Lesson Planning Template

Lesson Title: Phoneme Bean Bag Toss Grade: First

Learning Target:
1. Given a series of Elkonin boxes, John will be able to identify what the picture is and segment that
word into the boxes three out of five times assessed weekly using first-grade benchmarks.
2. Given a series of picture cards, John will be able to identify what the picture is and segment that word
into the number of phonemes in the word, eight out of sixteen times assessed weekly using first-grade
benchmarks.
3. John will remain on task by refocusing within three seconds 80% of the time assessed daily.
4. All students will be able to segment the words given to them.
5. All students will be able to toss a bean bag into each bucket representing the phoneme in the given
word.

Grade Level Guide: Ohio’s State Standards of English Language Arts and Physical Education

Curriculum Focal Points from
the National Council of
Teachers of English (NCTE)
Mission Statement:
The National Council of
Teachers of English is devoted
to improving the teaching and
learning of English and the
language arts at all levels of
education.
Elementary Education: Our
task is to support the work of
teachers as they work closely
with their students and their
families to build classrooms
where everyone has an
opportunity to participate in the
conversation with a renewed
consciousness of worth and
possibility of their own
language use and the literacies
that they share.
The NCTE works hard to
ensure that all students, no
matter the grade, have an
understanding of the English
language and feel comfortable
conversing in the English
language.
Ohio State Standards of English
Language Arts and
RF.1.2 Demonstrate understanding of
spoken words, syllables, and phonemes
(sounds).
 Distinguish long from short
vowel sounds in spoken single-
syllable words.
 Segment spoken single-syllable
words into their complete
sequence of individual
phonemes.
2. Applies knowledge of concepts,
principles, strategies and tactics related
to movement and performance.
 Throw using variations in
time/force.
Interdisciplinary Connections
The understanding of the literary
basics is a crucial concept to
grasp, especially at a young age.
It is of the utmost importance
that teachers include basic
literacy skills, specifically
phonemic awareness in this
lesson, to everyday activities.
The understanding of phonemes
and the alphabetic principle is
the foundation for the English
language. Students must
understand the basics in order to
participate in the English
language and successful
conversation between their peers
and others. The NCTE stresses
the importance of teachers’
responsibility to teach the basics
and ensuring that all students
feel comfortable to participate in
conversations.
To grasp the NCTE’s mission
and goals and to include the
standards, this lesson will teach
phonemic awareness
kinesthetically.
Academic Language: The academic language includes segment, throw, toss, and phoneme.

Students’ Needs: For this lesson, the extent of students’ prior knowledge will weigh heavily on what
they will learn during this lesson. In order for students to comprehend and be engaged in this lesson,
they must have an understanding of the alphabetic principle, particularly with letter-sound
correspondence. Students must know the sound that corresponds with each letter and is familiar with
letter blends such as ai, ee, ie, and others. To ensure that students make the connection between their
prior knowledge and the content being taught, I will conduct a short review which includes giving
students a letter and asking them to respond with the letter sound. I will also give students a word that is
broken down and ask them to blend the sounds together to make a word. This short and simple review
will refresh the information needed for this lesson.

Universal Design for Learning

Student Name Additional Support With: What the Teacher Will Do:

John John needs additional support
with his tendency to be
distracted and become off task
easily. John also needs specific
help with his phoneme
segmentation due to his need
for intensive support shown
through his DIBLES scores.
Sally Sally needs additional support
due to her inability to walk,
resulting in her needing a
wheelchair. Her physical
disability may result in her
feeling uncomfortable to
participate in the lesson
activity.
Billy Billy has Autism Spectrum
Disorder (ASD) and is non-
verbal. Billy needs additional
support communicating his
needs and understanding
directions. It is difficult to
know whether he understands
the material or not, so it is
important that he is given the
opportunities and materials
needed for him to demonstrate
understanding.
To help John with this, I will ensure
that John sits on his bouncy chair to
help with his Attention-
Deficit/Hyperactivity Disorder
(ADHD) and his need to be
moving. This will help him remain
on task and more focused. I will
also make sure to particularly ask
for John’s participation during
review and the overall lesson
activity.
To help Sally with her needs, I will
ensure that the classroom is
organized and set-up in a way that
is wheelchair accessible. I will also
ensure that Sally feels capable to
participate in the kinesthetic lesson
activity.
To help Billy with his needs, I will
ensure to give him a sheet that has
all of the letters and letter blends on
it that he can use during the lesson
activity. I will also ensure that the
paraeducator is in the classroom to
help him participate in the lesson. It
is important that he is also given the
letter and letter blend sheet during
the assessment to aid him in
demonstrating his understanding.
Materials:
Student Needs
 Pencil

