Assignment #3 TE 802

Name: Jessica Miesowicz

Topic: Phonemic Awareness
Part 1 & Part 2

First two-day lesson sequence alignment

Literacy Focus Area: Phonemic Awareness
Date: Teaching during the week of 10/26
Your Name: Jessica Miesowicz
Grade: Kindergarten

Day 1  Day 2

Lesson Focus: Identify words that contain letter a in a Lesson Focus: Segment and
text. Break words that contain a down into syllables and blend words that contain letter a. 
count the number of syllables. 

CCSS/Goal CCSS/Goal

CCSS.ELA-LITERACY.RF.K.2.B CCSS.ELA-LITERACY.RF.K.2.B
Count, pronounce, blend, and segment syllables Count, pronounce, blend, and
in spoken words. segment syllables in spoken
words.
Lesson Objective: Students will be able to identify words Lesson Objective: Students will
that contain letter a  with some assistance. Students will be able to segment and blend
be able to identify the number of syllables in words that words that contain letter a.
contain letter a found in the text. 

Instructional Strategy/Technique: Instructional Strategy/Technique:

Small Group  Small Group

Second two-day lesson sequence alignment

Literacy Focus Area: Phonemic Awareness
Date: Teaching during the week of 11/09
Your Name: Jessica Miesowicz
 Grade: Kindergarten

Day 1 Day 2

Lesson Focus Lesson Focus

Identify words that begin with the /s/ sound.  Identify words with final /s/ sound.

CCSS/Goal CCSS.ELA-LITERACY.RF.K.2 CCSS/Goal CCSS.ELA-LITERACY.RF.K.2

Demonstrate understanding of spoken Demonstrate understanding of spoken
words, syllables, and sounds words, syllables, and sounds
(phonemes). (phonemes).
 Lesson Objective  Lesson Objective
Students will be able to recognize and with Students will be able to identify words with
the initial sound /s/ while listening to a text. final /s/ sound while listening to a text.

Instructional Strategy/Technique: Instructional Strategy/Technique:

Small Group Small Group
**Email this table to your course instructor by 10/21

Part 3 Template 1 Lesson 1

READING Lesson Plan Overview Template (Small or Large Group)
This is the overview… (The steps are in the Dialogue Map & Discourse Moves chart)
Lesson 1 
Literacy Focus Area: Phonemic Awareness
Date: Week of 10/26 
Your Name: Jessica Miesowicz
Grade: Kindergarten 
Write your responses for each section
below:
Broad Literacy Concept Focus (e.g., phonological Phonemic awareness
awareness): Identify your broad area of focus in
instruction. (Use language from the Cognitive Model.)
Common Core State Standard(s) (CCSS):  Choose CCSS.ELA-LITERACY.RF.K.2.B
one reading standard and one (optional) language Count, pronounce, blend, and
standard that may also apply depending on the concept segment syllables in spoken words.
you are focusing on. 
 Example: Know the spelling-sound
correspondences for common consonant
digraphs
Learning Objective(s): Develop ONE or TWO Goal 1: Students will be able to identify
objectives that are specific to your lesson. These may words that contain letter a with some
be written as one sentence:  assistance. Students will be able to
 During [activity], students will be able to identify the number of syllables in words
________, as demonstrated by _________. that contain letter a found in the text. 
(e.g., During the activity, the student will be able to
Goal 2: Students will be able to segment
recognize common consonant digraphs.)
and blend words that contain letter a.

