Name: Mercedes Davis Date: 2/23/21 Time: Lesson

Big Idea/Topic: Phonological awareness Grade/ Subject: K ELA

CPALMS/ Resource link: Teaching reading sourcebook page 137

Lesson Structure: Direct Instruction EL: Integrated Individualized/Grouped Modification

Standards: (CCSS/NGSSS/NGSS)
LAFS.K.RF.2.2
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
Count, pronounce, blend, and segment syllables in spoken words.

ESE Access Points. Access points serve students with severe cognitive difficulties. Access points are used only if
specified on IEP. http://www.cpalms.org/Standards/AccesspointSearch.aspx

Instructional outcomes/objectives(s): (Clear objectives written in the form of student learning)

Students will be able to count, segment and blend syllables in words.

Language Objective(s): (ELA only: Oral language, listening, reading, writing-must include both productive and
receptive)

Speaking: They will be saying the names of the foods and clapping out the syllables with me as a class.
Writing: They will be drawing or writing down their own words that have two or three syllables.

Vocabulary: (academic-procedural & content-defined in Instructional Materials/Resources/Technology

kid friendly terms). Pre-teach!! (include hyperlinks to videos & websites)

Word Part- a synonym for syllable -Models of vegetables or fruits with two or three
Syllable- a part of a word that contains the sounds of a syllables in their name. For example; tomato,
word. It usually has a vowel in it. lemon, apple, pepper, strawberry, banana,
Fluent- is the ability to read fast with accuracy, and cucumber, carrot (they can be printed, laminated
expression. In order to understand what they read. or actual toys.)
-Two salad bowls
-Colored markers
-Blank paper

Graphic Organizer/Thinking Map: http://www.enchantedlearning.com/graphicorganizers/

None needed for this lesson

Diagnostic Data: (ELA only-WIDA, Lexile, Readability, I-Ready)

ESOL Accommodations
Flexible environment Flexible Scheduling Bi-lingual assistance Approved dictionary/glossary
Flexible seating Reading text out loud

Lesson Portions: Pacing

Ø How will you introduce the lesson, assess or activate prior knowledge, motivate students to learn?
Ø How will the lesson develop or proceed? What steps will you follow? What are the students expected to do?
Ø Highlight & label differentiated strategies (content, process, product)
Ø Underline higher order/high quality questions in lesson.
Ø Write ‘F.A’. to denote where & how you will monitor progress toward learning objective/student understanding.
Use the assessment’s name and explain if needed.

Vocabulary Speedy Pre-teach (as needed). Use examples and non-examples.

Boys and girls remember words can be broken down into smaller word parts or syllables, like apple
can be broken into two-word parts, ap·ple or banana can be broken into three-word parts, ba·nan·a.
If you guys notice, every syllable has to have 1 vowel in it!

Introduction/Building Background: (Link to Prior Knowledge)

Do you guys remember what we talked about last week?
That’s right! We were talking about rhyming words and we practiced rhyming words together. Now
today we are going to learn syllables.

Instructional Steps:
Good morning class! How are you all doing today?
So today we are going to learn about syllables in different words. Syllables are the chunks that make
up a word. It is important everyone learns about syllables, they will help you sound out words. That’s
how you become a better and more fluent reader.
To do this we are all going to do an activity called Salad Toss.
How this will work is, I will hold up a fruit or vegetables and you guys will tell me the name of that
food. After that we will all break the word into its word parts or syllables, and then try to put them
back together. After we find out how many syllables are in the word, we will decide if the food goes
in the 2-syllable salad bowl or the 3-syllable salad bowl.

So, what is this vegetable?

Your right, it's a carrot. Now listen as I break it into syllables, car*rot.
How many times did I clap?
That’s right, I clapped two times. That means the word carrot has TWO syllables.
Does this vegetable go into the three-syllable salad bowl or the two-syllable salad bowl?
Yes! It goes into the TWO syllable salad bowl.
Now listen carefully as I give you the syllables one at a time so you guys can put them together to
make one big word, car and rot.
What word do those make?
Good job! When we put the syllables back together it makes the word CARROT.
Let’s do the next one together!
Guided practice**
What fruit is this?
Correct, it is a banana. Now clap with me as we break the word banana into syllables, ba*nan*a.
Now how many times did we clap for this word?
Good job, we clapped three times!
So, this means there are how many syllables in the word banana?
Your right, there are THREE. Remember there were only two in the word carrot. Every word is
different, so every word can have a different number of syllables in it.
So, will banana go into the two-syllable salad bowl with carrot or in the three-syllable word bowl?
Correct, it will go into the three-syllable salad bowl.

What fruit is this?

Correct, it is an apple. Now clap with me as we break the word apple into syllables, ap*ple.
Now how many times did we clap for this word?
Good job, we clapped two times!
So, this means there are how many syllables in the word apple?
Your right, there are TWO syllables in this word also.
So, will this go into the two-syllable salad bowl with carrot or in the three-syllable word bowl with
banana?
Correct, it will go into the two-syllable salad bowl with car*rot because they both have two syllables.

What fruit is this?

