TPA Lesson Design Frame Name: Peyton Longden Lesson #, Lesson Title: Lesson Grade Level & Class

Title: Kindergarten Period or Block: Standards & Objectives Content Standards: CC.K.R.F.2.d Phonological Awareness: 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/.) Learning Objectives: Verbally given 8 words with beginning, middle, and final sounds using the letters: /k/, /g/, and /s/, Nicholas and Hunter will correctly identify the initial, medial, and final sounds in 6 out of 8 words and in one trial. Academic Language Objectives: Beginning, Middle, end, final, sounds Instructional Strategies and Learning Tasks to Support Learning: Time Learning Activities and Purpose Approximately Orientation/Engagement/Motivation: review, relevance, and standards/goals In class both students have been learning to identify the beginning, middle, and end sounds, today we will be review those sounds. This will come in handy when you have to write the words out. Presentation/Explicit Instruction: I do Review that in every word there are three types of sounds: the beginning, the middle, and the end. Let them know that todays we will be reviewing the sounds of the letters- /s/, /g/, and /k/. Verbally review the sounds. Structured Practice/Exploration: We do (hands on ) Give students the sounds and have them identify the letter, then give them the letter and have them say the sound that goes with it. Have the students pick a card(which will be flipped over, so they cannot see the words), the teacher will read the word on the card ask both students to think pair and share either the beginning, middle or end sound. Teacher will prompt students response by asking, does this word have the beginning middle or end sound of . Guided Practice/Feedback: Step back (verbal) Students will participate in a game where they will pick the a word at random and identify the beginning, middle, or end sound of the word, when the students response is correct, the student will be given a bean bag with the letter on it to throw in either the beginning, middle, or end sound containers, labeled beginning, middle, or end. Student will say the sound of the letter as they are throwing the beanbag into the appropriately labeled bucket. Date: 4-22-13

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Independent Practice/Application: Students will be given an assessment sheet, for the review of skills. The sheet will have three rows each labeled with beginning, middle, or end, will be given to each student to see if they retained the information given. The teacher will read a word and ask the students to mark on their paper and identify the /k/, /g/, or/s/ sound in either the beginning middle or end of the word. Students will mark their answers with an X in the appropriate box. Closure: Good job identifying the sounds of the letters today, this should help you when you are reading and writing these words. I want each of you to tell the other one sound that we talked about today. Next time we meet we will go over more letters and their sounds.

Instructional Materials and Support: -Word cards -assessment sheets -bean bags -buckets -labels for the bucket Writing utensils Description and Purpose of Assessment Activity. Instructional Lesson Assessments a) Process -group and [partner collaboration -verbal Reponses Evaluative Criteria. Feedback to students.

Student engagement and participation

Immediately

b) Product Assessment sheet

6/8 sounds right

The next day with comments on it.

Beginning sound

Middle sound

End sound

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Beginning sound

Middle sound

End sound

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