Formative Assessment: How will you know what
students learned/if they met the lesson objective(s)?
Content Rationale: Why is it important that these
students learn this specific content now (refer to your
assessment data and course readings)?
(Example: It is clear to me that while my students are
progressing when it comes to decoding and sight word
knowledge, I’d like to help them with some of the more
basic components (consonant digraphs) that they’ll see
often when reading.)
Materials: What specific texts and materials will you
Day 1: Students will use the table and
hammer method to tap out the correct 
number of syllables in words that contain
letter a. 
Day 2: Students will use the arm out hand
off to the side method to segment and blend
words that contain letter a. 
I can tell that my students are beginning to
develop great letter and sound recognition
skills. I’d like to help them further these skills
so that they will be able to sound out words
as they begin to read.  
Teacher’s Materials: Read Aloud book
and the students need?
Instructional Strategy Rationale: Why did you
choose these pedagogical strategies for these
students?
 Refer to your assessment data/knowledge of
the students/and classroom norms  be able to understand and manipulate
Modifications and Accommodations: Above you
have thought generally about instruction for this group
of students, but each student has individual needs.
Briefly describe how you plan to differentiate your
instruction for each student in your group (e.g. varied
types of scaffolding, multimodal, sensory)
Extension Ideas - What will you do if you have extra
time? (e.g., try to come up with more consonant
digraph words)
Contraction Ideas - What will you do if you are running
out of time?
Part 3 Template 2 Lesson 2
READING Lesson Plan Overview Template (Small or Large Group)
This is the overview… (The steps are in the Dialogue Map & Discourse Moves chart)
Lesson 2 
Literacy Focus Area: Phonemic Awareness
Date: Week of 11/09
Your Name: Jessica Miesowicz
Grade: Kindergarten
Broad Literacy Concept Focus (e.g., phonological
awareness): Identify your broad area of focus in
instruction. (Use language from the Cognitive Model.)
Common Core State Standard(s) (CCSS):  Choose
one reading standard and one (optional) language
standard that may also apply depending on the concept
you are focusing on. 
 Example: Know the spelling-sound
correspondences for common consonant
digraphs
Learning Objective(s): Develop ONE or TWO
“There’s an Alligator Under My Bed” both
days
Students’ Materials: None
I chose these pedagogical strategies for my
students because the concept of phonemic
awareness is extremely vital and gives
children the ability to read. Children need to
sound in order to be able to read and spell. 
There are a variety of students that will be
exposed to this lesson. There are ELL
students that might need extra support,
which could include using more images and
non-verbal cues and working at a slow
pace. 
There are also non-ELL students that are
visual learners that need images and hand
gestures in order to learn. Using hands
while segmenting will help these learners to
segment words and count syllables.  
Extension: Play a sound game where
students jump if a word has an /a/ sound
and freeze if it does not.
Contraction Ideas: Use less words when
doing our syllable identification or
segmenting portion.
Write your responses for each section
below:
Phonemic awareness
CCSS.ELA-LITERACY.RF.K.2
Demonstrate understanding of spoken
words, syllables, and sounds
(phonemes).
Goal 1: Students will be able to identify
objectives that are specific to your lesson. These may
be written as one sentence:  beginning of words with some
 During [activity], students will be able to
________, as demonstrated by _________.
(e.g., During the activity, the student will be able to
recognize common consonant digraphs.)
Formative Assessment: How will you know what
students learned/if they met the lesson objective(s)?
Content Rationale: Why is it important that these
students learn this specific content now (refer to your
assessment data and course readings)?
(Example: It is clear to me that while my students are
progressing when it comes to decoding and sight word
knowledge, I’d like to help them with some of the more
basic components (consonant digraphs) that they’ll see
often when reading.)
Materials: What specific texts and materials will you
and the students need?
Instructional Strategy Rationale: Why did you
choose these pedagogical strategies for these
students?
 Refer to your assessment data/knowledge of
the students/and classroom norms  be able to understand and manipulate
Modifications and Accommodations: Above you
have thought generally about instruction for this group
of students, but each student has individual needs.
Briefly describe how you plan to differentiate your
instruction for each student in your group (e.g. varied
types of scaffolding, multimodal, sensory)
Extension Ideas - What will you do if you have extra
time? (e.g., try to come up with more consonant
digraph words)
Contraction Ideas - What will you do if you are running
out of time?
Part 4
Done 
words that contain the /s/ sound at the
assistance.
Goal 2: Students will be able to identify
words that contain the /s/ sound at the
end of words with some assistance.
Day 1: Students will make a silly face when
they hear letter /s/at the beginning of a
word.
Day 2: Students will make a clap when they
hear letter /s/at the end of a word.
I can tell that my students are beginning to
develop great letter and sound recognition
skills. I’d like to help them further these skills
so that they will be able to sound out words
as they begin to read. I would like to begin
to do this by specifically focusing on the
letter /s/ sound.
Teacher’s Materials: Read Aloud book
Day 1: “Silly Sally”
Day 2: “Jessica”
Students’ Materials: None
I chose these pedagogical strategies for my
students because the concept of phonemic
awareness is extremely vital and gives
children the ability to read. Children need to
sound in order to be able to read and spell. 
There are a variety of students that will be
exposed to this lesson. There are ELL
students that might need extra support,
which could include using more images and
non-verbal cues and working at a slow
pace. 
There are also non-ELL students that are
visual learners that need images and hand
gestures in order to learn.
Extension: Play a sound game where
students jump if a word has an /s/ sound
and freeze if it does not.
Contraction Ideas: Use less words when
doing our letter /s/ identifying.
I taught on 10/28 and 10/29 for our first 2 day lesson cycle. I taught on 11/11 and 11/12 for our
second 2 day lesson cycle. My mentor loved my lessons.

Part 3 and part 5 Lesson 1 First 2 Day Cycle 

READING Instructional Dialogue Map & Discourse Moves

This is the detailed lesson of what you will say and do...
Lesson 1 Focus: Phonemic Students: Small group kindergarten  Date:
awareness  week of
10/26

Instructional Write your language below! Minutes

Sequence/Procedures: 
What activities will take place
during lesson? 

Part 1 - T Brings together small T Begins Small Group 2

group of S
Explicitly explain…
 Explain why group was
created
 Explain what the S do well
 Explain what the S can
work on
 Explain how this work will
help them become better
readers
 Good afternoon kindergarteners! This minutes  
week we are working with letter a
 You are doing so well understanding
letters and their sounds. 
 Today we are going to work on finding
words in a book that contain letter a
and finding the number of syllables in
some of the words that have letter a. 
 This will help you become a better
reader because you will have practice
finding letter a  in a book. Counting the
number of syllables in words that
contain letter a will help you break words
up when you are reading and help you
sound out words you might not know
yet. 

