Step 3

Lesson Plan Form - ​LBS 400

Candidate: Subject: Grade level(s): Date:
Javier Zuloaga English Kindergarten
Standard​:
CCSS.ELA-Literacy.RF.K.2.d
Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme
(consonant-vowel-consonant, or CVC) words.​1​ (This does not include CVCs ending with /l/, /r/, or /x/.)

CCSS.ELA-Literacy.RF.K.2.e
Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):

What are students learning? ​Underline​ content type.
Students will learn and increase their knowledge in phonological awareness.

II. LEARNING OUTCOME (Objective):

Given a lesson that focuses on phonological awareness, students will be able to identify letter sounds and
allowing them to distinguish different phonemes by using movement, isolating sounds, and rearranging
letters to create new words as they sound out/blend phonemes.

DOK/Cognitive Rigor Level:

Level one Recall, Level two Skill/Concept, Level three Strategic Thinking

Language Demands
This lesson demands that all students including English Learners, know their letter names and letter sounds
to be able to put individual phonemes together to create a new word.

III. CURRICULUM CONNECTION (How lesson fits into larger unit sequence): What lesson would
come before this lesson? What lesson would come after this lesson?
The lesson that would come before this would be teaching students their alphabet and the sounds that each
letter makes. Teachers can also use everyday classroom objects to have students identify the sounds that
they hear at the beginning and end of the presented object to have students already start differentiating and
becoming more aware of the different phonemes in the english language.
The lesson that could come after is having students create new words that are no longer CVC instead
students can create new words with an onset and rime lesson that involves various consonant blends.

IV.​ ​INSTRUCTION
A. ENGAGEMENT (Motivational Activity):
Anticipatory Set: activate student prior knowledge
Teacher will say, “Hello friends today we are going have fun learning to put sounds together while
doing some movement, have you ever played heads, shoulders, knees and toes? Well this game is
similar” Teacher will ask students to place their hands on their heads to teach them that's the initial
sound, students will be asked to place their hands on their belly for the middle sound, and students will
be asked to place their hands on their shoes to identify the final sound of a given word.
 Student friendly objective: ​By the end of our lesson you should be able to blend and write CVC
words by recognizing the sounds of individual letters and putting them together to create a new word in
a game that we will use to identify and put the sounds together.

Purpose: Why are students learning this? Why is it important?

Students will be learning this so that they are able to build fluency when they read books and so that they
are able to write words by sounding them out. This is important for students to learn because without the
learned concept of putting sounds together they will have more difficulty reading and writing. This is also
a foundational skill that students will need to be aware of so that they build a love for reading as they
discover that they can blend words and find meaning to them.

B. INSTRUCTIONAL SEQUENCE (Teaching Methodology With Student Activities):

Step #1: Have students place the ABC’s in order

a. Teacher Input: ​We are going to sing the ABC’s and then I will mix the letters and each one of you
will receive an equal amount of letters. Everyone will take turns putting the letters in order and you can
use your ABC chart for help if needed.
a. Teacher Model: ​Teacher sings ABCs, and mixes letters. Teacher thinks out loud to teach students
strategies of how to put the letters in order. Teacher also uses the provided ABC chart to keep track of
what letter comes next.
b. Student response: ​Students sing ABC’s with the teacher the first time. Students then sing the ABCs
as a group without the teacher. After having the teacher equally distribute ABC letter cards, students
will start putting the letters together as they take turns.

Step #2: Students identify each phoneme and match it to its letter
a. Teacher Input: ​Teacher says, “We are going say the first sound that we hear in each picture and
say the letter name”.
a. Teacher Model: ​Teacher says, “The first sound that we hear in apple is a for the letter a, the first
sound that we hear in bear is b for the letter b, the first sound that we hear in cat is c for the letter c. We
are going to say the first sound that we hear for all our pictures”.
b. Student response: ​Students start responding by saying the first sound in each picture sound card
together as a choral response for all the sound cards. For example. Students say the sound “O” for
octopus for the letter o, the sound “R” for ring for the letter r.

Step #3: Students segment phonemes by using counters for each sound they hear in a given CVC
word.
a. Teacher Input: ​Teacher will say, “Okay friends so for this activity we will be looking at the
pictures and say the name of the picture, the first picture is a cat, cat has three sounds. I will use my
counters and place one counter down at a time for each sound that I hear in the word cat”
a. Teacher Model: ​Teacher says, “The first sound in cat is c” Teacher places a counter down to
symbolize the first sound in cat, “The middle sound in cat is a” teacher places a second counter down
and places it in the middle to symbolize the middle sound. “The last sound in cat is t” Teacher places
down a third counter and places it in the end to symbolize the last sound. “Now I want you to give it
try, what is the name of the next picture?”
b. Student response:​ Students respond as a whole, “Its a web” Teacher says “Good job, can you
identify the first, middle, and last sound in the word web?”
 Students respond by saying the sounds “w, e, b, web!” Students put down a counter for the “w” sound
and place it first. Students put a counter down for the “e” sound and place it in the middle. Students put
a counter down for the “b” sound and place it at the end. Students sound out all the letters by touching
each counter to read the word as a whole. Students say “web!”