Teacher Need
 3-4 Buckets
 3-4 Bean Bags
 3-4 Phoneme Word List
 Phoneme Segmentation Split and Say Word Sheets
 Tokens
 Phoneme Segmentation Break and Make Picture Cards

Language Function: During the lesson, students will evaluate three to four phoneme words and be able
to identify the different phonemes in each word. Students will synthesize what they already know about
blending and letter-sound correspondence and be able to apply that knowledge to their understanding of
phoneme segmentation during this lesson.

Lesson Plan (step by step sequence of the lesson)

Before: To begin the lesson, I will ask prompting questions such as, “Do we remember how each
letter has a sound it makes?” or “Does anyone remember how each letter sound can be blended
together to make a word?” This will start the in-class review of letter-sound correspondence, letter
blends, and blending phonemes together to make different words. The students’ prior knowledge is
crucial for learning phoneme segmentation, so the review will not be too long, but long enough to
ensure the students remember letter-sound correspondence. To ensure that the students are ready to
move on, I will conduct a small formative assessment and give the students an opportunity to respond
(OTR) by asking them to give me a thumbs-up or thumbs-down if they are ready to move on.

During: After the review, we will move into the main portion of our lesson. I will explain to the
students that we are going to play bean bag toss and that each bean bag will represent a letter sound in
the word. When given a word, they will have to toss the bean bag into each bucket representing each
phoneme in the given word. Before we do the activity together, I will model phoneme segmentation
by doing simple two to three phoneme words. I will begin modeling by stating a two-phoneme word
such as me and then write the word on the board. The buckets will be set up at the front of the
classroom and I will say “Me…/m/”, toss a bean bag into the bucket, “/e/…”, toss a bean back into the
next bucket, and then repeat the word again. I will continue modeling and then I will instruct the class
that we are going to try together. I will state a word again and write it on the board. Together, we will
segment the word while I toss the bean bags into the buckets. We will continue doing this together
and increase the number of phonemes up to four. After we have segmented at least ten words,
depending on the students’ needs, we will transition into the students participating in this activity
individually.

After: Once we have practiced together with the bean bag toss activity, students will be able to split
into two teams and compete for the most segmented words. Depending on time, each student on each
team will be able to go at least once. The words given to each student will vary depending on what I
know at the teacher and their previous assessment result and progress. After each student has gone
once and a winner is declared, we will move into our closing activity with pull-out. The students will
 go back to their seats to work on Elkonin boxes that have two, three, and four phoneme sheets. The
two phoneme words will be determined depending on the success of the segmenting activity. During
their individual work time, I will pull-out students to assess their ability to segment by using picture
cards. I will be assessing to see where the student is at and what the next steps should be regarding
instruction. While I am assessing students, students will be working on their Elkonin boxes, receiving
help from the paraeducator if needed. If a student is finished, he or she will go to our mini-assessment
board and move their name to the “I’m ready to learn more” side and then return to their seat where
they can read quietly or work on our mini-activities. Once everyone is finished and assessments are
done, we will transition to the next activity.

