Lesson Plan Form - LBS 400

Revised 08/05/14

Candidate: Subject: Grade level(s): Date: November 28, 2017

Yuridia Guzman Language Arts 3rd grade
Bryant Elementary Phonemic Awareness:
Mrs. Francis
Sound Segmentation
Standard:
Phonics and Word Literacy
CCSS.ELA-Literacy.RF 3.3
Know and apply grade level phonics and word analysis skills in decoding words.
Decode multi-syllable words.

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

What are students learning? Underline content type.
Students will learn to segment words into phonemic parts.

II. LEARNING OUTCOME (Objective):

Given _____a list of words_____, students will ______separate the word sounds_____(level of cognition)
__into phonemic parts____ (content) by __drawing lines to separate the sounds_____(proving behavior or
activity)

DOK/Cognitive Rigor Level:

Level 1: (Recall, recognize, identify, draw) Do underlines to distinguish the different parts of the
words.
Level 2 (Skill/ concept, collect, display, and identify patterns) Display each of the syllables separately.
Level 3: (Strategic thinking, formulate) Formulate words and set into syllables.
Level 4: (Extended thinking, create, prove) Prove how the parts of the words are separated.

Language Demands (What demands in terms of language does this lesson require of students,
Particularly English Learners?):
- Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns
III. CURRICULUM CONNECTION (How lesson fits into larger unit sequence): What lesson comes
before this lesson? What lesson comes after this lesson?
Students should have previously learned:
-To demonstrate understanding of spoken words, syllables, and sounds. (patterns)
-Distinguish long from short vowel sounds in spoken single syllable.
-Orally produce single-syllable words by bending sounds.
-Isolate and pronounce initial, medial vowel, and final sounds.

IV. INSTRUCTION
A. ENGAGEMENT (Motivational Activity):
Anticipatory Set: activate student prior knowledge
Track and represent changed in simple syllables and words with two and three sounds as one sound
added, substituted, omitted, shifted, or repeated. (Example: vowel-consonants, constant vowel, or
consonant-vowel, or consonant-vowel consonant)
Activity: Guess the word game-help students to blend and identify a word that is stretched out into its
basic sound elements.
 Student friendly objective: By the end of our lesson you should ___be able to blend and identify a
word that is stretched out__ (level of cognition) ___into its component sounds_ (content) by using
repetition, lines to separate the sounds of words__proving behavior or activity and verbally
recognizing word and then be able to read the word.

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

Students will know about letters, words, and sounds. They apply this knowledge to read simple
sentences.

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

Step #1: _place a small number of picture cards in front of children___

a. T input- the cards the teacher uses are words that children can easily identify. Example: (fish,
rabbit, sandwich, etc.)
a. T model- the teacher will select a card and then show students the proper way to separate it as
an example. ( Example the word fish- F-I-SH)
b. Student response: Check for understanding: active participation: think pair share, choral response,
etc.
The students then will check to see if the teacher did it right, and if the teacher didn't together they will
break it apart.

Step #2: ___tell them you are going to say a word using "snail talk" a slow way of saying words._
a. T input- the teacher will sound out the word slowly so that the students can hear the different
sounds the word has. ( Example: Sand-wich)
a. T models- then the students will have to repeat.
b. Student response: Check for understanding: active participation: think pair share, choral response,
etc.
As students are saying the word slowing check to see if they sounded put all of the parts of sounds in
the word.

Step #3: __they have to look at the pictures and guess the answer in their head so that everyone
gets an opportunity to try it __( using the picture flashcards)
a. T input-have students think about the word and not say it out loud until instructed to do so.
a. T model- if students need to they can write it down on a paper but can't show it.
b. Student response: Check for understanding: active participation: think pair share, choral response,
etc.
Once they are done thinking about the word have them raise their hand to see who got the word.

Step #4: _alternate in between having one child identify the word and having all children say the
word aloud in chorus to keep children engage. Now the instructor will use words from their
weekly spelling words and then give them a minute or so with their partners to break the words
apart into syllables.
a. T input- Each pair has to make sure they are underlying the word a having all child we want to
make sure all students are engaged. Example : Washing---WASH - ING
a. T model- call students randomly or with their partners to break the words apart into syllables.
Try different methods to call on students. Ask volunteers first then call out pairs to write their
responses on the white board and then have them show us why they underlined and separated
the words form.
 b. Student response: Check for understanding: active participation: think pair share, choral response,
etc.
By choosing randomly it will cause students to pay attention and keep alert.

Step #5: ___now have them choose a class object where they will break the word apart on their
own.___ (Bookmark, teacher, pencil)
a. T input- By having students within their desk groups they will select one item in the class and
then they will write the word. This this will maintain students engagement. Once they are done
writing done the word have them separate the word. This time have color code the word.
a. T model- Have students color the vowels blue and the special sounds green. This keeps their
attention and uses things they know where they will be able to identify the different phonemic
parts of the words.
b. Student response: Check for understanding: active participation: think pair share, choral response,
etc.
Students can popcorn what object they chose then call on another student to break the word
apart.

C. APPLICATION ACTIVITY (Practice and/or Reflection): Guided practice (students working with
teacher support on proving behavior or activity)
I'll have students break up into small groups and they will grab a word from the word box where they will
have to break the word apart in 1 minute.

D. MATERIALS & RESOURCES: What do you need for the lesson? Make a list.
-PICTURE CARDS OF OBJECTS THAT STUDENTS ARE LIKELY TO RECOGNIZE SUCH AS: SUN,
BELL, FAN, FLAG, SNAKE, TREE, BOOK, CUP, CLOCK AND PLANE.
-WHITE BOAORS OR BOARD
-DIFFERENT COLORED MARKERS
-RANDOME OBJECTS AROUND THE CLASS
-WEEKLY SPELLING WORDS

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

Formative: During Lesson, Check for Understanding, Teacher observation

In the end have students complete a worksheet of a few words where they will now on their own separate
the words in phonemic parts. The instructor will walk around and see how they are doing and then as a
class go over the words using the students participation and interaction.

Summative: (at the end of the lesson) (Closure, exit slip, ticket out the door, quiz, test)
Before students leave the class have them to a ticket out the door where they will select 1 out of 5
challenging words where their task will be to separate the word in phonemic parts.

VI. ACCOMMODATIONS and/or MODIFICATIONS FOR INDIVIDUAL LEARNERS (Content,

Instruction, and Practice): How can we provide equal access for all students? (Accommodation)
How will you help struggling learners or differentiate (challenge) high achievers? (Modification)
THE WAY THE TEACHER WOULD BE ABLE TO PROVIDE EQUAL ACCESS FOR ALL
STUDENTS IS BY WORKING TOGETHER AS A CLASS TO UNDERSTAND THE LESSON. I
WILL BEGIN BY SHOWING, THEN HAVE THEM PARTICIPATE. THE INSTRUCTOR WILL
MAKE SURE ALL STUDENTS ARE GIVEN THE SAME MATERIALS.THE WAY THE
TEACHER WILL HELP STRUGGLING LEARNERS IS BY PROVIDING MORE TIME IN
CLASS TO PRACTICE AND FOR THOSE STUDENTS WHO ARE HIGH ACHIEVERS I CAN
HAVE THEM MOVE ON TO LEVEL 2 WHERE THERE ARE MORE CHALLENGING WORDS.

VII. HOMEWORK (if appropriate):

For homework I would have them separate their weekly spelling words into phonemic parts then I
will collect it at the end of the week.