Lesson Overview
Title of Lesson: Word Adventure
Duration: (in minutes)
Grade Level(s):Kindergarten
50 Minutes
Subject Area:
Language-Blending sounds for reading skills
Big Idea(s) of this Lesson (describe in detail): Cooperative learning of syllables, blending sounds and recognizing letters and their sounds
to support literacy and reading skills.
Enduring Understandings:
This lesson supports the foundational skills in reading process such as blending sounds, syllable connections and letter and sound
identification and understanding. It can be relate across areas of further reading and writing activities as well as real world connections,
such as reading in and out of school environments.
Essential Question/s:
How do we blend sounds in the word “cat?” (Example) What letters are vowels? What letters are consonant’s? How do I count syllables in
words?
Description
Lesson Description:
This lesson supports students learning how to recognize letter sounds and be able to take this knowledge and blend sounds to read and
create words for literacy skills. The lesson follows the following order for teaching:
Introduction/activator (These activities will require support so a parent volunteer and paraprofessional will be asked to help for
this lesson process).
(5)The teacher will read the book Alphabet Adventure by Aubrey and Bruce Wood. The story is about letters who go o an adventure. The
book uses letters sounds and uses letters in beginning, middle and end sounds of words. After reading the story the teacher will ask letter
sounds and words that the students remember and can repeat the letter sounds.
(5 MIN) At circle time Teacher will talk about the letters and the sounds of letters. The teacher will say each letter rhyme from the Houghton
Mifflin curriculum an example of this would be Andy Apple a/a/a
These activities help support understanding of spoken words, syllables, and sounds (phonemes).
(30 min) Next the children are dismissed to tables. Each table has a large cut out ship resembling the one in the Alphabet Adventure story.
Children are asked to create words that they want to take on an adventure. They are also asked to draw a picture to represent the word.
For further support of the word IPADS are at each table that allow the children to also type their word in and listen to the word repeated
back. This is an extension of the activity that helps the children hear the word they created. This also helps support diverse learners who
may struggle with motor delays or language delays.
(10 min)When completed the children are redirected back to carpet, to review the words on each ship. The teacher will ask each child to
come up and pick one of the words they wrote and sound it out for the class, clap how syllables it has in it then say the word again. If a
child needs the support of the IPAD for their word to be conveyed that can be used as well as sign language if necessary.
The ships are then hung in the classroom to display the Adventure words the students chose to create.
Goals and Objectives
Goals and Objectives: The overall goal as well as objective outlining the concept, knowledge, skill, or application students can demonstrate
upon lesson completion. This may be the same as or very similar to the content standard; however, it could be narrower or perhaps broader.
Objectives may be stated in the form of critical questions students should be able to answer.
Unit/ Lesson Goal/s:
1. Cooperative Learning
2.
Attending and engaging
3.
Problem solving
4.
Completing a teacher directed task from start to finish
Lesson Objectives:
1.
Count, pronounce , blend and segment syllables
2.
Understanding letter sounds to create words
3.
Pre-reading and reading skills
4.
Print concepts
5.
Produce letter sounds at the beginning, middle and end of words
6.
Identifying upper and lower case letters of the alphabet
Standards
Standards:
Idaho State Content Standards:
1. KLA 1.3.5 BLEND SPOKEN PHONEMES
(CVC) TO FORM SINGLE SYLLABLE
WORDS (671.01.d)
4.
K.LA.1.3.4 Blend spoken simple onsets and
rimes to form real words (e.g., onset /c/ and
rime /at/ makes cat).
7. K.LA.1.3.7 Segment one-syllable words
into its phonemes (e.g., using manipulatives
to mark each phoneme).
2. KLA 1.3.6 IDENTIFY THE INTIAL AND
FINAL SOUNDS (NOT THE LETTER) OF A
SPOKEN WORD (671.01.g)
5. K.LA.1.3.5 Blend spoken phonemes
(CVC) to form single syllable words (e.g.,
/d/…/o/…/g/… makes dog) and tell what
word is made. (671.01.d)
8. K.LA.1.3.8 Identify the number of
syllables in a word.
