The IPG Interns Name: Date: MarLa C Campbell October 12, 2013 Subject Grade Level: Language Arts

Kindergarten 1. TEKS 2 K (I) 2. Big Understandings Student display phonological awareness Students will become conscious of syllable patterns in their Objective/Goal speech and writing. This will carry over throughout life and I/WE will break spoken one-syllable words into two to three possibly improve students speech patterns. How do letters and sounds (phonemes) (e.g., dog: /d/.../o/ /g/) words help me read? 3 Assessment Evidence Student will be able to break words down into syllables by clapping, using fingers, blocks, instruments, and using a syllable man 4. Opening Hook Show photos- What do you see? How do you know what this picture is? What if you only see the word; how would you break this word down to figure it out? We are going to learn a strategy called syllables- Syllables are words broken up into 'complete' sounds. What are syllables? Tell me one way you think we can break words into sounds? 5. Instructional Strategies / Student Activities

Input **Demonstrate technology: Power point will be shown throughout this whole process. ** (pointing at word syllable) - What is a syllable? **I will/ we will recite and demonstrate how to break words into parts. **Who can tell me what this is a picture of? Lets all say it together? Now lets break the word into syllables? **Lets try some more words. (whole group and small group) Modeling ** Demonstrate different techniques. Now I will show you how to break words down into syllables by clapping, using fingers, blocks, instruments, syllable man **I will/we will follow along as the teacher breaks down student names into syllables. **Demonstrate technology: Model to students how play Syllable Sky Coaster ( http://www.gotkidsgames.com/syll/syll.html) (whole group) **CFU Guided Practice: **Lets do some together. **Students will go over green worksheet with the teacher (whole group, and CFU) **I will/we will say each picture and use a technique to break the word into parts. (whole group, and CFU) This time I want you to work in your table group and complete the green sheet together. (small group) Once student from each table will show that his or her group is complete by showing the teacher two fingers. **I will/we will go over green sheet together (whole group, and CFU) CFU **Throughout this whole process, the teacher is questioning students and monitoring to check for understanding and providing positive feedback. Independent Practice **Have student work on the pink worksheet. Please work on the pink worksheet individually. Can someone tell me what they think individually means? You can clap, use your fingers, or stand up and use your head, shoulders, knees, and toes just like we did with the syllable man to complete the pink worksheet. 6. Materials / Resources Pictures Worksheets Instruments 10/19/2013, page 1 of 2, 181582097.doc

Syllable man

7. Grouping Patterns Whole class Groups of 3 to 4 students-table groups 8. Ending, Summary / Reflection Who can tell me what we worked on today? Lets go over our objective/goal for today. What if you only see a word; how would you break this word down to figure it out. Show me one way we broke words into parts. When you go home, tell your family what you learned today about syllables and break their name down into parts. Tomorrow when you come in we will share one of our family members name with the class and break his or her name into syllables Tomorrow I will/we will learn more about syllables. We will look at words instead of pictures and try to figure out how we can break that word into syllables. We will also get on a website called Syllable Sky Coaster. This website helps us learn more about breaking words into syllables. 9. Technology Power Point Internet game: Syllable Sky Coaster http://www.gotkidsgames.com/syll/syll.html

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