Name: Rheagan Kean

Topic: 1st Grade Language Arts

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).

Mini Lesson Template

Mini Lesson Topic Breaking down and rebuilding single syllable words

Materials Laminated card

Marble rocks
White board
White board markers
Paper
Pencil
List of single-syllable words
Connection During the last workshop we learned how to break
down and read a single syllable word, and now we are
going to practice breaking down words as well as
putting them back into one word.
Explicit Instruction Watch how I break down the word cat on the board.
The teacher would show the students how to sound out
the word cat. C-A-T. The teacher would then use the
laminated card to help stress the different sounds. Each
time the teacher hears a different sound the teacher
will push a marble forward. C- *push marble forward
A- *push marble forward T- *push marble forward. The
teacher would also give an example with the word
“that” to show the students how it works with a blend.
TH *push a marble forward A- *push marble forward T-
*push marble forward.
Guided Practice The teacher would then pass out the laminated cards
and the marbles to the students. The teacher would say
a word aloud to the students. The students will then
use the marbles to separate the words into their
individual sounds. One the students have used the
laminated card and the marbles to break down the
words, they will then try and write the word on their
own sheet of paper.
The words that will be used:
At
Cat
Hat
Bat
That
This

Independent Practice The students will then be handed a list of words. The
students will read each word to themselves, and they
will use the cards and the marbles to help hear the
individual sounds in each word. The teacher will walk
around the classroom to help assist any students that
are struggling and to help keep students on task.

Group Wrap Up The teacher will ask the students how breaking down
the words like this can help them in there reading and
writing. The teacher will tell the students that when
they are reading or trying to write a new word they can
listen for the separate sounds that they hear in order to
help read or spell the new word.
Marble Start Marble Start Marble Start
Name: Rheagan Kean
Topic: 1st Grade Language Arts
e. Decode two-syllable words following basic patterns by breaking the words into
syllables.
Mini Lesson Topic
Name the teaching point.
Materials
Gather materials, more text…
Connection
Tell them what you taught the
previous lesson. During the
last workshop, we learned how
to...
Explicit Instruction
Tell them how to do it. Watch
me do it… or Let’s take a look
at how (author) does this
when s/he writes
Mini Lesson Template
Decoding two-syllable words
Worksheet
Pencils
Cut outs to go in the blanks
Glue sticks
Pocket panel
Laminated pictures for pocket panel
Laminated words (broken up by syllable)
During the last workshop we decoded one-syllable
words, but now we are going to work on decoding two
syllable words.
Watch how the teacher decodes these two syllable
words on the board. Magnet. That can be split into two
syllables. MAG-NET. The teacher would then read
magnet stressing the two different syllables. The
teacher would then read then write the word *pen on
the board. The teacher would then talk aloud about
what syllables you could add to the end to make a
longer word. The teacher would then add the letters
*cil to the end of the word. The teacher would
underline the two different syllables, while repeating
and stressing the two different syllables.
Guided Practice
Ask them to try it out with a
partner, or with you for a few
minutes. Now try it out with a
partner…
Independent Practice
Remind students how the
teaching point can be used in
independent writing. (There
should be a link between the
mini lesson and the students’
independent writing lives).
Group Wrap Up
Restate the teaching point.
Ask: Did you try what was
taught? Did it work for you?
How will it affect your future
writing?
The students will go two at a time to the pocket panel
to complete 10 words. The rest of the students will be
with a partner at their desks coming up and writing
down two syllable words.
The student will then be given a worksheet, glue sticks
and precut out syllables. The students will sit at their
desks gluing the correct syllables to complete the
words. The teacher will walk around the classroom
monitoring students and being available to help any
students that are struggling.
The teacher will talk to the students about how being
able to split words into syllables will help them to be
able to read almost any word. The teacher will tell the
students that while they are reading, if they come
across a word that they do not know then they need to
break it into the syllables in order to decode it and read
it.