Dakota State University

College of Education
LESSON PLAN FORMAT

Name: Brooke Brummett

Grade Level: Preschool-1st grade
School:
Date:
Time:

Reflection from prior lesson:

Lesson Goal(s) / Standards:

● K.RF.2 Demonstrate understanding of spoken words, syllables, and sounds
(phonemes). a. Recognize and produce rhyming words. b. Count, pronounce,
blend, and segment syllables in spoken words. c. Blend and segment onsets and
rimes of single-syllable spoken words. d. Isolate and pronounce the initial, medial
vowel, and final sounds (phonemes) in three-phoneme
(consonant-vowel-consonant, or CVC) words.* (This does not include CVCs
ending with /l/, /r/, or /x/). e. Add or substitute individual sounds (phonemes) in
three-phoneme words (consonant-vowel-consonant, or CVC) to make new
words. *(This does not include CVCs ending with /l/, /r/, or /x).

Lesson Objectives:
1) As a whole class, we will use the Salad Toss and practice learning Syllable
Segmentation and blending by clapping out words and identifying if the words are
two or three-syllable words with 90% accuracy.
2) In small groups we will focus on a few different syllables such as CVC and CVVC
by first writing out the words on the Jamboards and labeling what letters are
vowels and what letters are consonants, then the students will clap out the words
into the syllables.

Student Friendly “I can” Statement/s:

● I can identify the vowels and consonants in a word, and I can clap out the
syllables in each word given.

Materials Needed:
 ● Pictures or models of vegetables whose names have two or three syllables
(carrots, lettuce, pepper, radish, cucumber, celery, potato, and tomato.)
● Brown construction paper to represent the salad bowl
● Colored markers
● Computer
● Jamboard

Connection(s) to Research & Theory (what learning theory or research-based method

supports your chosen methodology or assessment? See pages 120-121 AND 122-123)
● In prekindergarten and early kindergarten, instruction should focus on phonological
sensitivity or larger units of sound. Phonemic awareness instruction should begin by the
middle of Kindergarten.(Bradly 2020).
● The lesson should not exceed 30 minutes a day (National Reading Panel, 2000).
● Phonemes should be pronounced correctly in a way that will make them blendable(Land
and Pullen 2004).

Contextual Factors/ Learner Characteristics:

The Lesson
● Introduction (include time allotment)
○ getting attention:
○ Hey students!
○ What!!
○ Guess what time it is?
○ It's learning time!
○ What do we need to have to be successful learners?
○ Our Listening ears and our voice volume turned down really low.
○ How do we turn down your voice volume?
○ We whisper. (students say it in a whisper voice)....
○ creating a need to know: This will help us later to say and spell words.
○ relating to past experience and/or knowledge: Okay students look at the
two words on Jamboard Salad Toss. Do you notice the words are two
different colors in Salad and only one in the word Toss? That is because
that shows you how many syllables are in that word, so Salad has two
Sal*ad and Toss has one. This will help us in the lesson that we are going
to be doing today we are going to clap out the syllables in each word that
is that will go in the salad bowls on your Jamboards that I am shared with
you.
○ sharing objective, in general terms (I can): I can identify the vowels and
consonants in a word, and I can clap out the syllables in each word given.
● Content Delivery (include time allotment & instructional methodologies)
○ Time: 5-8 minutes
○ Instructional Methodology: Explicit Instruction
○ I do it: Read the script in Teach/Model on page 137
○ We do it: Read the script and have students practice using the Small
Group Guided Practice on page 138
○ You do it, I Watch: Continue with the Guided Practice Script on 137
○ You do it: Ask students to take turns practicing with the words provided on
page 138.
● Closure (including time allotment)
● Hey students!
● What!!
● Guess what time it is?
● It's learning time!
● What do we need to have to be successful learners?
● Our Listening ears and our voice volume turned down real low.
● How do we turn down your voice volume?
● We whisper. (students say it in a whisper voice)....
● Okay, students we going to get on our Jamboards and work independently
making your own salads with your favorite veggies or fruit. Before you ask for my
help look up on my Jamboard for different fruit ideas and how to spell them.
○ Re-draw attention to I Can statement:
○ Tell yourself I can identify the vowels and consonants in a word, and I can
clap out the syllables in each word given. If you get stuck don’t be afraid to
raise your hand and I will come to you.
● Assessments Used
○
● Differentiated Instruction
○
● Resources
○ Core Reading Sourcebook
○ Florida Center for Reading Research