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Rev 11-10-13

Lesson Plan

Teacher Candidate: Kristin Foster
Title of Lesson: Open and closed syllables to decode multisyllabic words.
Grade Level(s): 5
Subject Area: Literacy
Location of the lesson (specify if in general or special education class): Pull out
from general education class
Grouping (highlight: 1:1, small group, large group): Small group

Preparing for the Lesson

1. Lesson Topic: What are the big ideas? How does this relate to what students are
currently learning in general education?
Currently the students are expected to read grade level text. They will learn the
vowel sounds in open and closed syllables. By learning how to decode
multisyllabic words students will be able to read and comprehend grade level text.

2. What are your learning targets for the lesson (i.e., what are your primary and supporting
objective of instruction)? What do you want the student(s) to learn and be able to do at
the end of the lesson?
The primary objective is for students to be able to create the correct vowel sound
for closed or open syllables and blend them to decode words.
The supporting objective is for students to be able to identify closed and open
The tertiary objective is for students to formulate long and short vowel sounds.
I will break words into syllables correctly 80% of the time when given a word by
the special education teacher.
I will determine if the syllable is closed or open.
I will use long vowels for open syllables and short vowels for closed syllables
when sounding out words.

3. What Content Standards(s) and/or EEOs will this lesson address? How does this lesson
relate to the 21
Century skills?
Content Area: Reading, Writing, and Communicating
Standard: 2. Reading for All Purposes
3. Knowledge of morphology and word relationships matters when reading
a. Use combined knowledge of all letter-sound correspondences, syllabication patterns,
and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic
words in context and out of context. (CCSS: RF.5.3a)
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4. List specific IEP goals that will be addressed during lesson:

New Goal (12/13): By 12/14, Chris will be able to answer 6/6 how and why
questions related to an ability-level text independently from being able to answer 3/6 how
and why questions related to an ability-level text as measured by a special education
teacher using teacher-made assessments.
By learning how to sound out multisyllabic words he will increase his grade level
reading ability and comprehension of grade level texts.

5. Describe Specific Strategies to be taught/modeled during the lesson. How will you
incorporate the strategies, which have been taught/modeled into the students content
courses (math, literacy, behavior).
To help students read on grade level I will teach students how to sound out multi
syllable words. I will teach them the visual/kinesthetic open/closed door strategy.
We will practice with short words, as understanding develops we will move to
multisyllabic words. They will write the words on pieces of paper and fold the
paper in-between each syllable in order to view if it is open or closed. We will use
multisensory instruction when learning all of the steps for decoding a
multisyllabic word.

6. What background (prior) knowledge do the students need to have to be successful? If the
students do not have this knowledge how will they get it?

The students will need to have a good sense of phonological awareness and
phonics. Having the ability to create the sounds that letters make is the first step in
sounding out words. Students will also need to know examples of consonants and
vowels. During the lesson they will need to know how to generalize vcv to real
letters. They will also need the attention span and motivation to follow along and
participate in the lesson.

7. How will you address classroom and behavior management/grouping issues during the
I will use Patty the platypus as a talking stick, which will be handed to students
after they raise their hand. Students will sit in their assigned seat. Each student
has a rocking chair to help with activity levels

8. Materials and Resources (What do you need? How/where will you get it??)
-Syllable chart
-Paper and markers
-Pre-written words (one syllable and multisyllabic)
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-Sheet protectors over paper and dry erase markers

Teaching the Lesson

1. Anticipatory Set
a. How will you get the student(s) attention?
I will allow them to each go around and tell me something fun they will do over
the weekend. Then we will read the objective.
b. Review and relate prior learning/lessons.
I will do a simple informal prior knowledge assesment. Here come some
(hopefully) easy questions.
-Asking what is a vowel?
-What is a consonant?
-How many syllables does _____word have?
-What is the long a sound?
-What is the short a sound?

