Lesson Plan

Erin Strader Mari Schoolmaster Tori Rombach Katy Olsen

I. Learners:

A. Features of Learning:

1. Experimenters have metalinguistic awareness of letters;
that is, they can talk and think about the names and
properties of letters (92). For example a student could be
thinking about writing a letter z so she asks a fellow
student to verify that is the zig-zag letter (92).

2. These students understand the alphabetic principle with
reading and writing (337). The alphabetic principle is a
guiding rule for reading and writing whereby both
processes depend on the systematic use of sound-letter
correspondences (378). For example, the teacher could
display a picture with a provided rime. The child will fill in
the onset of the given rime from a selection of magnetic
letters in order to display that the student understands the
relationship between letter names and sounds (90).

3. Experimenters investigate the power and the
implications of sound letter correspondence (380).
Sounds and spoken words correspond to letters in printed
words (23). Childrens first attempts to use this
correspondence have been characterized as alphabetic
reading and writing; they know some alphabet letters and
realize that alphabet letters are associated with certain
sounds (23). A child uses an invented spelling to spell the
word friend but spells it frns which shows that the
student has an awareness of matching sounds with letters.

4. Experimenters have the ability to focus on only one or a
few aspects of conventional reading and writing at a time
(89). For example, students may be able to sound out
words, but not comprehend what they are reading, as they
are developing their meaning-making skills during this
phase.

5. Experimenting readers and writers have started the
process of discovering words. Because children come to
the phase of experimenting already knowing most letters
(having learned them as novices), they begin to discover a
new form of written language: a word (90). Students start
to understand the relationships between readers and writers
and reading and writing (90). They understand concepts
about spaces and the relationships of words and letters (90).
For example, students may begin writing putting slash
marks or stars in-between their words as the write.
Gradually, after studying and observing a conventional
book, a child will see that spaces are used to distinguish
different words within a sentence.
B. Diverse Learners:

1a. Diverse Cultural Background

1b. 4 Students are of Native American descent

1c. Culturally Responsive Instruction: Instruction that is
consistent with the values of students own cultures and
aimed at improving academic learning (378).
Example: Incorporate story telling in the lesson plan, as
Native American culture relies greatly on story telling.

1d. Additive Approaches:
Instructional methods that build on students home
languages and cultures. These contrast with subtractive
approaches that attempt to replace childrens home
languages and cultures with English mainstream culture
(376).
Example: The teacher incorporates music into daily class
activities, which are from cultures both represented and not
represented in the classroom.

1e. Multicultural Literature:
Fiction and nonfiction that, in addition to representing the
lives and concerns of a nations own majority, also
represent the lives and concerns of cultural, ethnic, and
religious minorities and peoples living beyond its borders.
These representations include minority religions within a
nation and other national cultures beyond a nations borders
(even those that are the majority in another nation). Among
minority ethnic groups in the United States are African
Americans, Asian Americans, Hispanic Americans, and
Native Americans. None of these groups is homogenous;
all contain their own cultural diversity (385).
Example: During the daily five activities, the kids may go
to the library and select books to read. Each day the teacher
will put out different books relating to different cultures.
The kids may go to the library and select books related to
different cultural holidays, such as Christmas and
Hannukah, to read. Each day the teacher will put out a book
for the kids to use relating to a different culture. A book
might be something like Black is Brown is Tan, by Adoff.
Referencing http://www.mulitcultural childrenslit.com will
allow for more suggestions.

2a. English Language Learners (ELL)

2b. 5 students speak Spanish in the home and as their first
language.

2c. ELL Interactive Read Aloud Procedure:
A technique that teaches vocabulary and comprehension
to English language learners, using longer, more complex
picture books, both narrative and informational, than they
can read on their own. Students read only a third or a fourth
of a book each day for three or four successive days, with
rereadings and with concentrated instruction about selected
vocabulary (380).
Example: Read a book aloud about daily routines (i.e.
getting ready for school) and then while reading, point out
some basic vocabulary. This vocabulary would have been
specifically chosen by the teacher (1-2 words per page) and
addressed during the read aloud. The teacher will try to
complete around four pages per day.

