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Teacher Name: Nicole Castillo

Date: October 18, 2017

Lesson Title: Spider Syllables

Grade Level: Kindergarten

K.RF.2 - Demonstrates understanding of spoken words,

California Common Core syllables, and sounds (phonemes).
State Standards: K.RF.2b - Count, pronounce, blend, and segment syllables in
spoken words

Subject Area/Content
Phonemic Awareness


Prerequisites: What do students need to know prior to this lesson?

Students have had some practice with syllables.

Practice has included clapping out the syllables in the student’s names.
Students have learned about the parts of a spider.

Context: Where does this lesson come in the unit?

This lesson falls in the 8th week of school, where we are teaching students about spiders. Within
this unit, the Phonemic Awareness focus is counting syllables. “These foundational skills are not an
end in and of themselves; rather, they are necessary and important components of an effective,
comprehensive reading program designed to develop proficient readers” (CA CCSSELA, 2013).

Vocabulary: What vocabulary will be learned or reinforced in this lesson? How will you make the
vocabulary development part of the lesson?

The following vocabulary will be learned and reinforced as part of this lesson:
- Syllables
- Segment
- Parts of a Spider

Vocabulary will be a large part of the lesson because students will have to identify how certain
materials harm the environment and changes that they can personally make to improve their
community. In doing so, they will need to understand each of the terms listed above.
Materials: What resources are needed to make this lesson successful? What will you need to
prepare in advance?

Student Materials:
- Pencil
- Crayon
- Worksheet - Spider Syllables

Teacher Materials:
- Laminated Spider Vocabulary with pictures and laminated numbers 1, 2, and 3
- Anchor Chart
- Document Camera
- Pencil
- Crayon
- Worksheet - Spider Syllables

Teacher Preparation:
- Cut out and laminate spider vocabulary words and the numbers 1, 2, and 3
- Set up the Anchor Chart with sections number 1, 2, and 3
- Have vocabulary terms ready to show students with a picture of the vocabulary term next to
the word for clarification to students
- Have document camera set up to AirPlay to TV
- Have worksheet, pencils, and crayons ready for demonstration on document camera

Objectives or Learner Outcomes

General Goal(s):

- Identify the syllables that are present in vocabulary terms for the week’s unit on spiders

Specific Performance-Based Objectives:

Students will be able to orally segment and count syllables in words with 80% accuracy.

Students will be able to independently segment and count syllables when given pictures of words
with 80% accuracy.

Anticipatory Set (Lead-In)

An "attention getter" to focus students’ learning? A discussion or activity to activate students’

prior knowledge?

T: “Did you know that every word can be broken down into syllables? Remember when we 

practiced clapping syllables to our name? For example, Mrs. Castillo.. Ca-sti-llo (said while clapping
the syllables) is broken into Ca-sti-llo (said while counting the syllables on fingers). Three syllables.
What if I told you that we could even break down words about spiders into syllables?”
Step-By-Step Procedures

Instruction: List procedures for what will happen first, second, and so on to teach what you ex-
pect the students to learn. SDAIE instruction should include some consideration of language de-
velopment. This section cannot be adequately be addressed without a least half a page of details.
This is step-by-step.

Step One:
T: “When I tell you a word I want you to repeat after me with your hand under your chin, like this
(demonstrate). Let’s practice again with Castillo. Ca-sti-llo (with hand under chin)”
S: “Ca-sti-llo” (with hand under their chin)
T: “Now clap it. Ca-sti-llo” (clapping each syllable)
S: “Ca-sti-llo” (clapping each syllable)
T: “Now count it. Ca-sti-llo” (counting each syllable on fingers)
S: “Ca-sti-llo” (counting each syllable on fingers)
T: “Perfect! Then I would take the picture and place it where?” (Looking at my anchor chart)
S: “By the three!”
T: “That’s right! Now we are ready to learn how to count the syllables of words about spiders”
Step Two:
To introduce each word, I will show the students a word and a picture of the word. I will say the
word out loud and teacher will lead the students through repeating each stage in step one. For
T: Feelers! Chin it! (Place hand under chin and repeat emphasizing each syllable) Fee-lers
S: Fee-lers (with hand under chin)
T: Clap it! Fee-lers (clapping each syllable)
S: Fee-lers (clapping each syllable)
T: Count it! Fee-lers (counting each syllable on fingers)
S: Fee-lers (clapping each syllable)
T: Where should I put this?
S: By the two!

Guided Practice (75-100 words): What activities will the students engage in to practice the learn-
ing? Include some time when the students are working with partners or in small groups. Be sure
to include how you will check for understanding throughout each stage of your lesson. Write out
high level and/or open-ended questions to ask throughout your lesson.

Students will be placed in groups so that they can practice these together. Students will take
turns showing each other picture cards and they will have to chin it, clap it, and count it as a
group and decide how many syllables are in the word.

Lesson Extension (gifted students): What activities or alternatives will you provide for those who
finish early and want to explore the topic more?

For students who have shown mastery of syllables, I will challenge them to help a friend who
needs more help. Since this activity includes visual, auditory, and kinesthetic practice of syllables
the gifted students will enjoy being the teacher and engaging their peers in it as well.
Adaptations (For Students With Learning Disabilities):

Low Achieving
I will walk around listening for discussions and interject when necessary to help students who need
more help. The low achieving group will receive some additional one-on-one instruction. I will go
through 4 to 5 picture cards with them to make sure they are understanding before I leave
them to work alone.

English Learners:
I have English learners that fall in both the high achieving and low achieving categories in my 

classroom. I will make sure that these students are paired up so that they can help each other
to understand better. They can practice with examples in their primary language so that they
have a stronger understanding of the concept of syllables.

Connections (to other subjects)

Earlier in the week, students began learning about spiders. We will be connecting the phonemic
awareness skill to the scientific vocabulary they learned earlier in the week.

Independent Practice

What will you do to have students practice the learning independently?

Students will have the opportunity to practice the learning independently when working on their
worksheet. The worksheet provides a picture and the word, with a set of numbers 1, 2, and 3. The
students will practice saying the word, clapping the word, and counting the word. Once they have
determined how many syllables are in the word, they will circle the respective number.

I will be walking around at this time to see how students are doing. If I notice errors, I will stop
and ask the student “what word is this?” “can you chin it for me?” “now clap it.” “count it.”. This
will help me to determine where the student is missing the information they need to understand.
I will help that student with a couple more examples before leaving them to work independently
again and see if they catch on.


Reflect on Anticipatory Set

Can all words be broken into syllables? Can we use chin it, clap it, count it to help us learn how
many syllables words have? Just like we did this for our spider words, we can do this for all