Assessment:

Type of Description of Modifications or Evaluation Criteria

assessment assessment accommodations

Informal Thumbs-up/ Thumbs- Since John struggles with To ensure that all students are
formative down: The student will phoneme segmentation, a ready, 100% of the students must
give a thumbs-up or a thumbs-up might not be give a thumbs-up in order to move
thumbs-down signaling enough to show he is ready. on from the review. If there is
is he or she is ready to In this case, John will be anything less than 100%, the
move from the review to required to give a double review will continue to ensure
the activity. thumbs-up when he is student understanding.
confident, he understands.
He will also need to tell his
neighbor one thing he
learned from the review.
Informal Mini-assessment For this assessment, Sally To ensure that all students are
Formative Board: The student will will have a designated buddy ready to transition to the next
move his or her name that will stand up and move lesson, 100% of the students need
card from “I’m still her name card for her. The to move their name from “I’m still
working” to “I’m ready paraeducator can also do this working” to “I’m reading to
to learn” when he or she accommodation if her buddy learn”. If students are still
is finished with the is still working. working, aid will be provided.
Elkonin boxes.
Formal Picture Card For Billy, I will modify this For me to be confident to move
formative assessment: The assessment by allowing him on, students need to segment at
student will be called to to do two to three phoneme least ten out of sixteen words
the teacher’s desk by the words only and allowing correctly, with the exception of
teacher to be assessed him to use his letter sound John and Billy. For John, he must
on phoneme and letter blend “cheat segment eight out of sixteen words
segmentation. The sheet” for him to point to the correctly. For Billy, he must
student will be shown a individual sounds in the segment five out of sixteen words
picture of an object (e.g. word. correctly. Whether students do
feet) and he or she will poorly or fairly well, there will
have to identify the still be more instruction on
object and segment the phoneme segmentation, the data
word into its phonemes. from this assessment simply
 shows how the students
interpreted the material.

Plan for Classroom Management: After working with John for some time this semester, I believe that
incorporating a system of token economy will best benefit him. I have implemented a small system of
token economy for his tutoring sessions; however, in the classroom setting, I think this will most
motivate him to work hard and remain focused. Not only do I think this would help John but also help
all the students in the class feel more motivated to participate and learn. I would implement this form of
behavior management by having students receive a token for participating in the lesson if they meet the
expectations of the classroom. Students can also receive a token for turning in their Elkonin boxes
activity. For John, in particular, he can receive tokens for remaining on task, 80% of the time and for
having three out of five correct on his Elkonin box activity, eight out of sixteen on his picture card
segmentation activity, and for getting 70% of the words given for the bean bag toss correct.

Paraeducator Support: A paraeducator will be needed in the classroom by helping Sally move around
the classroom and attain the different materials used throughout the lesson. The paraeducator will also
be needed by aiding Billy throughout the entire lesson with helping him communicate his answers for
the lesson activity and attain the different materials for the lesson. The paraeducator will play an
important role in the lesson because he or she will be responsible for helping Billy answer during the
class activity and moving Sally from her seat to the activity and to my desk for the assessment. The
paraeducator will also be available to walk around during the closing activity to help students if needed.
The paraeducator will be aware of their responsibilities at the beginning of the week during the weekly
planning. They will also be reminded of their responsibilities the day before and throughout the lesson.

Resources:
Ohio Department of Education (2017). Ohio’s learning standards: English language arts [PDF file].
Retrieved from http://education.ohio.gov/getattachment/Topics/Learning-in-Ohio/English-
Language-Art/English-Language-Arts-Standards/ELA-Learning-Standards-
2017.pdf.aspx?lang=en-US

Ohio Department of Education (2015). Ohio’s new learning standards: Physical education standards
[PDF file]. Retrieved from http://education.ohio.gov/getattachment/Topics/Ohios-Learning-
Standards/Physical-Education/Updated-Physical-Education-Standards.pdf.aspx

The Florida Center for Reading Research (2006). Phoneme segmenting and blending [PDF file].
Retrieved from http://www.fcrr.fsu.edu/documents/sca/G2-3/2-
3PA_2_Phoneme_Segmenting_and_Blending.pdf