3. K.LA.1.3.3 Orally produce groups of
words that begin with the same initial
sounds.
6. K.LA.1.3.6 Identify the initial and final
sounds (not the letter) of a spoken word.
9. K.LA.1.4.1 Match vowel and consonant
sounds to appropriate letters.
Common Core Standards (ELA and Mathematics): Under Idaho Common Core Reading Foundational Skills for Kindergarten
1.
3.
5.
Demonstrate understanding of spoken
words, syllables, and sounds
(phonemes).
Demonstrate understanding of spoken
words, syllables, and sounds
(phonemes).
c. Blend and segment onsets and rimes of
single-syllable spoken words.
e. Add or substitute individual sounds
(phonemes) in simple, one-syllable words to
make new words
2.
Demonstrate understanding of spoken
words, syllables, and sounds
(phonemes).
4.
Demonstrate understanding of spoken
words, syllables, and sounds
(phonemes).
6.
b. Count, pronounce, blend, and segment
syllables in spoken words.
d. Isolate and pronounce the initial, medial
vowel, and final sounds (phonemes) in
three-phoneme (consonant-vowelconsonant, or CVC) words.
Demonstrate understanding of the
organization and basic features of
print.
d. Recognize and name all upper- and
lowercase letters of the alphabet.
National Education Technology Standards:
1.
a. use technology tools to enhance learning,
increase productivity, and promote
creativity.
3.
5.
2.
4.
6.
1.
a. design developmentally appropriate
learning opportunities that apply technologyenhanced instructional strategies to support
the diverse needs of learners
3.
5.
2.
4.
6.
b. use productivity tools to collaborate in
constructing technology-enhanced models,
preparing publications, and producing other
creative works.
Professional Technical Standards:
Learning Outcomes – Begin with the End in Mind
1. At the end of this lesson, student’s will be able to: Apply letter sounds to correct letters
2. At the end of this lesson, students will be able to: Understand beginning, middle and end sounds
3. At the end of this lesson, students will be able to: Create words based on the letter sounds and blending process
4. At the end of this lesson, students will be able to: Remember how to blend specific letters together for word pronunciation
5. At the end of this lesson, students will be able to: Analyze words and blend the sounds
6. At the end of this lesson, students will be able to: Evaluate sounds of letters and make connections to the word
specific questions you will use to check for student understanding:
1.
What does blending mean?
2.
Say the letter sounds for me?(Can be specific letters )
3.
Can you clap the syllables for me? (Pick a word)
4.
Where is the first sound of the word? Middle? End?
5.
Can you write a word and tell me the letter sounds in the word?
Methods and Instructional Strategies
Instructional Strategies Checklist
Indicate the instructional strategies you plan to use to teach this lesson. Mark all that apply to this lesson.
Direct Instruction
Collaborative Group
Concept Attainment
Reciprocal Teaching
Question-Answer
Relationships
Inquiry-Based Learning
x
x
x
x
Role Playing
Jig Saw
Advanced Organizers
Inductive Model
Describe in specific details how you will teach each of the following parts of the lesson:
How will you introduce the lesson? (Introduction/Anticipatory Set):
The teacher will read the book Alphabet Adventure by Aubrey and Bruce Wood. The story is about letters who go o an adventure. The book
uses letters sounds and uses letters in beginning, middle and end sounds of words. After reading the story the teacher will ask letter sounds
and words that the students remember and can repeat the letter sounds.
The teachers will then review the letter sounds of the Houghton Mifflin Curriculum saying each of the letter sounds.The teacher will say each
letter rhyme from the Houghton Mifflin curriculum: Example “Andy Apple a/a/a which supports not only the letter sound but makes the
connection for the student to the letter. The teacher will check for understanding by having the children during cirlce time or carpet time
repeat the sound and the rhyme so that the letter is seen by the presentation of the letter card, heard by the sound and letter rhyme being
modleld by the teahcer and repeat the soumds with the teacher.