Part 2 - T Explicit instruction on T Teaches Strategy or Skill 20

teaching point (strategy or skill)
that addresses the needs of the
specific small group and is a
research tested instructional
technique.
 What are your steps
 How will you explicitly teach
this?
 What are going to say first?
 Then what?
 After that?
 Finally?
 What will you practice
together...
 What will students read on
their own...
(write it down into steps here) minutes
 The books I chose is called “There’s an
Alligator Under My Bed” This book is
written and illustrated by Mercer Mayer. 
 As I read I want you to listen the first
time I read through each page and then
read with me the second time. I want you
to listen and look  for words that contain
letter a.
 Go ahead and let's start on the cover
page. Remember I read a page through
and then you read the page with me the
second time. 
 Me: “There’s An Alligator Under My Bed
written and illustrated by Mercer Mayer.” 
 Me and Students: “There’s An Alligator
Under My Bed written and illustrated by
 Mercer Mayer.” 
 Me: What words on this page contain
letter a? 
 Students: An, Alligator, and, illustrated,
Mayer
 My students are kindergarteners so
throughout the lesson it wasn’t easy for them
to tell me the words. So I started asking what
letter is the a that you see next to? This
helped me figure out the word the students
were talking about. I used this method
throughout the lesson and it worked well.
 Me: Awesome. Let’s tap out the number
of syllables in the word an and the word
alligator. Okay table and hammer ready. 
 Me and students: Using table and
hammer method. The word an has 1
syllable. The word alligator has 4
syllables. 
 Me and students: Read through page 1,
2 and 3. 
 Read through page 4 with students. 
 Me: Do you see a word that has an a in
it? (page 4). 
 Student: Careful 
 Me: Yes, the word careful has letter a in
it. Everyone get your table and hammer
ready and let's figure out how many
syllables the word careful has. The word
careful has 2 syllables.  
 Read through page 5 with students. 
 Me: Do you see a word that has an a in
it? (page 5). 
 Students: Because and was.
 Me: Yes. Let's get our table and hammer
ready and tap out the number of syllabus
in the word because. Let’s tap it out
together. How many syllables? 2.
 Read page 6, 7 and 8. 
 Me: Raise your hand if you see a word
that has a on this page (page 8). That
word is call. Say call. Let’s tap the word
call out and see how many syllables it
has. How many syllables did you get? 
 Student: 1 
 Me: Great job!
 Read page 9, 10 and 11. 
 Read page 12. What words do you see
that have letter a in them on this page? 
 Students: Paper, alligators and eat
 Me: Let's use our table and hammer to
count the number of syllables in the word
paper. I am going to use my zero voice
 (shaping words with lips), but I want you
to use your level two voice (normal
voice). How many syllables? 
 Students: 2 
 Read page 13
 Read page 14. What words do you see
that have letter a in them on this page? 
 Students: Peanut, sandwich and garage.
 Me: What word should we count the
number of syllables in? ….Let's use our
table and hammer to count the number
of syllables in the word ….. I am going to
use my zero voice (shaping words with
lips), but I want you to use your level two
voice (normal voice). How many
syllables? 
 Read page 15 and 16
 Read page 17. Tell me a word that has
letter a in it on this page. 
 Options: Soda, candy watched and
waited. 
 Me: What word should we count the
number of syllables in? ….Let's use our
table and hammer to count the number
of syllables in the word ….. I am going to
watch you tap out the number of
syllables. I want you to use your level
two voice (normal voice). How many
syllables?
 Read page 18, 19, 20, 21 
 Read page 22: I noticed the word
crawled on this page. I want you to use
your table and hammer to count the
number of syllables in the word crawled.
How many syllables? 
 Students: 1
 Read page 23, 24, 25 and 26 
 Read page 27: I noticed the word
warning on this page. I want you to use
your table and hammer to count the
number of syllables in the word warning.
How many syllables? 
 Students: 2
 Awesome job today! You did such a
great job finding words that have letter a
in them and counting the number of
syllables in words that have letter a. 

Part 3 - S Read We always want to S Read and implement

apply instruction in small groups to  The books I chose is called “There’s an
actual reading and writing.  Alligator Under My Bed” This book is
 Teacher has books ready! written and illustrated by Mercer Mayer. 
 Set of books related to  As I read I want you to listen the first
class topic  time I read through each page and then
  S don’t all have to read
same book
 S don’t have to be at same
level
 T will circulate/ listen in
while S read
 T provides coaching and
prompting on an individual
basis
Part 4 - T Listens, Coaches, and
Prompts (reinforces reason S
brought together)
 T will coach, about targeted
skill
 S will read on topics of
interest  because counting the number of
Part 5 - T Brings group back
together
First - S talk about what they
learned - topic
 This is an important step in
the small group  What sound does letter a make?
read with me the second time. I want
you to listen and look  for words that
contain letter a and the /a/ sound.   
 Go ahead and let's start on the cover
page. Remember I read a page through
and then you read the page with me the
second time. 
 What will you do? I will read through the
book with my students. I will make sure
to question words that contain letter a.
As we come across words that contain
letter a I will stop and have students tap
out the number of syllables in the a word
with me. As we go through the book I
will begin to let students tap out
syllables on their own. In the beginning
of the book I will tap out syllables with
the students. In the end of the book I will
tap out syllables, but use my level zero
voice (only moving my lips.) At the end
of the book I will have students tap out
syllables on their own. 
T Listens, Coaches, Prompts
 Remember this week we are working on
letter a. You have been doing such a
great job understanding letters and their
sounds. Our syllable practice today will
help you become a better reader
syllables in words will help you break
words up when you are reading and
help you sound out words you might not
know yet. 
Notes on each student while you listen...
I am in a kindergarten class and I chose to
do echo reading because my students are not
yet ready to read on their own.
 S1- Echo reading
 S2- Echo reading
 S3- Echo reading
 S4- Echo reading
 S5- Echo reading
 S6- Echo reading
T Brings group back together 3
First, S talk about what they learned - topic minutes 
What will you say about meaning:
 During our read aloud we sure found a
lot of words that have letter a in them.
  It reinforces for S the
purpose of reading
(comprehend the text to
learn).
Second, T asks the S for an
example of a word they read in their
text, with the targeted skill.  time constraints over zoom.
 This give the T a chance to
reinforce that part of the
lesson
 Gives S an opportunity to
reflect on their reading and
reinforce for themselves
how they were applying the
skill or strategy.
 Student /a/
 That's right! By practicing counting the
number of syllables in words that
contain letter a you are learning how to
break words down into their syllables
you are on your way to becoming a
great reader by being able to sound out
unknown words. 
 I was unable to wrap up the lesson due to
Notes on each student in the share out or
meaning...
 S1- Student 1 did an awesome job. She
followed directions well and easily
identified the number of syllables with a
bit of help and by herself.
 S2- Student 2 seemed to be a bit
distracted during the lesson. Student 2
was able to identify the number of
syllables in words with help, but
struggled on her own.
 S3- Student 3 was extremely engaged in
the lesson. Student 3 at first struggled
with the idea of syllables, but as we
practiced more together he was able to
eventually correctly identify the number
of syllables in words on his own.
 S4- Student 4 did an awesome job. She
followed directions well and easily
identified the number of syllables with a
bit of help and by herself.
 S5- Student 5 seemed to be a bit
distracted during the lesson. Student 5
was able to identify the number of
syllables in words with help and on his
own.
 S6- Student 6 seemed to be a bit
distracted during the lesson. Student 6
was able to identify the number of
syllables in words with help and on his
own.
Second, T asks S for an example of a word they
read in their text, with the targeted skill.  
What will you say about skill:
 Great job today. Understanding how to
count syllables is so important for your
reading skills. I can tell you are all
working very hard to become great
readers. 
Notes on each student in the share out or
meaning...
 S1- Student 1 did an awesome job. She
followed directions well and easily
identified the number of syllables with a

