Structured Lit Lesson Plan

Some portions of the template may be emphasized or used differently based on differences across content area and/or individual needs. -Last Updated 6/9/2021

CityUniversity of Seattle

Teacher Certification Programs LESSON PLAN

Teacher Candidate: Sara Drum Date Taught:

Grade/Subject:: 1st/Reading: phonics

Lesson Focus

Standard(s) Addressed: CCSS.ELA-LITERACY.RF.1.3.E

Decode two-syllable words following basic patterns by breaking the words into syllables.

Learning Target for this Lesson:

I can break apart two-syllable words by creating a puzzle.

Common Errors/Anticipated Misconceptions/Learning Progressions (What are common errors that students make? What are common

misunderstandings? What might you need to consider in terms of setting students up for success with future skills or content)

Common Errors:

Unknowledgeable in strategies used to determine where two-syllable words should be separated.

Anticipated Misconceptions:

Not capable of counting, pronouncing, blending, and segmenting syllables in spoken words.

Unable to recognize the letter and sound correspondences of each consonant.

Learning Progressions:

Decoding two-syllable words with long vowels that are commonly seen.

Knowledge of spelling-sound correspondence for additional common vowel groupings.

Your Students’ Strengths (What do you know about your students that you can leverage in instruction?)

Assessed Prior Knowledge (Strengths) What knowledge/skills related to this lesson do

your students bring that you can leverage?

Strengths and Interests What general strengths or interests do your

students have that you can leverage in this

lesson?

Funds of Knowledge What funds of knowledge do your students have

that you can leverage in this lesson?

Prior assessment of background experience

with items or places found in homes and the

vocabulary associated with them. Pictures

I could leverage students interests within this

lesson by letting students to cut and create a

puzzle they will use in another lesson. Also,

The teacher can post the lesson plan in the

student portal and allow parents to comment

directly or email the teacher regarding any

Some portions of the template may be emphasized or used differently based on differences across content area and/or individual needs. -Last Updated 6/9/2021

will be shown. Using rhythm by clapping or

robot talk, counting, pronouncing, blending,

and segmenting of spoken words. Letter and

sound correspondence of consonants and

vowels seen in the alphabet.

the lesson will use vocabulary that they relate

to by items seen or places within their home.

The activity is active by using their body.

questions they may have. Also, the teacher

can ask parents about household items and

food that they readily have to include in the

lesson. Furthermore, for parents that do not

have internet access, the teacher will also

send out a paper newsletter to parents to

allow them to ask questions and know the

information as well.

Your Students’ Needs Differentiation and Accommodations

Assessed Prior Knowledge (Gaps) What knowledge/skills related to this lesson might be missing, weak or

needing scaffolding or chunking for your students?

Needs for Individuals/Groups of Students Consider the individuals or groups of students in your class who might need

extra support. What are those supports?

(ELL, IEP, 504, Hi-Cap, far-below grade level in literacy)

Knowledge of methods and strategies to segment syllables and

decoding words by sounding out letters for vowels and consonants

will help students read.

Using group work as support, using visual support for vocabulary,

close proximity of visuals for students, choice of cutting patterns words

however they want, and also allow room for students to walk easily

among classroom, technology used for audio of words and teacher help

for reading, and gestures to help. Harder words such as CV syllables

and writing their own words will provide a challenge for students that

are more advanced.

Learning Tasks

(List the steps of what you will do from start to finish in the lesson. Depending on your own needs and strengths, your mentor teacher or field supervisor

may ask you to script out what you will say for various steps or modify in some other way.)

Check off the following items as you include them in your sequence (you should use these in the rationale column, in addition to research and/or

theory):

◼ Leveraged student assets ◼ Culturally responsive teaching ◼ Scaffolds for student needs ◼ Classroom Culture/Social Emotional Learning

◼ Vocabulary/academic language supports ◼ Explicit, direct instruction of learning target ◼ Accommodations: ELL, IEP, 504, Hi-Cap ◼ Building

background knowledge

Activities/Tasks: Rationale:

Some portions of the template may be emphasized or used differently based on differences across content area and/or individual needs. -Last Updated 6/9/2021

Opening

The teacher will set the scene by asking students about certain items and places in their

house that they have or familiar with. The teacher will then pull popsicle sticks to have five

students answer. The popsicle sticks chosen will be put in a separate place, so they do not

get picked again. The teacher will write the answers on the board to create a list. The

teacher will make sure students provide a few words that have two-syllables. The teacher

will then, say imagine a robot is saying these words or someone is singing the word with

clapping their hands.

Review – Prior knowledge or critical prerequisite skills.

The teacher will review the prior knowledge of students by proceeding to ask students to

say the words out loud one at a time either with a robot or musical voice by counting the

segments of the word with their fingers. The teacher will have students show the number

with fingers on their chest to keep their answer private. The teacher will explain the right

answer and demonstrate the correct answer using the strategies and by writing a

demonstration as well. They will explicitly state that this shows the students the number of

parts the word splits into which are syllables (Dalrymple, n.d.). Depending on the answers

and number of times reviewed, the teacher will show a YouTube video to aid students

understanding if needed.

https://youtu.be/9S7DY2lgJlU (Dalrymple, n.d.)