2. Teaching: Is this an informal presentation or direct instruction? Please circle/highlight.
a. What are the specific steps you will follow when teaching this lesson. Be sure to
include the following:
i. what the teacher will teach or model,
ii. how the students will be engaged in the lesson, and
iii. how the students will demonstrate their learning (Guided Practice)?
First I will demonstrate that the open syllable creates the long vowel sound (it says its
name). Then closed syllable creates a short vowel sound. Show the open and closed door.
The students will read the words when the door is open and closed and discuss what is
different about them. Next I will clarify what makes a syllable open or closed. A closed
syllable has a consonant at the end of it. An open syllable ends in a vowel. I will ask them
to repeat the definition along with hand motions. Then I will show a chart that
demonstrates how to divide words into syllables. The students and I will write a word
down and practice breaking it up into syllables. I will do it on the board and they will do
it on their sheet protectors. After breaking it up I will call on students to sound out
syllables. As a class we will say the syllables and the blend them together. We will
practice this multiple times with two syllable words until the students have a solid
understanding. I will then explain the other ways of breaking up syllables that still result
in long or short sounds. We will practice identifying the other ways (r-controlled, vowel
teams, final silent e, and ending in le) If there is time I will introduce breaking up words
with more syllables. Again I will use a multisensory approach when teaching the
directions. 1. Cover the affixes. 2. Look for familiar vowel patterns. 3. Divide the word
into syllables. 4. Blend the syllables. (Adjust if needed.) 5. Do I know the word? I would
model it once, then we would all practice together.

3. What, if any, scaffolding and/or additional accommodations/modifications are needed for
specific student(s)?
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Some students may need the syllables already marked, then it is there job to determine if
it is closed or open.
There will also be charts of sounds open and closed syllables make, along with how to
break up vowels. Most of these will be scaffolding so the students can feel successful.

1. Checking for Understanding- How will you check for understanding? Using Blooms
Taxonomy, what questions might you ask your students?
Knowledge-What vowel sounds do you hear in a closed syllable? What vowel sounds
to you hear in a closed syllable?
Comprehend When do you hear a long vowel sound? Is this syllable open or closed?
Where do we break up the syllables in the word baby?
Apply Why does go have the oh sound? Why is this a closed syllable?
Analyze What is the difference between open and closed syllables? Where do we
create the syllables in the word reconstruct?
Synthesize When will you use open and closed syllables to sound out a word?
Evaluate Why is it important to know about open and closed syllables?

4. Re-teaching: What will you do differently if the student(s) do not understand the
concepts in the lesson?
Between each step I will ask the students if they have any questions. We will not move
forward until they have received clarification. If a student is have a hard time with a
specific step I will go back to the prior step and make sure they have a solid
understanding. I will observe them break apart a word and blend it and do an informal
assessment to find out where their errors are. If they are creating the wrong vowel sound
we will go back and review. I will make sure that they learn the definition with the
multisensory approach and encourage them to use the definition while sounding out the

5. How/where will students integrate (generalize) this learning into future
lessons/activities? This is your PURPOSE (how will this relate to real life?).
Students will be encouraged to use this strategy while reading in literacy class and
while reading in math, science and social studies. They may be given copies of
the charts if wanted but the best tool is the multisensory definitions. As they begin
to master the skill while reading in class it will come naturally to them out side of
our small group.

6. Closure:
a. How will you review the content covered during the lesson so students can
demonstrate learning of the lesson concepts (this should be tied to the main
We will read a passage that contains words they will need to sound out. It
is important to apply the practiced skill while reading a passage. This completes a
cognitive loop to create complete comprehension of the strategy. When they get
to the multisyllabic word I will ask them to write it down and use the strategy we
have learned to sound it out.
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b. How will you formally END the lesson (e.g., Students show/tell what they
learned, answer an exit question as their ticket out the door, list 2 things you
learned, and one question you still have).

7. Independent Practice: What will this look like? Is there homework? Completion of a
product? Practice a skill learned in class?
The next class we will read a passage with multisyllabic words and when we
come to them we will use our multisensory steps to decode the word. We will
continue to do explicit practices during class, we will also practice while reading.

8. Evaluation: How will you evaluate/assess student learning (this must be more than
completing classroom work)?
I will conduct an informal assessment with the word that they decode at the very
end. I can also conduct assessments through out the process of what concepts they
understand and which ones they have trouble with.