Daily Reflection of your teaching!
 Adjustments noted and
made in a different color in
the lesson plan
 Daily reflection includes
how the lesson went, what
was learned about the
students, and what will be
done in the next lesson in
response
 What did students’
work/participation tell you
about your teaching and
their learning
 Take-aways about teaching
reading or writing
bit of help and by herself.
 S2- Student 2 seemed to be a bit
distracted during the lesson. Student 2
was able to identify the number of
syllables in words with help, but
struggled on her own.
 S3- Student 3 was extremely engaged in
the lesson. Student 3 at first struggled
with the idea of syllables, but as we
practiced more together he was able to
eventually correctly identify the number
of syllables in words on his own.
 S4- Student 4 did an awesome job. She
followed directions well and easily
identified the number of syllables with a
bit of help and by herself.
 S5- Student 5 seemed to be a bit
distracted during the lesson. Student 5
was able to identify the number of
syllables in words with help and on his
own.
 S6- Student 6 seemed to be a bit
distracted during the lesson. Student 6
was able to identify the number of
syllables in words with help and on his
own.
Overall really great lesson. My students
really seemed to enjoy using a story as part
of our lesson. We haven’t been reading as a
class a lot and I think my students miss this.
As I completed the lesson with my students
they seemed to be pretty engaged. I also
noticed that my students have a great grasp
on the idea of syllables. Because my
students greatly understand the idea of
syllables I will plan on doing my next lesson
on segmenting and blending to further their
ability to break down words. Overall my
students did a great job participating. I saw
each one using their table and hammer to tap
out the syllables they really seemed to enjoy
when they were able to pick out their own
word to break down into syllables. By the
end of the lesson they were getting a bit tired
of the table and hammer method, but overall
they stayed engaged and did not need too
many reminders about staying on task.
Something that I learned about teaching
reading is that being prepared and planning
 stopping points in a read aloud is key for
success. There is a fine line between too
many stopping points and not enough and
this might change based on students and
their attention.

Part 3 and part 5 Lesson 2 First 2 Day Cycle 

READING Instructional Dialogue Map & Discourse Moves

This is the detailed lesson of what you will say and do...
Lesson Focus: Phonemic Students: Small group kindergarten  Date:
awareness  Week of
10/26

Instructional Write your language below! Minutes

Sequence/Procedures: 
What activities will take place
during lesson? 

Part 1 - T Brings together small T Begins Small Group  2

group of Ss   Good afternoon kindergarteners! This
Explicitly explain…
 Explain why group was
created
 Explain what the S do well
 Explain what the S can work
on
 Explain how this work will
help them become better
readers
minutes
week we are working with letter a
 You are doing so well learning how to
segment and blend words. 
 Today we are going to work on finding
words in a book that contain letter a and
segment and blending words that contain
letter a. 
  This will help you become a better
reader because you will practice
breaking words down into their sounds
and blending those sounds together.
Segmenting and blending will be helpful
as you begin to read and see words you
might not know. 

Part 2 - T Explicit instruction on T Teaches Strategy or Skill 20

teaching point (strategy or skill)
that addresses the needs of the
specific small group and is a
research tested instructional
technique.
 What are your steps
 How will you explicitly teach
this?
 What are going to say first?
 Then what?
(write it down into steps here) Minutes
 The books I chose is called “There’s an
Alligator Under My Bed” This book is
written and illustrated by Mercer Mayer. 
 We read this book yesterday and today
we are going to reread the book and
segment and blend words that contain
letter a. 
 As I read I want you to listen the first time
I read through each page and then read
 After that? with me the second time. I want you to
 Finally? listen and look for words that contain
 What will you practice letter a.
together...  Go ahead and let's start on the cover
 What will students read on page. Remember I read a page through
their own... and then you read the page with me the
second time. 
 Me: “There’s An Alligator Under My Bed
written and illustrated by Mercer Mayer.” 
 Me and Students: “There’s An Alligator
Under My Bed written and illustrated by
Mercer Mayer.” 
 Me: What words on this page contain
letter a? 
 Students: An, Alligator, and, illustrated,
Mayer
 My students are kindergarteners so
throughout the lesson it wasn’t easy for them
to tell me the words. So I started asking what
letter is the a that you see next to? This helped
me figure out the word the students were
talking about. I used this method throughout
the lesson and it worked well.
 Me: Awesome. Let’s use the arm out
hand off to the side to segment and blend
the word an and the word alligator.
Ready? Arm out and hand off to the side. 
 Me and students: Arm out and hand off to
the side. Segment and blend the word an
and alligator. 
 Me and students: read through page 1, 2
and 3. 
 Read through page 4 with students. 
 Me: Do you see a word that has an a in
it? (page 4). 
 Student: Careful 
 Me: Yes, the word careful has letter a in
it. Everyone get your Arm out and hand
off to the side. Ready and let's segment
and blend the word careful. 
 Read through page 5 with students. 
 Me: Do you see a word that has an a in
it? (page 5). 
 Students: Because and was.
 Me: Yes, let's get our arm out and hand
off to the side and segment and blend the
word because. 
 Read page 6, 7 and 8. 
 Me: Raise your hand if you see a word
that has a on this page (page 8). That
word is call. Say call. Get your arm out
and hand off to the side and lets segment
and blend the word call. 
  Me: Great job!
 Read page 9, 10 and 11. 
 Read page 12. What words do you see
that have letter a in them on this page? 
 Students: Paper, alligators and eat.
 Me: Let's use our arm out and hand off to
the side to segment and blend the word
paper. I am going to use my zero voice
(shaping words with lips), but I want you
to use your level two voice (normal
voice). 
 Read page 13
 Read page 14: What words do you see
that have letter a in them on this page? 
 Students: Peanut, sandwich and garage
 Me: What word should we segment and
blend? ….Let's use our arm out and hand
off to the side segment and blend the
word….. I am going to use my zero voice
(shaping words with lips), but I want you
to use your level two voice (normal
voice). 
 Read page 15 and 16
 Read page 17: Tell me a word that has
letter a in it on this page. 
 Options: Soda, candy watched and
waited 
 Me: What word should we segment and
blend? ….Let's use our  arm out and
table off to the side to segment and
blend….. I am going to watch you
segment and blend. I want you to use
your level two voice (normal voice). 
 Read page 18, 19, 20, 21 
 Read page 22: I noticed the word
Crawled on this page. I want you to use
your arm out hand off to the side to
segment and blend the word crawled.
 Read page 23, 24, 25 and 26 
 Read page 27: I noticed the word warning
on this page. I want you to use your arm
out hand off to the side to segment and
blend the word warning. 
 Awesome job today! You did such a great
job finding words that have letter a in
them and segmenting and blending words
that have letter a in them. 