The teacher then explains what is expected at the tables. Making the connection between the book, letter sounds and the activity found at
each table.
Example of Houton Mifflin Letter Sound Cards
Book to read
How will you help your students gain and use this new learning? (Build, Apply Knowledge): This is a continual process of reviewing the letter
sounds learned and applying them during story times, lesson times, and given opportunities through-out the class day.
What questions will you use to help your students think about the concepts addressed by the lesson? (Higher Order Thinking Questions): How
do I blend a word? What sounds do certain letters make? How do I find the syllables in the words?
What will you do to lead your students to the learning objectives of this lesson? (Guided Practice): Support them by modeling how to blend
sounds, write words based on blending and making connections from the curriculum and the story into the lesson activity.
What activities will you use to allow your students to practice or rehearse using the knowledge or skills learned in this lesson? (Independent
Practice): Always having a reading area or library area in the classroom for rich print concepts to be obtainable. Writing material available to
journal or create print. Say words during circle time to clap the syllables out and say the letter sounds.
What will you do to close the lesson? (Closure): Recall back at carpet, go over words created and hang up ships to display in the classroom.
Materials
Digital eLearning Materials: URL (Web Site Link/s) to online digital text or materials, games, activities, programs, tools or video
1. Title (List the title of the website.) Houghton Mifflin
2. URL (Copy and paste the Internet address here. You must include http://)
http://www.eduplace.com/marketing/prek/support/components/alphafriends.html
3. Annotation (Write a brief description of the website.) This website shows oral language cards as well as explains the alpha friends
used in the Language arts section of the Houghton Mifflin curriculum. I used this site for reference during my lesson plan as well as
looking at the resources the website offers for teachers.
1. Title (List the title of the website.)
2. URL (Copy and paste the Internet address here. You must include http://)
3. Annotation (Write a brief description of the website.)
1. Title (List the title of the website.)
2. URL (Copy and paste the Internet address here. You must include http://)
3. Annotation (Write a brief description of the website.)
1. Title (List the title of the website.)
2. URL (Copy and paste the Internet address here. You must include http://)
3. Annotation (Write a brief description of the website.)
1. Title (List the title of the website.)
2. URL (Copy and paste the Internet address here. You must include http://)
3. Annotation (Write a brief description of the website.)
Technology Tools and Equipment (Including Assistive Technology if Needed by the Student
1 IPAD
5.
9.
2 Visual Supports
6
10.
3.
7
11.
4.
8
12.
Other Materials: Those required by teacher and/or students, include preparation or other special instructions (e.g. paper based materials
such as text books, science equipment or supplies, art materials or equipment):
1.
Pencils
5.
9.
2.
Large paper
6.
10.
3.
Crayons/markers
7.
11.
4.
Book –Alphabet Adventure
8.
12.
Safety Considerations (e.g. for Science and Professional Technical Education Plans):None for this lesson
1.
3.
5.
2.
4
6.
Vocabulary: List all key vocabulary words necessary for students to understand the concepts as well as meet the standards, goals and
objectives of the lesson:
1.
syllables
6. end
11.
2.
blending
7. print
12.
3.
create
8. identify
13.
4.
beginning
9.
14.
5.
middle
10.
15.
UDL - Differentiation According to Student Needs
Differentiation of curriculum, instruction and assessment using (UDL) Universal Design for Learning for all students’ needs including students
with IEP, 504, cultural linguistic needs (ELL, SIOP) as well as providing opportunities for extension and remediation.
Accommodations and Adaptations to differentiate curriculum and instruction include:
Multiple means of Representation: Visual aids, sign language if necessary, IPADS for expressing words and letter sounds.
