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Lesson Plan 4

This lesson plan aims to teach kindergarten students about syllables. The students will be split into three groups that will work on identifying syllables in words using iPads, rearranging syllable tiles to form words, and reading a book together while answering comprehension questions. The teacher will observe and assist students as needed. By the end of the lesson, students will be able to clap out and identify the syllables in words, demonstrating their understanding of applying syllable knowledge learned previously about the letter N to new words.

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81 views

Lesson Plan 4

This lesson plan aims to teach kindergarten students about syllables. The students will be split into three groups that will work on identifying syllables in words using iPads, rearranging syllable tiles to form words, and reading a book together while answering comprehension questions. The teacher will observe and assist students as needed. By the end of the lesson, students will be able to clap out and identify the syllables in words, demonstrating their understanding of applying syllable knowledge learned previously about the letter N to new words.

Uploaded by

api-272903255
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Ms. Buikema


Date November 13, 2014

Subject/ Topic/ Theme Introduction to syllables

Grade Kindergarten

I. Objectives
How does this lesson connect to the unit plan?
This lesson is the next step after learning the syllables of the letter N. In the past two lessons we have learned about the letter N and its syllables and now it is time to
apply the term syllables to more than just the letter N.

Learners will be able to:

Clap out the syllables of any given word


Sound out different words of the weekly book
The students will be able to take their knowledge of the letter N and syllables and apply them to words and sentences
as they progress in literacy.
The students will strive towards better understanding of the alphabet to increase their developing literacy
Identify the different syllables in the words and relate to the syllables highlighted throughout the year

cognitiveR U Ap An E C*

physical
development

U
Ap

socioemotional

X
X
R

Common Core standards (or GLCEs if not available in Common Core) addressed:
CCSS.ELA-Literacy.RF.K.2.b
Count, pronounce, blend, and segment syllables in spoken words.
CCSS.ELA-Literacy.RF.K.3.a
Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start


Identify prerequisite
knowledge and skills.

The students will need to recognize the letters n, m, l, s, p and all the vowels. The students will also need to know how to
combine syllables and sound out and pronounce words made by syllables.

Pre-assessment (for learning):


The teacher will present different words made from the N syllables and allow the students to read the words and pronounce
the words.

Formative (for learning):

Outline assessment
activities
(applicable to this lesson)

The syllable scramble with require the students to show how much they understand about sounds in relationship to the letter.

Formative (as learning):


The students will use the iPad game in order to see if they are truly understanding that sounds are assigned to one letter and
how that affects literacy and reading words.

Summative (of learning):


The students will be asked questions regarding the content of the book and the knowledge of the syllables of the previously
learned letters.

Provide Multiple Means of


Representation
Provide options for perceptionmaking information perceptible

What barriers might this


lesson present?
What will it take
neurodevelopmentally,
experientially, emotionally,
etc., for your students to do
this lesson?

iPads
Movement of tiles
Reading and coloring

Provide options for language,


mathematical expressions, and
symbols- clarify & connect
language
Connecting syllables of N to other
syllables
iPads sound out the letters

Provide Multiple Means of


Action and Expression
Provide options for physical
action- increase options for
interaction

Provide Multiple Means of


Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats

Individual learning
Technology
Partner reading

Individual work
iPads offer a way of learning from
mistakes without the constant nag of
someone telling them they are wrong.

Provide options for expression and


communication- increase medium
of expression

Provide options for sustaining


effort and persistence- optimize
challenge, collaboration, masteryoriented feedback

Students answer on screen


Talk with the teacher
Interact with each other
Reading, writing, and spelling

Group work
Partner reading

Provide options for


comprehension- activate, apply &
highlight
iPads
Letter tiles

Materials-what materials
(books, handouts, etc) do
you need for this lesson and
are they ready to use?

How will your classroom be


set up for this lesson?

Provide options for executive


functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for selfregulation- expectations, personal


skills and strategies, selfassessment & reflection

Review of the letter tiles will show the


students progress in obtaining
knowledge of the alphabet as a whole.

Individual work on iPads

iPad, book of the week, worksheets, flashcards of syllable scramble, white paper, whiteboard, and expo markers, markers
and crayons, pictures, and words to accompany pictures.

The classroom will be in the same set up as normal. There will be three groups of seven to eight students. One group will
begin in at the tables with the iPads and begin the activities of forming syllables or words in the games. The second group
will be with the teacher on the side table with the book of the week. The third group will be on the back tile floor with me
playing the syllable scramble game.