Part 3 - S Read We always want to S Read and implement

apply instruction in small groups to  The books I chose is called “There’s an
actual reading and writing.  Alligator Under My Bed” This book is
 Teacher has books ready! written and illustrated by Mercer Mayer.
 Set of books related to class We read this book yesterday and today
topic  we are going to reread the book and
  S don’t all have to read
same book
 S don’t have to be at same
level
 T will circulate/ listen in
while S read
 T provides coaching and
prompting on an individual
basis
Part 4 - T Listens, Coaches, and
Prompts (reinforces reason S
brought together)
 T will coach, about targeted
skill
 S will read on topics of
interest  better reader because segmenting and
Part 5 - T Brings group back
segment and blend words that contain
letter a. 
 As I read I want you to listen the first time
I read through each page and then read
with me the second time. I want you to
listen and look  for words that contain
letter a and the /a/ sound.   
 Go ahead and let's start on the cover
page. Remember I read a page through
and then you read the page with me the
second time. 
 What will you do? I will read through the
book with my students. I will make sure
to question words that contain letter a. As
we come across words that contain letter
a I will stop and have students segment
and blend words with me. As we go
through the book I will begin to let
students segment and blend on their
own. In the beginning of the book I will
segment and blend with the students. In
the middle of the book I will segment and
blend, but use my level zero voice (only
moving my lips. At the end of the book I
will have students segment and blend on
their own.
T Listens, Coaches, Prompts
 Remember this week we are working on
letter a. You have been doing such a
great job understanding letters and their
sounds. Our segmenting and blending
practice today will help you become a
blending words will help you break words
up when you are reading and help you
sound out words you might not know
yet. 
Notes on each student while you listen...
I am in a kindergarten class and I chose to do
echo reading because my students are not yet
ready to read on their own.
 S1- Echo reading
 S2- Echo reading
 S3- Echo reading
 S4- Echo reading
 S5- Echo reading
 S6- Echo reading
T Brings group back together  3
together
First - S talk about what they
learned - topic
 This is an important step in
the small group  What sound does letter a make?
 It reinforces for S the
purpose of reading
(comprehend the text to
learn).
Second, T asks the S for an
example of a word they read in their
text, with the targeted skill.  Notes on each student in the share out or
 This give the T a chance to
reinforce that part of the
lesson
 Gives S an opportunity to
reflect on their reading and
reinforce for themselves
how they were applying the
skill or strategy.
First, S talk about what they learned - topic minutes
What will you say about meaning:
 During our read aloud we sure found a
lot of words that have letter a in them.
 Student /a/
 That's right! By practicing segmenting
and blending in words that contain letter
a you are learning how to break words
down into their sounds you are on your
way to becoming a great reader by being
able to sound out unknown words. 
 I was unable to wrap up the lesson due to
time constraints over zoom.
meaning...
 S1- Student 1 did an awesome job. She
followed directions well and easily able to
blend and segment words with a bit of
help and by herself.
 S2- Student 2 seemed to be a bit
distracted during the lesson. Student 2
struggled blending and segmenting
words with help and on her own.
 S3- Student 3 was extremely engaged in
the lesson. Student 3 did an awesome
job following directions and blending and
segmenting words on his own and with
help.
 S4- Student 4 seemed a bit distracted. I
struggled to keep her engaged and only
observed her blend and segment a few
words.
 S5- Student 5 did an awesome job. He
really paid attention while I was helping
show students how to blend and
segment. He was able so successfully
blend and segment on his own.
 S6- Student 6 seemed to be a bit
distracted during the lesson. Student 6
did blend and segment a few words, but
did not follow all directions.
Second, T asks S for an example of a word they
read in their text, with the targeted skill. 
What will you say about skill:
 Great job today. Understanding how to
segment and blend words  is so
important for your reading skills. I can tell
you are all working very hard to become
great readers.
Notes on each student in the share out or
meaning...
 S1- Student 1 did an awesome job. She
followed directions well and easily able to

Daily Reflection of your teaching!
 Adjustments noted and
made in a different color in
the lesson plan
 Daily reflection includes how
the lesson went, what was
learned about the students,
and what will be done in the
next lesson in response
 What did students’
work/participation tell you
about your teaching and
their learning
 Take-aways about teaching
reading or writing
blend and segment words with a bit of
help and by herself.
 S2- Student 2 seemed to be a bit
distracted during the lesson. Student 2
struggled blending and segmenting
words with help and on her own.
 S3- Student 3 was extremely engaged in
the lesson. Student 3 did an awesome
job following directions and blending and
segmenting words on his own and with
help.
 S4- Student 4 seemed a bit distracted. I
struggled to keep her engaged and only
observed her blend and segment a few
words.
 S5- Student 5 did an awesome job. He
really paid attention while I was helping
show students how to blend and
segment. He was able so successfully
blend and segment on his own.
 S6- Student 6 seemed to be a bit
distracted during the lesson. Student 6
did blend and segment a few words, but
did not follow all directions.
Overall good lesson. My students really
seemed to enjoy using a story as part of our
lesson. We haven’t been reading as a class a
lot and I think my students miss this. As I
completed the lesson with my students they
seemed loose engagement. I think this was
because we had used the same book
yesterday and by the end my students were
sick of the idea of blending and segmenting.
My students seem to have a decent idea of
what blending and segmenting is, but they
could use some extra practice. I will plan to
include some blending and segmenting in my
next lesson because my students still need
some help putting letter sounds together into
a word. Overall my students did a decent job
participating. I saw each one using their arm
out hand off to the side to blend and segment
words. They really seemed to enjoy when
they were able to pick out their own word to
blend and segment. By the end they were
getting a bit tired of the blending and
segmenting. Overall they stayed engaged and
did not need too many reminders about
staying on task. Something that I learned
 about teaching reading is that letter sounds
are key for sounding out words. Putting letter
sounds together can be challenging for
students and is an area that needs focus.

