the second will
be of two syllable words, the third will be of
three syllable words, the fourth will be of four
syllable words, and the last will be of five
syllable words. The teacher will choose
students to give her a word. The teacher will
then write the word on the chart. The class
will count the syllables together as a class
while pounding their fist to decide in which
section the word needs to go in. The
teacher will alternate from allowing the
student to choose a word to her to ensure a
word has been used so it will be a word in all
sections of the chart. An example for
section one is “bat.” An example for section
two is “baby.” An example of the third section
is “banana.” An example of the fourth section
is “calculator.” And an example for the last
section is “refrigerator” This will then lead to
independent practice.
5.Independent Practice
Students will then go back to their desks and
will receive a bag with cards and an Elkonin
box. The instructor will go over the direction.
The instructor will tell the students that they
will be required to first pronounce the word
and then count the syllables using the pound
method and the Elkonin boxes. The student
will then fill in the number of circles
depending on how many syllables that word
has. The student will then write the number
of syllables. For example, if the card has the
word apple the student will fill in two circles.
Under the first circle the student will write “1”
and under the second circle the student will
write “2”. Etc.
10-12 mins.
6.Closure
Closure:
Reconvene as a class and invite students to
share their answers from independent
practice.
The instructor then will say, “Let's revisit the
I can statement.” The teacher will ask the
students “how do you identify syllables in a
word? The instructor will allow the students
to respond and see if she needs to reteach
and skills they might not quite understand
yet.
Students will complete an exit ticket.
Teacher will tell the student a word and they
tell her how many syllables.
3-5 mins.
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