2d. Shared Language:
Language that English language learners and their
teachers use easily when communicating about reading and
writing tasks. Repeated use of a few key words or phrases
in instructional routines makes them accessible to students
when they can as yet speak and understand very little other
English (389).
Example: When talking about stories, emphasize and model
a favorite part of the book, beginning, end and technical
words such as title and author to teach simple story
grammar to students.

2e. Using Cognates:
Words in different languages that have similar spellings,
pronunciations, and meanings for example, in English and
Spanish, destist/dentista, map/mapa, and
necessary/necesario (344).
Example: In a book about daily routines--this could be lots
of different books, not limited to just one--point out words
like Pajamas/pijamas, bus/autobus, momma/mama. This
allows students to see relationship between English and
Spanish language. For display and understanding, the
teacher will add vocabulary words and corresponding
cognates on a word wall in the classroom, split up into both
English and Spanish into two columns so the students can
see the relationship.


C. Grade Level:

1
st
grade classroom, small groups, range of abilities.

II. Short Term Objective:

The learner will demonstrate segmenting phonemes using onsets and rimes.

III. Rationale:

A. By allowing the learner to demonstrate segments and
phonemes through onsets and rimes, they will see the relationship
betweens words with similar onsets and rimes. They will also learn
about how words can be split into different parts and they can use
those parts to figure out the whole sound. By allowing them to
have a clear understanding, it will better their process in decoding
unfamiliar words with the knowledge of segmenting phonemes. By
participating in the many activities, the students will be able to
decode words more quickly and efficiently. Using rhyming words,
they can see the relationship between a letter and its different
sounds and different words. For example, the /p/ in pit and the
phoneme /p/ in spit are pronounced differently (386).

B. Grade Level Content Expectation:

1. Grade Level: First Grade

2. Subject: Reading

3. Heading: Word Recognition and Word Study:
Phonics

4. Students will use structural cues to recognize
one-syllable words, blends, and consonant digraphs
including: letter-sound, onset and rimes, whole
word chunks, word families, digraphs th, ch, sh
(www.michigan.gov/mde)
(R.WS.01.04)


IV. Materials:

1. (Other Print Source) 4 large poster boards with pictures, prepared by teacher
a. Cat
b. Dog
c. Pig
d. Mat
2. (Other Print Source) Small boards with photos containing:
a. bat, rat, hat, mat
b. fog, log, hog, jog
c. dig, jig, big, wig
d. tap, zap, flap, nap
3. Stereo and CDs containing Latin American and Native American, African American
and Modern, westernized music.
4. Paper and crayons for each student to create their own rhyming picture.
5. (50 Literacy Strategies, page 16) Echo Reading (Materials: Four large posters, pointer
to apply finger point reading in order to draw attention to specific word on poster)

V. The Plan:

Teacher addresses classroom as a large
group while they sit at their designated
tables.


Teacher emphasizes the rime of tall and
ball (the l sound)



















Teacher allows for wait time.
Teacher emphasizes ending of chair and
train to show the difference.



Teacher allows for wait time

Teacher: Good morning boy and girls!
Now it is time for our fun with literacy
activity. We have been working with
rhyming words. Who can give me an
example of two words that rhyme?
Student 1: Tall and ball
Teacher: That is a great example! Tall
and ball. Does anyone else have an
example of words that rhyme?
Student 2: What about, chair and
train?
Teacher: Oh, good try! But, lets
review what we know about rhyming
words. Since we know that tall and ball
rhyme, lets take a look at that
example. When I say Tall and Ball
what sounds the same?
Student 1: The ending of both
Teacher: You are right! Tall and balls
ending sounds the same, we call that
the rime of the word. Now what
sounds different in these two words?
Student 3: The beginning, T (student
makes T sound) and B (student makes
B sound)
Teacher: Good, lets go back to our
example of chair and train. Can anyone
tell me why these two words dont
rhyme?
Student 2: The endings do not sound
the same, chair and train.
Teacher: Great job! Now your
thinking caps are on! The ending of
chair ends in the R sound (makes R
sound), while train ends in the N sound
(makes N sound). Does anyone have











Teacher displays all four big posters on
white board









Teacher places small pictures of
rhyming words under corresponding
big poster.