Part 3 and Part 5 Lesson 1 Second 2 Day Cycle 

READING Instructional Dialogue Map & Discourse Moves

This is the detailed lesson of what you will say and do...
Lesson 2 Focus: Phonemic Students: Small group kindergarten  Date:
awareness  Week of
11/9

Instructional Write your language below! Minutes

Sequence/Procedures: 
What activities will take place
during lesson? 

Part 1 - T Brings together small T Begins Small Group 2

group of Ss   Good afternoon kindergarteners! This
Explicitly explain…
 Explain why group was
created
 Explain what the S do well
 Explain what the S can work
on
 Explain how this work will
help them become better
readers
Minutes 
week we are working with letter s.
 You are doing so well learning how to
identify letters and their sounds.
 Today we are going to work on finding
words in a book that contain letter s at
the beginning of the word.
  This will help you become a better
reader because you will be practicing
identifying specific letter sounds.
Identifying letter sounds will be helpful as
you begin to read and see words you
might not know, but might be able to
sound out. 

Part 2 - T Explicit instruction on T Teaches Strategy or Skill 20

teaching point (strategy or skill)
that addresses the needs of the
specific small group and is a
research tested instructional
technique.
 What are your steps
 How will you explicitly teach
this?
 What are going to say first?
 Then what?
(write it down into steps here) Minutes
 The books I chose for today is called
“Silly Sally”. This book is written and
illustrated by Audrey Wood.” 
 As I read I want you to listen the first time
I read through each page and then read
with me the second time. I want you to
listen and look  for words that contain
letter S at the beginning.
 When you hear or see a word that has a
 After that? letter s in the beginning I want you to
 Finally? make a silly face.
 What will you practice  Go ahead and let's start on the cover
together... page. Remember I read a page through
 What will students read on and then you read the page with me the
their own... second time. 
 I did not have students echo read with me.
The group of students I was working with is
not ready to be reading at this level and
instead I had them listen to me read and
displayed the book to them.
 Me: “Silly Sally written by Audrey Wood.”
 Me and Students: “Silly Sally written by
Audrey Wood.”
 Me: What words did you hear on this
page contain /s/ sound at the beginning? 
 Students: Silly and Sally
 Me: Awesome. What sound does letter s
make again?
 Students: /s/
 Me: Great job! Remember to make a silly
face when you hear that /s/ sound.
 Me and students: Read through page 1.
 Read through page 2 with students. 
 Me: I noticed that you made a funny face
at a new word on this page. What was
that word?
 Students: She
 Me: Great job! Continue to make those
silly faces when you hear or see the letter
s at the beginning of the word.
 Read through pages 3-9. Watching to
see if students are making silly faces
when hearing the word she, silly and
Sally.
 I had to give students reminders about
making silly faces.
 Read through page 9. I noticed you made
a face for a new word. What was that
word? Remind me what sound the word
sang starts with?
 Me: Great job! For the rest of the book I
am going to have you just listen to me.
When you hear that /s/ sound at the
beginning of a word keep making those
silly faces. I’ll show you the rest of the
pictures at the end of the book.
 I kept the book displayed for my students
because they were having a hard time already
and I figured that seeing the text would better
help them be successful.
 Page 10 students should make a silly
face for the words silly, sally and singing.

Part 3 - S Read We always want to
apply instruction in small groups to
actual reading and writing.  This book is written and illustrated by
 Teacher has books ready!
 Set of books related to class
topic  time I read through each page and then
 S don’t all have to read
same book
 S don’t have to be at same
level
 T will circulate/ listen in
while S read
 T provides coaching and
prompting on an individual
basis
Part 4 - T Listens, Coaches, and
Prompts (reinforces reason S
brought together)
 T will coach, about targeted
skill
 S will read on topics of
interest  because understanding letter sounds will
 Page 11 students should make a silly
face for the words she, sheep and silly.
 Page 12 none
 Page 13 students should make a silly
face for the words Sally and sleeping.
 Page 14 students should make a silly
face for the word side.
 Page 15-16 none
 Page 17 students should make a silly
face for the word sang.
 Page 18 students should make a silly
face for the word sheep.
 Page 19 students should make a silly
face for the word Sally.
 Page 20 students should make a silly
face for the word she.
 Page 21 students should make a silly
face for the word Sally.
S Read and implement
 The books I chose is called “Silly Sally”
Audrey Wood.
 As I read I want you to listen the first
read with me the second time. I want you
to listen and look  for words that contain
letter s and the /s/ sound at the
beginning of the word. 
 Go ahead and let's start on the cover
page. Remember I read a page through
and then you read the page with me the
second time. 
 What will you do? I will read through the
book with my students. I will make sure
to question words that contain letter s at
the beginning. As we come across words
that contain letter s I will stop and have
students make a silly face. As we go
through the book I will begin to let
students make silly faces on their own
when they hear /s/ at the beginning
without reminders.
 This group of students needed reminders
T Listens, Coaches, Prompts
 Remember this week we are working on
letter s. You have been doing such a
great job understanding letters and their
sounds. Our letter s practice today will
help you become a better reader
help you break words up when you are
reading and help you sound out words