Step #4: Have students isolate a given sound in the “Doggie, Where's My Bone?” exercise.
a. Teacher Input: ​Teacher will say, “For this activity I will say two words with three sounds each. I
want you identify the sound that they have different. This different sound is what makes the words
different from each other. Once you have identified whether the different sound is the first, middle, or
last, that's where you will place the doggy bone to tell doggy what sound is different”.
a. Teacher Model: ​Teacher will say, “The first two words are fan and pan, listen carefully to find
whether if it's the first sound, middle sound, or last sound that is different. Where is the sound different
in words fan and pan? Is it the first sound? Middle sound? Or is the last sound different?” “The first
sound is different in the words fan and pan because fan makes the “f” sound in the beginning and pan
makes the “p” sound in the beginning. “F”and “p” are different so I am going to put the bone on the
first sound’s place on the doggy because the first sound is different in the words fan and pan”.
b. Student Response: ​Students are presented with two words at a time as the listen to identify where
the sounds are different. Once they have identified where the sound is different that is where they will
place a paper doggy bone to show that they know that a specific sound is different in both words.

Step #5: Students use movement as a method to isolate and identify each sound of given words
a. Teacher Input: ​Teacher will say, “Okay friends so now we are going to use movement to sound
out a word. When you say the first sound of the word place your hands on your head, that means that's
the first sound, when you hear the middle sound place your hands on your belly, thats the middle
sound, when you hear the last sound place your hands on your shoes”.
a. Teacher Model: ​Teacher says “The word is sun, s, u, n” Places hands on head and says “s” Places
hand on belly and says “u”, places hands hand on shoes and says “n”.​ ​Teacher says it together, “Sun!”
b. Student Response: ​As students hear the given word, they start placing their hands on their heads,
bellies, and shoes as they identify the first, middle, and last sound of the given word.

C. APPLICATION ACTIVITY (Practice and/or Reflection):

Students write with the teacher the words “cat, hat, bat, jet, let, pet, jog, fog, log, mug, rug, and pug” on
their whiteboards as they focus on the first, middle, and last sound of each words with counters and
movements.

D. MATERIALS & RESOURCES:

Counters, Sound Cards, Letter Cards, Doggie Where’s My Bone? worksheet, dry erase markers, small
whiteboards, and whiteboard erasers.

V. ASSESSMENT STRATEGIES (​Methods For Obtaining Evidence Of Learning​):

Formative​:I will randomly ask students what sound does a specific letter make, I will ask students to
identify the first sound in__the last sound in___ and the last sound in___ chosen words from my list.
Summative​: Students will be asked to write the words rat, fat, jet, pet, hog, dog, bug, tug, on their
whiteboards. The use of rhyming will be used to facilitate the recognition of sounds but will not be the
main focus to prevent students from becoming overwhelmed as they learn this foundational skill.
VI. ACCOMMODATIONS and/or MODIFICATIONS FOR INDIVIDUAL LEARNERS (Content,
Instruction, Practice): ​How can we provide equal access for all students? (Accommodation) ​How will
you help struggling learners or differentiate (challenge) high achievers? (Modification)
Each student will have the opportunity to share as the rest respectfully listen to the speaker. Each student
will have access to their own marker, and whiteboard. When we have to share, students will each the same
amount of materials as the rest of their classmates. Students who are struggling can be given sound cards
with pictures of a specific phoneme which they can use to remember the sound for each letter. They can sit
directly across from me so that they are able to see better. Using blending with movement will visually
help students learn that there are three sounds in CVC words. For spanish speakers, the instructions can be
given in spanish as well since I am bilingual in English and Spanish. Students who are high achievers will
be asked to write as many words as they can including some rhyming words, substitute the middle vowel
sound to be able to create real and nonsense words, write CVC words that have consonant blends, write
short sentences, and they can be asked to model how they blend.

VII. HOMEWORK:
Students will be asked to pay close attention to the words that they hear at home, in the playground,
market, or anywhere they are and to try identify the sounds in those words. After students have chosen
what words caught their attention they can either draw a picture of them, write them down on a piece of
paper, or do both. The following day students will bring in their homework and we will have a gallery
walk so all their classmates are able to see a wider range of everyday words and it will also help me see if
they are getting a better understanding of phonological awareness.