Multiple means of Action and Expression: Students will be using tools to express themselves such as writing tools and drawing tools as well
as peer interaction and group interaction. IPADS can also be used for action and expression of the lesson as well as the visual supports used
in the large group from the curriculum as well as the teacher explaining and interacting the lesson with the students.
Multiple means of Engagement: Small and large group discussions, peer modeling and peer support
ELL,SIOP: Words and letters in primary and secondary language available, IPDAS
*Other Means of Differentiation: Hand over hand assistance for writing when needed, chubby markers, pencil grips
Extension: Modifications for students who already know or can do the Primary Learning Objective (e.g. activities that apply the concept to
new content or extend opportunities for further research and exploration):
Extension: When looking at peer models I feel this gives students who have the primary learning objective already in a position to practice
leadership in group settings as well as challenging themselves with advanced words they can write and blend the sounds of in the lesson.
With this lesson it might help these students to be paired with students who are challenged so that the lesson is supported by the teacher and
molded by the peer in the small group activity.
Remediation: Explain what you will do for students who need extra preparation or assistance before, during or after the lesson:
Remediation: For students who may need assistance before the lesson or after one on one review of letter sounds and blending can be
modeled. Letting students who may have challenges in group settings for activities will be told of the routine and any transitions that are about
to happen. Support if needed can be given with the teacher being available to theses students if they become overwhelmed or behaviors
arise from the activities.
Assessment
Assessment:
Indicate the type(s) of assessment most appropriate to indicate that students have achieved learning objectives. Provide sample questions,
entire tests, or rubrics with the lesson plan as attachments:
Formative/Ongoing Assessment: Assessment questions that could be used based on this lesson plan.
Letter/Sound Recognition
What it measures:
Ability to recognize letters and sounds
Examples of assessment questions:
Show student one letter at a time and ask:
Can you tell me what letter this is?
(Record response)
Can you tell me what sound it makes?
(Record response)
Concepts of Print Awareness
What it measures
If a student understands:










That print has meaning
That print can be used for different purposes
The relationship between print and speech
There is a difference between letters and words
That words are separated by spaces
There is a difference between words and sentences
That there are (punctuation) marks that signal the end of a sentence
That books have parts such as a front and back cover, title page, and spine
That stories have a beginning, middle, and end
That text is read from left to right and from top to bottom
Examples of assessment questions:
Give the student a book and ask the following questions:
Can you show me:






a letter?
a word?
a sentence?
the end of a sentence (punctuation mark)?
the front of the book?
the back of the book?




where I should start reading the story?
a space?
how I should hold the book?
the title of the book?
Examples taken from http://www.readingrockets.org/firstyear/fyt.php?CAT=5#letter
Summative / End Of Lesson Assessment: The IRI (Idaho Reading Indicator) could be one form of end of lesson assessment. As the lesson
has been taught and as other lesson are taught on literacy the IRI is the assessment that would show how the lesson was received by the
students for blending sounds and syllable identification in literacy.
Educator Self-Reflection on Planning Processes
Effective and successful teachers reflect on their planning and teaching.
Use the spaces below to on this planning process, and identify areas in which you might improve your future planning processes.
When you were planning the lesson . . .?
What parts of the lesson planning process went easily and smoothly for you? The actual planning of the lesson went smoothly for me. I
love teaching language arts and literacy connections and blending sounds in learning pre-reading skills. I felt that by having a hands on
lesson that the students would be that much more engaged as well as myself as the teacher. I feel that modeling the lesson to the
students and being engaged with the process of learning how to connect letter sounds to blending and reading makes it that much more
meaningful to the students.
What parts of the lesson planning process was difficult for you? The technology process was a bit of a stretch for me as I teach early
childhood special education and we use adaptive equipment but not many technology tools during lessons. I felt the use of IPADS in this
lesson was appropriate and could help students of different levels of learning.