Correct, it is a strawberry. Now clap with me as we break the word strawberry into syllables,
straw*ber*ry.
How many times did we clap for this word?
You're right again, we clapped three times!
So, this means there are how many syllables in the word strawberry?
Your right, there are THREE syllables in this word.
So, will this go into the two-syllable salad bowl with car*rot and ap*ple or in the three-syllable word
bowl with banana?
Correct, it will go into the three-syllable salad bowl with ba*nan*a because they both have three
syllables.

What vegetable is this?

You're right, it is a pepper. Now clap with me as we break the word pepper into syllables, pep*per.
Now how many times did we clap?
Good job, we clapped two times!
So, this means there are how many syllables in the word pepper?
Your right, there are TWO syllables in this word.
So, will this go into the two-syllable salad bowl with carrot or in the three-syllable word bowl with
banana?
Correct it will go into the two-syllable salad bowl with car*rot and ap*ple because they all have two
syllables.
What vegetable is this?
Correct, it is a cucumber. Now clap with me as we break the word cucumber into syllables,
cu*cum*ber.
Now how many times did we clap for this word?
Good job! Your right, we clapped three times!
So, this means there are how many syllables in the word cucumber?
Your right, there are THREE syllables in this word.
So, will this go into the two-syllable salad bowl with carrot or in the three-syllable word bowl with
banana?
Correct it will go into the three-syllable salad bowl with ba*nan*a and straw*ber*ry because they all
have three syllables.

What vegetable is this?

Correct again! It is a tomato. Now clap with me as we break the word tomato into syllables, to*ma*to.
Now how many times did we clap for this word?
Good job! Your right we clapped three times!
So, this means there are how many syllables in the word tomato?
Your right, there are THREE syllables in this word.
So, will this go into the two-syllable salad bowl with carrot or in the three-syllable word bowl with
banana?
Correct it will go into the three-syllable salad bowl with ba*nan*a, straw*ber*ry and cu*cum*ber
because they all have three syllables.

What fruit is this?

Your right, it is a lemon. Now clap with me as we break the word lemon into syllables, lem*on.
Now how many times did we clap for this word?
Good job! Wwe clapped two times.
So, this means there are how many syllables in the word lemon?
Your right, there are TWO syllables in this word.
So, will this go into the two-syllable salad bowl with carrot or in the three-syllable word bowl with
banana?
Correct it will go into the two-syllable salad bowl with car*rot, pep*per and ap*ple because they all
have two syllables.

Now it is time for all of you to practice this on your own.

I want you guys to think of a word. It can be anything, it doesn’t have to be a fruit or vegetable. But it
has to have TWO or THREE syllables, just like the words we just went over. I would like you guys to
draw what you came up with on a piece of paper. Then we will put them in the correct salad bowl.

*Now, this part will differ depending on the group of students. But you will go through and ask each
child what object they thought of and drew. With the class you will break each one into syllables by
clapping to each one. If it wasn’t two or three syllables then clap it out to find how many it was and
help them think of something else. *
 Pacing
Closures

Content: (teacher talk-restate the main take-aways from the lesson)

This is the end of the activity, but I hope you guys have a better understanding of what a syllable is
and how they work. You now know that each word can be broken down into syllables and then
blended back together. You also have learned that every word is different which means they can all
have a different number of syllables in them. Knowing how to break apart words into syllables will
help you guys be able to learn new words and become better readers.

Procedural:
Now let’s put away the fruits, vegetables, bowls, colored pencils and markers. Then recycle any
paper trash so we can line up for recess.

Assessment of Student Learning: (congruent with instructional objectives- do not restate objectives)

Objective 1: Students will draw something that either has two or three syllables in the name of it and place
it in the correct bowl.

Objective 2: n/a

Post Lesson Analysis

Lesson Adjustment: (How are you re-teaching objectives for mastery based on formative assessment? Include
evidence.)

Reflection on Teaching: (Analyze and evaluate your lesson and class management.)

Addressing Pre-PGP: INTEGRATED BLOCK ONLY

(Using the three Pre-PGP goals completed in EDUC 393, describe how you progressed, or not, toward improving your
practice within those Domains. Include a statement on how your efforts impacted, or not, students’ learning
experiences.) Complete this box after the 2nd social studies lesson, the 2nd math lesson, the 2nd reading lesson, and one lesson
within the science unit.
1.
2.
3.

Response to Feedback: INTEGRATED BLOCK ONLY

To be completed after post-observation meeting: Review and consider provided feedback. Describe how you will
implement next steps going forward. Explain how these next steps will impact students’ learning experiences.

Learning trajectory:
Previous Standard: Write code and full text:
Preschool does not have any standards but they learned the shapes, names and sounds of each letter.
They also should know the names to all of the food names.

Current Standard: Write code and full text:

LAFS.K.RF.2.2
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
a. Recognize and produce rhyming words.
b. Count, pronounce, blend, and segment syllables in spoken words.
c. Blend and segment onsets and rimes of single syllable spoken words.
d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme
(consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) e.
Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

Next Standard: Write code and full text:

LAFS.1.RF.2.2
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
a. Distinguish long from short vowel sounds in spoken single-syllable words.
b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable
words.
d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).