Part 5 - T Brings group back
together
First - S talk about what they
learned - topic
 This is an important step in
the small group  beginning. What sound does letter s
 It reinforces for S the
purpose of reading
(comprehend the text to
learn).
Second, T asks the S for an
example of a word they read in their
text, with the targeted skill.  time constraints over zoom.
 This give the T a chance to
reinforce that part of the
lesson
 Gives S an opportunity to
reflect on their reading and
reinforce for themselves
how they were applying the
skill or strategy.
you might not know yet.
Notes on each student while you listen...
This group of kindergarteners was not read
to read on their own or echo read with me.
 S1- Attentively listening
 S2- Attentively listening
 S3- Attentively listening
 S4- Attentively listening
 S5- Attentively listening
T Brings group back together  3
First, S talk about what they learned - topic Minutes
What will you say about meaning:
 During our read aloud we sure found a
lot of words that have letter s in the
make?
 Student /s/
 That's right! By practicing listening for a
specific sound in a word you are learning
how to break words down into their
sounds you are on your way to becoming
a great reader by being able to sound
out unknown words.
 I was unable to wrap up the lesson due to
Notes on each student in the share out or
meaning...
 S1- Student 1 did a great job. She was
focused and I saw her make a silly face
every time she heard or saw a word that
began with letter s.
 S2- Student 2 was a bit distracted
student 2. She made a silly face about
50% of the time when she heard or saw
a letter s word.
 S3- Student 3 did a great job. He was
focused and I saw him make a silly face
every time he heard or saw a word that
began with letter s.
 S4- Student 4 tried hard, but still seems
to be figuring out letters and sound.
Student 4 made a silly face when
reminded, but was unable to do it by
herself.
 S5- Student 5 had a lot of background
noise and was not at all engaged or
focused in the lesson I’m not sure what
was going on at his home.
Second, T asks S for an example of a word they
read in their text, with the targeted skill. 
What will you say about skill:
 Great job today. Understanding how to

Daily Reflection of your teaching!
 Adjustments noted and
made in a different color in
the lesson plan
 Daily reflection includes
how the lesson went, what
was learned about the
students, and what will be
done in the next lesson in
response
 What did students’
work/participation tell you
about your teaching and
their learning
 Take-aways about teaching
reading or writing
listen for a specific sound at the
beginning of a word. This is important for
your reading skills. I can tell you are all
working very hard to become great
readers.
Notes on each student in the share out or
meaning...
 S1- Student 1 did a great job. She was
focused and I saw her make a silly face
every time she heard or saw a word that
began with letter s.
 S2- Student 2 was a bit distracted
student 2. She made a silly face about
50% of the time when she heard or saw
a letter s word.
 S3- Student 3 did a great job. He was
focused and I saw him make a silly face
every time he heard or saw a word that
began with letter s.
 S4- Student 4 tried hard, but still seems
to be figuring out letters and sound.
Student 4 made a silly face when
reminded, but was unable to do it by
herself.
 S5- Student 5 had a lot of background
noise and was not at all engaged or
focused in the lesson I’m not sure what
was going on at his home.
Overall, the lesson was okay. My students
loved hearing me read to them, but they
seemed to get too engaged in the story and
were unable to focus on making the silly
faces when they heard a word that began
with letter s. I learned that this group of
students is not as advanced as the previous
group I used. I learned that I maybe need to
use more reminders and break things down
into very simple terms when working with
this group of students. I would say that my
students made a silly face for about 80% of
the words that started with letter s. For my
next lesson I would like to focus on having
students identify words that have letter s at
the end. From this group of students I
learned that it difficult to keep things
engaging for all types of learners. I also
learned that less advanced students might
need more reminders about the lesson
expectation to keep them on task and allow
 them to be successful. Overall, letter and
sound recognition is extremely important for
students and it may not be easy for young
students. It needs to be an area of focus at
home and at school. We are working on a
new letter and sound each week at school
these lessons are vital for students reading
success.

Part 3 and Part 5 Lesson 2 Second 2 Day Cycle 

READING Instructional Dialogue Map & Discourse Moves

This is the detailed lesson of what you will say and do...
Lesson 2 Focus: Phonemic Students: Small group kindergarten  Date:
awareness  Week of
11/9

Instructional Write your language below! Minutes

Sequence/Procedures: 
What activities will take place
during lesson? 

Part 1 - T Brings together small T Begins Small Group  2

group of Ss   Good afternoon kindergarteners! This
Explicitly explain…
 Explain why group was
created
 Explain what the S do well
 Explain what the S can work
on
 Explain how this work will
help them become better
readers
Minutes
week we are working with letter s.
 You are doing so well learning how to
identify letters and their sounds.
 Today we are going to work on finding
words in a book that contain letter s at
the end of the word.
  This will help you become a better
reader because you will be practicing
identifying specific letter sounds.
Identifying letter sounds will be helpful as
you begin to read and see words you
might not know, but might be able to
sound out. 

Part 2 - T Explicit instruction on T Teaches Strategy or Skill 20

teaching point (strategy or skill)
that addresses the needs of the
specific small group and is a
research tested instructional
technique.
 What are your steps
 How will you explicitly teach
this?
 What are going to say first?
(write it down into steps here) Minutes
 The books I chose for today is called
“Jessica”. This book is written by Kevin
Henkes. 
 As I read I want you to listen the first time
I read through each page and then read
with me the second time. I want you to
listen and look  for words that contain
letter S at the end of the word.
 Then what?  When you hear or see a word that has a
 After that? letter s in the end I want you to clap.
 Finally?  Go ahead and let's start on the cover
 What will you practice page. Remember I read a page through
together... and then you read the page with me the
 What will students read on second time.
their own...  I did not have students echo read with me.
The group of students I was working with is
not ready to be reading at this level and
instead I had them listen to me read and
displayed the book to them.  
 Me: “Jessica by Kevin Hankes.
 Me and Students: “Jessica by Kevin
Hankes.
 Read page 1 and 2
 Page 2 Me: What words did you hear on
this page contain /s/ sound at the end? 
 Students: Simms
 Me: Awesome. What sound does letter s
make again?
 Students: /s/
 Me: Great job! Remember to clap when
you hear that /s/ sound at the end of the
word.
 Me and students: Read through 3 and 4
 Page 4: I heard you clap 2 times on this
page. What words were you clapping for?
 Students: Ruthie’s and Grandma’s
 Me: Great job! Continue to clap when you
hear or see the letter s at the end of the
word.
 Read through page 5: Students should
clap when they hear the words parents
and was.
 I had to give students reminders about
clapping.
 Read through page 6: Students should
clap when they hear the word towers.
 Read through page 7: Students should
clap when they hear the word was.
 Me: Great job! For the rest of the book I
am going to have you just listen to me.
When you hear that /s/ sound at the end
of a word keep clapping. I’ll show you the
rest of the pictures at the end of the
book.
 I kept the book displayed for my students
because they were having a hard time already
and I figured that seeing the text would better
help them be successful.
 Page 8: none
 Page 9: Students should clap when they
hear the word she’s, Ruthie’s and wants.

