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Name: Shelby Astin

WGU Task Objective Number: 602.8 Task 3
Lesson Title & Subject(s): Meet Teddy - Phonological and Phonemic

Topic or Unit of Study: Phonemic segmentation; Short e words;

Identifying word sounds

Grade/Level: Kindergarten
Instructional Setting:
(e.g., group size, learning context, location [classroom, field trip to zoo, etc.], seating arrangement,
bulletin board displays)

Group size: 18 students

Learning context: Puppet play on the reading carpet, with the teacher sitting at the
front of the group - an easel next to the teachers chair for displaying picture/word
cards; Pairs of students at their desks with teacher/puppet roaming
Location: Standard classroom, taking place at students desks (which are 4 person
tables) and also on the reading carpet
Your State Core Curriculum/Student Achievement Standard(s):
To view standards: Go to TaskStream Standards Manager under Programs & Resources. Then go to
Browse Standards (Standards Wizard). Select your state. Select standard(s).

TN- Tennessee Curriculum Frameworks

Subject : Reading (NEW)
Course/Grade : Kindergarten
Standard : Content Standard: 1.0 The student will develop the reading and
listening skills necessary for word recognition, comprehension,
interpretation, analysis, evaluation, and appreciation of print and nonprint
Learning Expectation : K.1.04 Develop and maintain phonemic awareness.
Lesson Goals:
(A statement describing the overall purpose of the lesson; what the students are expected to know or
do at the end of the lesson)

Students will practice phonemic segmentation by engaging in communication with a

puppet through the sounding out of
Lesson Objective(s):
(Your objective(s) should align with the knowledge and skills taught as well as with the assessment
chosen for this task. All learning objectives must include a Specific Behavior, Condition, and
Measurable Criteria)


Instructional Materials:
Materials needed for the lesson (e.g., textbook, construction paper, scissors, PowerPoint, guided note

- Puppet
- Different Props
- 12 unique picture/word cards - 9 sets (with 6 extra cards (9 sets), in case of
Supplementary information and/or places where you found information for the lesson

Blevins, W. (1997). Phonemic Awareness Activities for Early Reading

Success. New York: Scholastic.
Sequence of Instructional Procedures/Activities/Events (provide description and
indicate approximate time for each):

Identification of Student Prerequisite Skills Needed for Lesson:

(e.g., anticipatory set, schema, purpose of lesson for students, connections to previous
learning, definitions of terms reviewed)

- Students are familiar with sounding words out

- Students are familiar with the general behavioral rules of whole-class group
- Students are familiar with a select set of 9 words on picture cards
- Students are familiar with identifying syllables in a word through clapping
Teacher will have students gather on the class carpet - and review the rules of
being on the carpet.
Teacher will present each of the 12 picture cards to the class by showing them
and asking students to identify the picture itself (Teacher will be checking for
prerequisite understanding of the words - if there is a picture that is too difficult
for a large amount of the class, the teacher may substitute for a different card).

Presentation of New Information or Modeling:

(e.g., term definitions, concepts, processes and/or approaches)

The teacher presents three of the picture cards on an easel in front of the
class. (e.g. puppy, leg, nest) and asks the entire class to identify the pictures
that are presented as they are pointed out. Great!
Today we are going to learn about saying words very slow, sound by sound, in
order to figure out how the words are put together. Well need some help with
The teacher will introduce Teddy the puppet: I have a friend to introduce to
everyone his name is Teddy. Sometimes, he speaks a little bit funny when he
says words - he says them really slow, sounding out every single letter in the
word! Hes going to say a sound, and you have to find the picture out of this
group of cards that begins with the same sound. But first, Im going to show
you how this works.
The teacher will have the puppet say hello to all the students and begin to
sound out the beginning sound of one of the presented cards. As the puppet
begins to sound it out, the teacher will also repeat the sound and then find the
correct corresponding card. For example: Puppet: /p/ - /p/. thats the
beginning sound of the word I want you to guess. Teacher: /p/ - /p/ . thats
what a P sounds like. You are saying the very beginning sound of puppy!
Puppet: Thats right!! You got it!
The teacher will continue modeling this with the middle sound (Now Im
going to make a sound that is in the middle of a word - lets see if you can
figure out which picture this sound is in!). (Now Im going to make the end
sound of one of the words - can you guess which one it is?) and the ending
sound /g/ and /t/.
The teacher and puppet will have a short conversation that includes sounding
out each word in successive segments: So leg - when you sound out each
unique sound goes like /l/ /g/). The teacher will integrate clapping into the
whole word segmentation here - reminding students that this is a lot like
clapping with syllables - and it can help them concentrate on the sound to clap
with it.

Guided Practice:

(e.g., teacher directed, scaffolding, check for student understanding including any questions
to ask or anticipate from students)

The puppet lets the students know that it is ready for the students to participate
too, but that the teacher can help them with this round.