Teacher applies echo reading strategy















any questions?
Student 4: Do the words shut and
shine rhyme?
Teacher: Thats a great question, but
these two words are not rhyming
words. Shut and shine have the same
beginning, what we like to call an
onset, but their endings or rimes, are
not the same. Understand?
Class: Yessssss (echo)
Teacher: Now that we have reviewed
and its your turn to practice your
rhyming skills. We are going to do an
activity with rhymes and pictures. Here
are four main pictures that were going
to match rhyming words with. We have
a picture of a cat, of a dog, of a pig, and
of a map. Do any of these things sound
the same?
Student 5: No, they are all different.
Teacher: Youre right! These four
words do not rhyme. However, under
each picture I have placed four little
pictures that have the rhyming sounds
with the big picture. Our first example
is a picture of a cat. Can all of you
repeat the word Im saying that goes
along with the picture after I say it?
First one is, bat.
Class: BAT
Teacher: Good class! How about, rat.
Class: RAT
Teacher: Awesome, now third one,
hat.
Class: HAT
Teacher: Final word, mat.
Class: MAT
Teachers: So our main word is cat and
we said our rhyming words were bat,
rat, hat, and mat. Do you see how these
four words rhyme with cat?
Student 6: Yes! The endings of the
words sound the same.
Teacher: You are exactly right! Now
lets move onto our second poster. We
have a big picture of a dog. Here are

Teacher places small pictures of
rhyming words under corresponding
big poster.


Teacher applies echo reading strategy










Teacher places small pictures of
rhyming words under corresponding
big poster.


Teacher applies echo reading strategy





Teacher uses picture of map to explain
the concept of cognates in Spanish and
English.



Teacher uses cognates for ELL
instruction strategy.



our four small pictures to rhyme with
dog. Can all of you repeat the word Im
saying that goes along with the picture
after I say it? First we have fog .
Class: FOG
Teacher: Yes class! How about, log.
Class: LOG
Teacher: Thank you, now third, hog.
Class: HOG
Teacher: Finally, jog.
Class: JOG
Teachers: So our big poster has a dog
and we said our rhyming words were
fog, log, hog, and jog. All four rhyme
with dog. Our third example class is a
picture of a pig. Can all of you repeat
after me? First one is, dig
Class: DIG
Teacher: Now, how about, jig, like a
little dance, can you show me a little
jig?
Class: JIG (children act out jig)
Teacher: Wow those are great! Now
our third picture, big
Class: BIG
Teacher: And our final word, wig.
Class: WIG
Teachers: Like what we have in our
dramatic play center! Great job you
guys are really getting the hang of this.
I am so proud! We have one more big
poster to go through as a group. This
big poster is a picture of a map of the
world. So our word is map. Does
anyone know how to say the word
map in Spanish?
Student 3: Yes! I do! It is mapa.
Teacher: You are right! The word map
in Spanish is mapa, these two words
sound very similar. There is a name for
words that look and sound the same in
different languages, we call these
cognates. Can any of you think of other
cognates in English and Spanish?
Student 5: Yes, what about pajamas
and pijamas?


Map---tap, zap, flap, nap, trap








Teacher flaps arms up and down to
demonstrate the word flap






























Teacher: Great work! You are right!
Any other examples?
Student 6: I call my momma, mam.
Teacher: That is correct, momma and
mama is a cognate as well. Lets get
back on track. Our final poster is a map
like I said, and our rhyming words that
go with it are tap, zap, flap, and nap.
Please repeat after me! Tap!
Class: TAP
Teacher: Zap
Class: ZAP
Teacher: Now flap.
Class: FLAP
Teacher: Flap your arms like a bird!
Class: (flaps arms)
Teacher: Okay, now final word, nap.
Class: NAP
Teacher: Great job guys! You are on
your way to becoming master rhymers!
This next part I want you all to show
me that you understand how rhyming
works. We are going to split up and
practice using these posters on our
own. Each group will have a poster that
we went over together, and the four
little pictures that went along with it.
As a group go through and try and
remember the words that rhyme with
your big poster. I want you to talk
about with your table friends, what
sounds the same and what sounds
different with each picture. Try to pick
out the beginning, which we called an
onset, and the ending, which is the
rime, and what they sound like. When
you are done with this, I want you to
use the paper and crayons that I put at
your tables to draw another rhyming
picture that goes along with your big
poster. Can anyone give me an example
before we start for cat?
Student 7: What about pat?
Teacher: I want you all to PAT
yourself on the back for how well
youre doing! Great job, pat does