Part 3 - S Read We always want to
apply instruction in small groups to
actual reading and writing.  This book is written by Kevin Henkes.
 Teacher has books ready!
 Set of books related to class
topic  read with me the second time. I want you
 S don’t all have to read
same book
 S don’t have to be at same
level
 T will circulate/ listen in
while S read
 T provides coaching and
prompting on an individual
basis
Part 4 - T Listens, Coaches, and
Prompts (reinforces reason S
brought together)
 T will coach, about targeted
skill
 S will read on topics of
interest  because understanding letter sounds will
 Page 10: none
 Page 11: Students should clap when they
hear the word Ruthie’s, parents and was.
 Page 12: none
 Page 13: Students should clap when they
hear the words Ruthie’s and friends.
 Page 14: none
 Page 15: Students should clap when they
hear the words hands and everyone’s.
 Page 16: Students should clap when they
hear the word Ruthie’s.
 Page 17-18: none
 Page 19: Students should clap when they
hear the word mine’s.
 Page 20: Students should clap when they
hear the word Simms.
S Read and implement
 The books I chose is called “Jessica”
 As I read I want you to listen the first
time I read through each page and then
to listen and look  for words that contain
letter s and the /s/ sound at the end of
the word. 
 Go ahead and let's start on the cover
page. Remember I read a page through
and then you read the page with me the
second time. 
 What will you do? I will read through the
book with my students. I will make sure
to question words that contain letter s at
the end. As we come across words that
contain letter s I will stop and have
students clap. As we go through the
book I will begin to let students clap on
their own when they hear /s/ at the end.
T Listens, Coaches, Prompts
 Remember this week we are working on
letter s. You have been doing such a
great job understanding letters and their
sounds. Our letter s practice today will
help you become a better reader
help you break words up when you are
reading and help you sound out words
you might not know yet.
Notes on each student while you listen...
My kindergarteners in this group were not
ready to read on their own or echo read.
 S1- Attentively listening

Part 5 - T Brings group back
together
First - S talk about what they
learned - topic
 This is an important step in
the small group  What sound does letter s make?
 It reinforces for S the
purpose of reading
(comprehend the text to
learn).
Second, T asks the S for an
example of a word they read in their
text, with the targeted skill.  Notes on each student in the share out or
 This give the T a chance to
reinforce that part of the
lesson
 Gives S an opportunity to
reflect on their reading and
reinforce for themselves
how they were applying the
skill or strategy.
 S2- Attentively listening
 S3- Attentively listening
 S4- Attentively listening
 S5- Attentively listening
T Brings group back together 3
First, S talk about what they learned - topic Minutes 
What will you say about meaning:
 During our read aloud we sure found a
lot of words that have letter s in the end.
 Student /s/
 That's right! By practicing listening for a
specific sound in a word you are learning
how to break words down into their
sounds you are on your way to becoming
a great reader by being able to sound
out unknown words.
 I was unable to wrap up the lesson due to
time constraints over zoom.
meaning...
 S1- Student 1 did a great job. She was
focused and I saw her clapping every
time she heard or saw a word that ended
with letter s. She had great engagement.
 S2- Student 2 was a bit distracted. She
was clapping about 50% of the time
when she heard or saw a letter s at the
end of a word.
 S3- Student 3 did a great job. He was
focused and I saw him clap every time
he heard or saw a word that ended with
letter s.
 S4- Student 4 tried hard, but still seems
to be figuring out letters and sound.
Student 4 clapped when reminded, but
was unable to do it by herself.
 S5- Student 5 seemed to be clapping
just for fun and was not clapping when
we was supposed to.
 Second, T asks S for an example of a
word they read in their text, with the
targeted skill. 
What will you say about skill:
 Great job today. Understanding how to
listen for a specific sound at the end of a
word. This is important for your reading
skills. I can tell you are all working very
hard to become great readers.
Notes on each student in the share out or
meaning...
 S1- Student 1 did a great job. She was
focused and I saw her clapping every

Daily Reflection of your teaching!
 Adjustments noted and
made in a different color in
the lesson plan
 Daily reflection includes
how the lesson went, what
was learned about the
students, and what will be
done in the next lesson in
response
 What did students’
work/participation tell you
about your teaching and
their learning
 Take-aways about teaching
reading or writing
time she heard or saw a word that ended
with letter s. she had great engagement.
 S2- Student 2 was a bit distracted. She
was clapping about 50% of the time
when she heard or saw a letter s at the
end of a word.
 S3- Student 3 did a great job. He was
focused and I saw him clap every time
he heard or saw a word that ended with
letter s.
 S4- Student 4 tried hard, but still seems
to be figuring out letters and sound.
Student 4 clapped when reminded, but
was unable to do it by herself.
 S5- Student 5 seemed to be clapping
just for fun and was not clapping when
we was supposed to.
Overall, the lesson was okay. My students
loved hearing me read to them, but they
seemed to get too engaged in the story and
were unable to focus on making the clapping
when they heard a word that ended with
letter s. I learned that this group of students
is not as advanced as the previous group I
used. I learned that I maybe need to use more
reminders and break things down into very
simple terms when working with this group
of students. I would say that my students did
a better job clapping for letter s at the end of
words then making a silly face for s at the
beginning of words. For my next lesson I
would like to focus on having students
identify words that have letter s in the middle
of the word. From this group of students I
learned that it difficult to keep things
engaging for all types of learners. I also
learned that less advanced students might
need more reminders about the lesson
expectation to keep them on task and allow
them to be successful. Overall, letter and
sound recognition is extremely vital for
young students. Exposing students to lots of
letters and sounds will help them become
great readers. Isolating sounds and
understanding those sounds will help
students identify the sounds when reading
and allow them to be able to sound out words
while reading.