III. The Plan


Time
1-2
minutes

Components

Motivation
(opening/
introduction/
engagement)

1
minute
15
minutes
1
minute

10-12
minutes

Development
(the largest
component or
main body of
the lesson)

Describe teacher activities


AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
The teacher will break the students up into groups, the yellow
group in the back, the blue group at the tables, and the green
group at the side table.
The teacher will greet the students and ask them what they
learned yesterday.
If the students are unable to answer or have difficulties
producing and answer, the teacher will help the students if
need be.
After the students respond, the teacher will transition to the
next lesson. From the syllables of N: na, ne, ni, no, and nu, to
syllables in relations to other syllables.
Group One: Syllables and iPads

The teacher will explain the instructions to the


students and then set the students off to explore and
play the game.

The teacher will observe the students to see if there


are any problems or questions.

The students will listen to the teachers instructions and then


move to their appropriate spots and listen to the teachers
greeting and questioning.
Then, hopefully the students will respond with what they
know about the syllables of N: na, ne, ni, no, nu

Group Two: Syllable Scramble

The teacher will have all the students sit on the


floor and review the letter tiles.

The teacher will then wait for the students to be


ready to learn.

From there, the teacher will explain the instruction


to the students.

Each student will receive a set of syllable tiles (all


the same) and the teacher will show the students a
picture.

After the students have named the picture, the


teacher will ask all the students to clap the syllables
of the word. (If one student doesnt participate, the
activity will be repeated till every student
participates.)

Then the teacher will ask the students what they

Group Two: Syllable Scramble

The students will all sit on the floor and say the
names of the letter tiles as quick as they can.

The students will then quiet themselves to show


they teacher that they are ready.

The students will then listen to the instructions of


the teacher.

The students will look at the picture, name the


picture, and clap out the syllables of the word.

From there, the students will respond to the


teachers questions of what letter the word starts
with, what syllable follows etc. to the best of their
abilities.

The students will then rearrange their syllable tiles


to fit the syllables of the word in the picture.

The students will continue to respond and rearrange

Group One: Syllables and iPads

The students will sit at the table, listen to the


instructions, and begin to play the game.

If the students have any questions they should ask


the teacher.

1
minute

1
minute

5-7
minutes

first sound of the word is. Then the teacher will ask
the students to find the syllable tile that starts with
that letter. Example: mariposathe first sound is
ma, the second, ri, etc.
The teacher will continue to work through the
sounds of the word, until all the tiles are aligned on
the floor.
Then the teacher will write the word out on a
whiteboard and ask the students to check to see if
their tiles are in the right order.
The teacher then will ask the students to say the
word one more time.
This will repeat till the end of the lesson

Group Three: Bookwork and worksheet

The teacher will gather the students around the


arched table and ask the students to quiet
themselves.

The teacher will then pair the students up and hand


out the weekly book.

The teacher will then explain the directions to the


students: the students will read the book to each
other; one student will read one page and the other
the next page. The students are to follow along
using their finger to keep their place.

After the students are done reading to their partner,


the teacher will ask the students to share what
happened in the story with their partner.
Next, the teacher will hand out a comprehension
worksheet from the book and ask the students to
complete it.

5-6
minutes

1-2
minutes
Closure
(conclusion,
culmination,
wrap-up)

At the end of each session, the teacher will review the


questions asked at the beginning of the lesson or summarize
the activities. For example:
Group One:
At the end of the lesson, the teacher will ask the students to
place the iPads gently on the desks and line up.
Group Two:
At the end, the teacher will ask the students to name the
syllables and the sound that each letter we have previously
learned makes (L, M, N, P, S)
Group Three:
The teacher will ask the students to explain their drawings on
the worksheet and explain what is happening in the book.

the letters until the word is complete.


The students will then check what they have in
front of them with what the teacher wrote on the
board.
The students will then say the word, pick up the
tiles in front of them, and begin the process over for
another word.

Group Three: Bookwork and worksheet:

The students will gather around the arched table


and quiet themselves to show the teacher that they
are ready.

The students will then obtain the book and get with
their partner.

The students will read the book to their partner


(alternating pages), and following along with their
fingers.

The students will then explain the book to their


partner.
The students then will listen to the instructions for
their worksheets and fill out the worksheets
accordingly.

Group One:
At the end of the lesson, the students will set the iPads down
gently on the desks and line up.
Group Two:
The students will name the syllables and make the sounds of
each letter.
The students will then make a line.
Group Three:
The students will explain their drawings and what the book
was about. Then the students will put their papers in their
cubbies and line up.

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)

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