LITERACY LESSON PLAN

Name: Type of Lesson:

April Cronin Phonemic Awareness
Phonics
Word Frog Fluency
Vocabulary

Skill / Grade Level LEARNING GOALS TARGETED IN THIS LESSON

Learning Target(s): (Developed from the
Skill: phonemic Indiana Academic Standards)
K.RF.3.2: Orally pronounce, blend, and
Grade Level: segment words into syllables.
Kindergarden (I can statement(s) based on standard(s)
selected)
I can segment a word into syllables and
pronounce the initial, medial vowel, and final
phonemes in CVC words.

KEY ACADEMIC MATERIALS NEEDED FOR THIS LESSON

VOCABULARY
Phonemes Lilly pads (Jump tiles)
Syllables Duct tape
Vowels Picture Card
CVC words

LESSON PLAN Script each of the three major sections of

your Lesson Plan
Into the Learning As a class and then seperated into small groups
o In this section for each lily pad station. We are going to some
you set the phonemic practice in an activity called Word
purpose and Frog where students jump to different lily pads
activate prior for the different phonemes.
knowledge
o Introduce the
Activity

Through the I DO: All listening eyes on me. We are going to

Learning play a game that involves some jumping. (Display
o In this section picture card on board. ex. Cat)
you read the

PROFESSOR CHRISTI WRIGHT

ED 310/510, ED 329/529, ED 465/565, ED 560
 selection, What is this a picture of? (wait for response of
support readers cat). Good- cat. Now I am going to break up the
through explicit phonemes, which are the sounds in the word cat.
instruction, Model that you jump to each tile for each
modeling, guided
phoneme/ sound in the word. Jump to the first tile
practice with
active
and say /c/. Now say /a/ and jump to the next tile
participation and as you repeat it. Finally say /t/ and jump to the
independent final tile as you repeat it. I frog jumped 3 times
practice. because there are 3 sounds in the word cat.
o Gradual Release
of Responsibility: WE DO: Now I want to see you frogs jump.
o I DO, WE Display another picture card on the board. Call on
DO, YOU a student to be the example for the class. First
DO lets say the word together (ex. Feet). Now I am
going to have (studnets name) jump the phoneme
lily pads to each sound in the word, the rest of you
say each sound in the word aloud as they jump
the pads. (Have the student jump). Okay now
show me with your fingers the number of sounds
in this word (should display 3).

Continue this stage with several more students

until it seems like they all have a good grasp with
the idea.

YOU DO: Now each of you are going to be frogs

yourselves. Split students up into different lily pad
places throughout the room that will be small
groups of 3-5. Put a picture card up on the board
and have them try it for themselves. After they
have all completed their jumps ask them to
display the number of phonemes with their
fingers. Walk around the room observing the
students and identify the students that may
struggle.

Beyond the Learning This activity can be done other times simply
o Independent jumping in place or using a toy figure to jump for
Practice of skill them. The activity can also be expandednupon to
during literacy make it harder through the use of longer words, or
workstations or words with a silent e, or words with two
centers consonants that combine to make one sound.
o Reinforce your
learning target

PROFESSOR CHRISTI WRIGHT

ED 310/510, ED 329/529, ED 465/565, ED 560
ASSESSMENT
o What formative Throuhgout the activity I will walk around and
assessment will observe student progress and success. The groups
give you will be arranged in ability groups so that I can
information on spend more time with the students that need
each of your extra help as well as give the gifted students
students
independent work time with a list of words to
learning of the
lessons learning complete on their own.
target(s)? It will also be very clear a student doesnt know
o Be sure to when they raise their fingers to display the
integrate number of phonemes.
formative
assessment into
one of the above
major sections of
your lesson plan.
DIFFERENTIATION LANGUAGE SUPPORT FOR ELs (Choose the Key
FRAMEWORK Component(s) and 1-2 strategies/activities)
o How will you Using the SIOP Model of Sheltered Immersion,
differentiate list 1) the General Category of Key Components
your lesson to of Teaching Language and Content Effectively
meet diverse and 2) the Specific Instructional Strategies used
students needs? in this lesson. Be sure to add these labels in
bold in your lesson plan.
I will have ELL studnets in the same group so that
I can work with them more than the other groups.
For their group I could have the picture card diplay
the actual word underneath it so they can visually
see the spelling of it. I could also jump the lily
pads while saying the sounds together with the
student.

Reflection:

PROFESSOR CHRISTI WRIGHT

ED 310/510, ED 329/529, ED 465/565, ED 560