The teacher will set out 3 new cards to be displayed on the easel.
The puppet will ask students if they know these pictures - pointing to each one
as the class identifies them.
The puppet will then begin to sound out one of the beginning sounds, and the
teacher will prompt the students to think about it for a moment - and then
answer together as a group. The students will be encouraged to clap with the
letters if they like. The puppet can be manipulated to clap with the sound
segments as well.
This will continue through a few more sounds - (beginning middle and end)
Throughout this, the teacher will be observing and checking for understanding
through questioning when/if needed
The teacher will increase the number of cards displayed from 3 to 6 - and test
the waters of how students do with this challenge.
The puppet will ask students if they are ready for a sound challenge? The
puppet will ask them to sound out their own names this way - but first will ask
the teacher to do it. The teacher will sound out his/her name, making each
sound heard. The puppet will choose one student to sound out their name as
an example. The puppet will ask all students to sound out their own name at
one time.
The teacher will then address the students, asking if everyone has got the
hang of sounding out each sound in a word. Lets see what happens when we
do this on our own!

Independent Student Practice:

(e.g., teacher monitored, check for student understanding including any questions to ask or
anticipate from students)

The teacher will have students quietly sit back at their tables, and then pair up
with the student who sits beside them. The teacher (with the puppet still
interacting with the class as well) will pass out a set of 3 new picture/word
cards to each pair of students.
The students will be instructed to find the word that the puppet and/or teacher
makes the particular sound for.
The students will be encouraged to talk between each other (in their pairs) and
decide on the right word.
When the word is chosen, each pair will hold up the chosen card for the
teacher and puppet to check.
This will continue for multiple cycles, and each group will be prompted to raise
the amount of cards as the game continues. This will depend the group - but
most will get up to 8 cards at a time. (An accelerated group may get up to 12; A

challenged pair may only have 2 to 6). The teacher will be checking for
understanding through one-on-ones with each pair, questioning, and floating.
Students will eventually be playing the game with the other student - 1 student
chooses a sound thats in a word (or words) and the other student has to
correctly identify which word(s) has that particular sound.
As this happens, the teacher and puppet will be making the rounds from pair to
pair, monitoring the game as well as being apart of it.
Toward the end of this practice, the teacher will go through each group in order
to formally assess each students level of understanding for the lesson by
asking the student (directly and indirectly with the puppet) to identify 4
phonemic sounds, as well as correctly segment 2 words that the teacher gives
them (from the current words list). The teacher will log the students

Culminating or Closing Procedure/Activity/Event:

(e.g., review terms, concepts, and/or learning process; establish connections to the next
lesson; check for student understanding including any questions to ask or anticipate from

Once all students have been assessed, a 1 minute notice will be given that the
group work will be over.
The teacher and puppet will then do a short review of the lesson by once more
segmenting a word and then explaining why this lesson is important - in order
to understand and identify a word, we also must be able to identify the sounds
within the word! This is very important for us to be successful writers, readers,
and spellers! This is a strategy that students have already been using (and
dont forget you can use clapping with it!) - and now that theyv learned more
about it - theyll be able to use it even more to assist them every day.
One more check for understanding will done with a very short questioning
The puppet will say its goodbyes to the class - letting them know that hes had
a wonderful time learning with them.
The puppet will also mention how important the lesson was.
Once the puppet is put up, the teacher will ask students what they thought of
Pedagogical Strategy (or Strategies):
Kinesthetics: Clapping is used and encouraged in order for the students to have an
alternative (extra) style of learning. This also connects the learning to previous
lessons (clapping with syllables) and continues to have students be familiar with the
rhythm of language.

Whole-group Instruction and Partner Work: The students first work together as a
whole-group, with both the teacher and the puppet, as well as end up in paired
groups during independent practice. This allows students to slowly embark on their
own understanding, but still having a partner from which to reflect their own skills off
of and rely on for extra help when needed. This also helps to regulate speech and
understanding, as well as keep students engaged.
Differentiated Instruction:
Describe accommodations for such groups as English Language Learners, hearing impaired, learning
disabled, physically disabled, and/or gifted/accelerated learners.

English Language Learners/ESL:

- Use real-life pictures on picture cards for those who may have difficulty interpreting
drawings or cartoons
- Isolation and exaggeration of phonemes for each word
- Provide extra one on one time during the lesson for making the sounds (and make
notes for any extra- lesson help that may be needed)
Students with Learning Disabilities:
- Peer-pairs are integrated so that assisted learning is encouraged - student pairs may
be switched around to accommodate LD students with another student who is suited to
help assist them.
- The number of cards may reduced to 2 in individual practice in order for the student to
be able to have extra focus on sounding out words - in which case the teacher will
separately check for understanding and separately give them the sounds on which to
focus their practice.
Student Assessment/Rubrics:
Describe how you will know if students have met the objective(s) for this lesson (include pre- and
post-assessment plansformal and/or informal, summative and/or formative, etc.).

Informal: There are multiple informal assessments that take place regarding
phonemic awareness - both in this lesson and beyond. For this particular lesson, the
teacher will keep a small learning inventory for the class. Students who are having
trouble (identified through the use of questioning and observation) will be
immediately remedied as best as possible and then noted the inventory with which
area the student is having trouble. Another informal assessment will occur while the
teaching is floating throughout the classroom during independent pair practice - the
teacher will intermittently play the game with each pair of students, observing
through the game the understanding level of each student.
Formal: The formal assessment towards the end of this lesson will be the teacher
(and puppet) floating from pair to pair - and directly assessing each student with the
identification of 4 phonemic sounds, as well as correctly segment 2 words that the
teacher gives them (from the current words list). The teacher will log the students

In the following days, students will also be formally assessed via the Yopp Singer
Test - done one on one, individually with each student, outside of this particular