Teacher demonstrates giving pat on the
back, and draws a simple picture of her
patting her dogs back for clarification.






Teacher splits the class into four groups
of five and each group sits at a
designated table. Teacher hands out a
poster to each group



Teacher puts on the first song. This is
of Latin American background.
After five minutes, Teacher switches
the music to Native American Tribal
music and signals that it is time for the
students to switch stations.
Teacher allows the groups to work on
their own and dialogue is subjective.
Five minutes later, the teacher makes
final music switch to modern
educational song.


*Note that the students have rotated
through each center and have created a
picture for each big poster example.
During group carpet time, each group
only presents one of their pictures.











rhyme with cat. So as a group you can
draw a picture of you giving something
a pat. Do we having any questions?
Student 4: How many pictures do we
need to draw?
Teacher: There is enough paper and
crayons for each person to draw their
own, but you only need one extra
rhyming picture. Understand?
Student 4: Yes
Teacher: Ok, now everyone start
working on your posters and pictures
and I will walk around if you have any
questions. While we are working, I will
play some background music from
different places around the world.
Teacher: Dialogue depends on
questions and activity of children








Teacher: Okay class, great work, lets
come together on the carpet and share
what we created! I want one example
form each groups work during center
time. Can I have the first group come
up and show.
Group 1: We had a picture of a cat,
and we drew our other picture of pat.
My picture shows me giving my friend
a pat on the back.
Teacher: Great job Group 1 you are
correct in your picture! You may sit
down, thank you. Group 2.
Group 2: We drew a picture of a frog.
Because frog rhymes with dog. Right?
Teacher: You are right! Thank you!
Now group 3.
Group 3: We chose to do pig, so we
drew a picture of a twig, like on a tree.
The beginning is different but the













End of Lesson
ending sounds the same at pig.
Teacher: You got it! Okay final group.
Group 4: Our picture is from the big
map poster. We drew a picture of a cap,
like a hat, because map and caps
ending sounds the same.
Teacher: You are right! Now I feel
like you guys understand how rhyming
words work. Thank you for your hard
work with onsets and rimes! Its time
for lunch now, can anyone give me a
word that has the same rime as lunch?

End of Lesson




VI. Assessment:

A. What the teacher will observe DURING the lesson:
During the lesson the teacher will observe how children can distinguish the
phonemic difference between rhyming words. The teacher will be able to tell
if the student has an ability to identify different onsets for specific rimes. The
teacher will be able to see what level of understanding the student has while
performing the activity. During the observation teacher can give feedback and
clarification. Also teacher can correct when students use incorrect phonemic
sounds through out entire activity.

B. How the teacher will RECORD her/his observations during or after the
lesson:
In order to appropriately record the results of this lesson the teacher must use
proper assessing of experimental readers. During the lesson the teacher can
observe and make mental notes of what students understand and what
students struggle with the concept. While students have time to work
individually teacher can do specific anecdotal notes to record each students
progress and miscues. During class work and center work teacher will be able
to asses students understanding of onsets and rimes, and how they are similar
to other words onsets and rimes.

C. How the teacher will USE this information for future planning:
The teacher can use her anecdotal notes to see what kinds of phonemes
students are having difficulties with, such as two letter phonemes i.e. sh
and ch. Teachers can make note of which students have difficulty with
which words, in order to predict their future abilities in reading and writing
and record this in their portfolios for future reference. Individual progress and
difficulties can be tracked through this method as well. If there was a specific
family of rhyming words that students struggled with most, the teacher can
work to incorporate this in a lesson later in the year.