Effectiveness of Elkonin Sound Box 1

Appendix

Lesson Plan:

Name: Date:
Tuesday, October 29, 2019
Rondel Baraoidan, Courtney Gibo,
Tennelle Quon, Lauren Temte, Laryce
11:30am-12:45pm
Visitacion

Lesson Title:
Elkonin Sound Box
Provide a rationale for why you chose to teach this lesson at this time. Where is the lesson
located within the unit (in relation to previously studied topics and ideas to be studied in
the future)?
Based on the end of the quarter 1 Kinder assessment, students were unable to segment words
into letter-sounds. This lesson will introduce students to blending sounds to make words which
will help them with reading fluency.

Grade Level: Standard(s):

RF.K.2D: Isolate and pronounce the initial,
Kindergarten medial vowel, and final sounds (Phonemes) in 3
phoneme words (CVC)
Subject: ELA
RF.K.3A: Demonstrate a basic knowledge of one-
to-one letter sound correspondences by producing
the primary or many of the most frequent sound of
each consonant.

What are the primary learning goals?

- Students will be able to identify letter names and sounds.
- Students will be able to say the letter sounds.
- Students will be able to blend sounds to read a word.

Differentiation Strategies: (Content, Process, Product)

To use differentiation in this lesson we will be using multisensory forms of instruction. A book
will be read to the students to help with visual and audible learners. The elkonin sound box will
be used to help the visual, audible, and kinesthetic learners. The students will also be playing a
game in a small group with dice and their own sound box to help the visual, audible, and
kinesthetic learners.
Teaching Targets (timing, activity types, purpose, kinds of grouping)
Effectiveness of Elkonin Sound Box 2

Timing: 75 minutes
Activity types: Whole group instruction, read-aloud, and small group/individual
Purpose: To introduce the Elkonin Sound Box and see if it is an effective strategy to use when
teaching phonics.
Kinds of grouping: Whole group/Small heterogeneous (high, medium, low, sped)
Time: Teaching Strategy: Purpose: Method:

11:30-11:40 Show & Tell: Elkonin Introduce the sound box. Explain Whole group
Sound Box what it does, how to use it, and
what we will be doing with it.
11:40-11:50 Practice using Elkonin I do, we do, you do: Practice words Whole group
sound box. to get students used to using the
sound box.
11:50-12:05 Reading a book with sight Students will identify words in the Whole group
words and high frequency book as it’s being read out loud.
words. Teacher will reinforce Elkonin
Practicing using Elkonin sound box. By using sight words
sound box along the way. and high frequency words, the
students will gain confidence in
using the Elkonin sound box with
words they already know.
12:05-12:15 Group Activity: Go over Explain and model how the game Whole group
instructions works. Have students sit in a circle,
explain how to complete their
worksheet and do it as a group.
12:15-12:30 Group activity Students will work with their group Small group
and play the dice game.
Dice game:
Have 3 dice with letters pre-written
on them. Students will roll the dice,
students will copy the letters that
the dice lands on and put the
sounds in the correct box (Learning
how to blend the word using the
Elkonin Sound Box Template). We
will have 27 possible word
combinations.
Effectiveness of Elkonin Sound Box
12:30-12:45 Sharing
Materials/Handouts:
● Elkonin Sound Box
● Storybook: Copy Cat by Mark
Birchall
● Soundbox Worksheets
● 12 Dice (Activity)
● Expo Markers
● 22 Sheet protectors
Resources:
● Elkonin sound box template
● Dice template
Activity/Assessment tool:
3
One student from each group will Whole group
share one word from their
worksheet. They will identify the
letters in the word, the sounds that
make the word, and read the word.
Extensions:
Students will choose a book from their book
baskets. In that book they will find CVC
combination words to put into the sound box.
Class word bank will be created. Those CVC
words will be chosen as words of the day and the
Elkonin sound box will be implemented.
Effectiveness of Elkonin Sound Box 4

Observation Recording Sheet:

Observation Checklist

Name: __________________
Date: _____________

Whole Group: Student engagement and participation supports the instructional strategy by the
outcome of the “how” to properly execute the Elkonin sound box.
Add additional comments on the back as needed.
Student 1. Eyes on the speaker
engagement 2. Appropriate body posture
3. Nonverbal response (nodding)
4. Body is controlled (contained)
1 2 3 4

Comments

Student 1. Voice
participation 2. Volunteering appropriately
3. Following directions
1 2 3

Comments

Student 1. C/A/T + able to identify letters

knowledge of 2. D/O/G ✓ able to letter-sound
letter name and
sound C A T

D O G

Small group: Please take pictures and videos of the students executing the Elkonin sound box.
This will be used as our evidence. Add additional comments on the back as needed.
Effectiveness of Elkonin Sound Box 5

Student 1. Eyes on their paper and dice

engagement 2. Appropriate body posture
3. Verbal response to the letters that is on their paper and dice
4. Body is controlled
1 2 3 4

Comments

Student 1. Voice
participation 2. Rolling dice and writing letters onto paper
3. Following directions
1 2 3

Comments

Student Write down each student CVC word and mark if if they were able to…
knowledge of -Identify letters
letter name and -knowledge of letter-sound
sound -segment word
-blending words

+ able to identify letters

✓ able to letter-sound

Data will be taken almost like a running record. For example:

d o g

- If they say the incorrect sound, put the sound that they said above
it.

d o g

- If they say the letter name instead of the sound, put a circle around
it.

d o g

- If they said all individual sounds correctly, underline it.

- Put a checkmark if they were able to blend the sounds correctly to
say the word.
- Add any additional comments in the box if needed. For example if
Effectiveness of Elkonin Sound Box 6

they said dag instead of dog write it in the comments. If they had to
be reminded to use their fingers to tap, swoop, or drag. Add those
types of information in the comments.
- Try to collect as much data as possible.

Write students name in the first box. Write the letters rolled into the boxes provided. The last
row is for any comments about that student.