Sie sind auf Seite 1von 9

Molly

Marchese
5 Unit Plan
Pre-test
1. How many syllables does the word pasta have?
a. 4
b. 3
c. 2
d. 1
2. How many syllables does the word dog have?
a. 1
b. 3
c. 2
d. 4
3. How many syllables does trampoline have?
a. 2
b. 3
c. 1
d. 4
4. How many syllables does yesterday have?
a. 3
b. 2
c. 1
d. 4
5. What letter in the word knocking is silent?
a. N
b. K
c. Ing
d. O
6. What letter in thumb is silent?
a. M
b. H
c. U
d. B
7. What letter in listen is silent?
a. N
b. I
c. S
d. T

Knee Knight Doorknob Knot
8. The ____________ on the door was so loud.
9. The kids __________ not to run in class.
10. The ________ in the rope was loose.
11. Johnny had a painting of a ________ in armor.


Lesson Name : Being able to match the same sound in different words
Standards: RF.K.2 A: Demonstrate understanding of spoken words, syllables and sounds
(phonemes) a) Recognize a produce rhyming words.
Objectives: Students will be able to recognize and match the same sound in different words
50% of the time.
Assessment Plan: Students will be able to, given one word and a word bank of other words
choose the other word that matches with the sound.
Materials:
• White Board
• Worksheet
• Picture Cards
Teach Model/ Guided Practice:
Hold up one card with a picture of dog.
Say to the class, “what is this a picture of?”
Students say “Dog”
As a class, we sound out the word Dog, /D/ /o/ /g/
Hold up a picture of a hog.
Say to the class, “what is this a picture of?”
Students say, “Hog”
As a class, we sound out the word Hog, /H/ /o/ /g/
After they identify these two pictures. Explain the sound that they have in common.
The begging sounds are different but the ending sounds are same. So, dog and hog rhyme
together.
Independent Practice:
Student will work on a work sheet of rhyming words that they should match while using
a word bank to identify the words that rhyme together.
Closure:
As a whole class we will go over their independent work sheet and say all the rhyming
words together and the sounds that make them rhyme.
Lesson: Understand the concept of syllables and how words are broken apart.
Objectives: Students will be able to identify the silent letter in words.
Standard: RF.K.2, Demonstrate understand of spoken word, syllables, and sounds, E. Add or
substitute induvial sounds in simple, one-syllable words to make new words.
Assessment plan: After lesson is taught have the student identify other words and how they
are broken apart and can count out syllables.
Materials: Worksheet
White Board
Teach/ Guided practice: We will go over words and clap the words out and can hear the
separation of the words.
I will demonstrate how to identify the break on word, one syllable, two, and three syllable
words.
- Yes – one clap
- Three- two claps
- Elephant – three claps.
As a whole class go over the words and then identify the sound for each clap.
• Pop/corn
o Clap at pop, and at corn
• Yell/ow
o Clap at yell, and at ow
• Tramp/o/line
o Clap at tramp, clap at o, clap at line
• Wa/ter/slide
o Clap at wa, clap at ter, clap at slide.

Go through the word and clap them out.
Independent Practice: Students will demonstrate their understanding by partnering up and
clapping words that their partner gives them.

Lesson: Students will be able to the concept silent letter in words.
Objectives: Students will be able to identify the silent letter in words.
Standard: L.1.2. D: use conventional spelling for words with common spelling patterns and for
frequently occurring irregular words.
Assessment plan: After lesson is taught have the student identify other words that are not on
their worksheet have silent letters.
Materials:
White Board
Worksheet
Teach/ Guided practice: We will go over words with silent letters and go over what sound you
hear and what you don’t when a word has a silent letter.
Silent H examples:
- wHat
- gHost
- Hour
Silent T Examples:
- wiTch
- ofTen
- soften
Silent B examples:
- lamb
- climBing
- bomb
Have the students understand that they letter can come in front of the word, middle of the
words, or the end of the word. The silent letter is the letter that you cannot hear when you say
the word.
Independent Practice: Students will demonstrate their understanding by doing their last
question and explain to the class what silent letter there is.
Closure: A review of silent letters and what sounds the words make, have the student come up
with words that have the silent letter, and go over which one is silent and not.

Lesson: Kn sound, Students will understand that two words and be spelled differently.
Objective: Student will be able to identify the “kn” sound and understand there meaning.
Standard: L.1.4 A: Use sentences-level context as a clue to the meaning of a word or phrase.
Assessment Plan: Students will be able to identify and know the difference in the meaning of
the words.
Materials: White boards
Worksheet
Teach/ Guided Practice: Go over the sound that “Kn” makes and what words are made up from
the “kn” sounds.
Knew--- New
Know--- No
Knight—night
Then students will be able to understand that words can have the same sound but different
meaning and how to identify which word fits into the sentence provided on the white board.
: Students will be able to identify on their worksheet and circle the right wording in the
sentence.
Closure: Talk about other words that have the same sound but different meaning, either
starting with “kn” or not.

Lesson Name: Ability to blend words with vowel combinations.
Standards: RF.1.3 Reading: foundational skills. Know and apply grade-level phonics and word
analysis skills in decoding words. F. read words with inflectional endings.
Objectives: Students will be able to blend oi and oy vowel combinations.
Assessment Plan: Students will have a sheet with many words placed around the sheet some
words will have the /oi/ and /oy/ sounds some will not, students should be able to identify the
word and sound of the blended vowels.
Materials:
• White board
• Marker
• Worksheet
Teach Model/ Guided Practice:
Flash cards of words that have /oi/ and /oy/ in there,
- Oi: boil, spoil, coin, voice
- Oy: boy, toy, joy, annoy, royal
What sound does /oi/ make?
- Make the sound alone so students can hear the sound.
Now as a class let’s say what the sound /oi/ makes..
- Whole class says /oi/.
What sound does /oy/ make?
- Makes sound alone so student can hear the sound.
Now as a class let’s say the sound /oy/ makes…
- Whole class says the sound /oy/ makes.
Now read these words and emphases the /oi/ and /oy/ sounds in the words.
- bOY
- tOY
- bOIl
- cOIn
Independent Practice:
Students will work alone on a worksheet that express all sorts of word with /oi/ and /oy/
and some without. They should determine not only from the spelling up the sound if they are
able to circle or cross out the word.
Closure:
Which sounds did we learn today? Let’s all say a word that has the /oi/ sound in it. (class
says any word out loud). Now let’s all say a word that has the /oy/ sound in it. (class says any
word with that sound in it out loud).

Post test
Fill in the blank with a number of syllables that are in the word.
1. _______ Cat
2. _______ Monkey
3. _______ Trampoline
4. _______ Living Room
5. _______ Moose
Circle the right word use in the sentence.
6. The brand (new/knew) car got a scratch in it.
7. The (knight/ night) wore all the armor he could find.
8. The mother said, “You (no/ know) better”.
9. We went (there/ their) for dinner last night.
10. The cat went after their (pray/ prey) to eat.
Use the work bank to fill in the sentence. Not all the words will be used.
Boil Toy Coin Boy Hay Sticker

11. The __________ played with all the blocks in the play room.
12. When the parents got home, the babysitter let the __________ be all over the place.
13. We had to wait for the water to _________ before we put the pasta in.
14. I counted the __________ to see how much money we had.

Das könnte Ihnen auch gefallen