Play video until 2:43

Preview - Learning Target explicitly stated (what and why?), introduction of relevant

vocabulary and/or background knowledge.

Then, the teacher will introduce the learning targets and explain the importance of them:

I can apply strategies to separate two-syllable words. The teacher will explain that this is

important because these strategies help us read and that deciphering words into parts makes

reading easier.

I can create a puzzle by separating two-syllable words. The strategies that they learned are

sed to create the puzzle. Therefore, this is important because they can show their learning

and understanding. This helps them practice which will make syllables easier to remember.

Leverage Student Assets:

Students are refreshed on prior knowledge and

skills they are able to use within this activity to

support the development of new and explicit

reading skills by identifying patterns. Therefore,

students are encouraged to use their “diverse

prior knowledge and skills [to aid lesson]”

(Feldman and Denti, 2004, p. 11).

Culturally Responsive Teaching:

Students’ knowledge of household items and

places relates to their everyday experience since

the content is relevant towards them (Van de

Walle, Karp, and Bay-Williams, 2019, p. 115).

Furthermore, students will have a variety of

strategies to aid the creation of their puzzles and

choice on how they cut it which increases

engagement that is high-access (Feldman and

Denti, 2004, p. 11). Thus, students are able to

pick strategies that make sense to them.

Furthermore, students that want more of a

challenge are able to write their own two-syllable

word puzzles with their own chosen words

especially with CV syllable division introduced

and words available within the lesson. This

demonstrates that students have high

expectations within the lesson (Van de Walle,

Karp, and Bay-Williams, 2019, p. 114).

Scaffolding:

Students of lower and advanced literacy levels

receive aids and instruction for their “different

skill levels and learning needs” (Feldman and

Denti, 2004, p. 11). All students are evaluated

and taught prior knowledge needed for the

lesson. Then, they receive guided practice with

the knowledge explicitly shown. After, they are

able to use the strategies they learned and

Some portions of the template may be emphasized or used differently based on differences across content area and/or individual needs. -Last Updated 6/9/2021

I can assess the separation of two-syllable words by sharing and discussing puzzle. This

helps students evaluate their work and also attain new ideas on how to decode words.

Then, the teacher will choose two two-syllable words that are associated with household

items or places. The teacher will ask the students what a vowel is. Then, wait a sometime

for students to think, and then pick a popsicle stick to have someone answer. The same

thing will occur when the teacher asks what a consonant is. Students are allowed to phone a

neighbor for help. The teacher will write a V under the vowel and a C under the consonant

both in different colors to signify the difference. Students that naturally have a harder time

seeing will be at the front of the class.

I Do – Explicit modeling (examples, think-aloud, use of mentor text)

The teacher will show some examples and non-examples regarding the three two-syllable

words and use strategies practiced at the beginning of class to determine the segmenting of

words. The teacher will use their finger when reading the word and slightly stop at the end

of the syllable within the word. Then, the teacher will point out the different syllable

division such as CVC syllables. CV syllable division will also be introduced for advanced

learners which will be provided in A and B bags for the independent practice.

We Do – Guided practice with corrective feedback

After receiving explicit modeling, the students will then work with their left-elbow partner

to separate two-syllable words using the strategies they were taught. They will use the

mini-whiteboards to show their practice work and the strategy they used to the teacher

when the teacher asks for them to show their work to the front of the class. The students are

able to doodle which will help the teacher to determine which strategies they applied to

their work. The teacher will also circle around the classroom to observe their work.

Therefore, the teacher can readily help and read by letter and sound correspondence.

During the lesson, student will use a laminated stoplight on their desk that allows students

to Velcro a green, yellow, or red light to it. The green means I know this, yellow means I

may know this, and red means I don’t know this. This allows for students to self-assess and

also ask for feedback whenever they need.

You Do - Independent Practice

After guided practice, the pairs of students will receive A or B bag full of vocabulary words

with pictures of the words they will separate. The words will be in the middle of the picture

of the item and also the words will be without the picture as well for students that want to

practiced on their own. Advanced learners are

able to create their own words and also practice

long-vowel syllables that will prepare them for

2nd grade.

Classroom Culture/Social Emotional

Learning:

The teacher uses left-elbow partners for paired

work and also using popsicle sticks to call on

students. Furthermore, if they are unable to

answer, they are allowed to pick someone else to

answer. These practices are inclusive and allows

for less stress since everyone has a chance to

participate without biases. This also allows for

wait time and collaborative class discussion and

work (Lynch, Hunt, and Lewis, 2018, p. 200).

This promotes classroom culture since students

are supported by each other.

Vocabulary/Academic Language Supports:

The teacher supports vocabulary and academic

language by writing down, demonstrating by

providing examples and non-examples, uses

pictures and gestures to aid vocabulary, and

explains words. This allows for students to

understand the vocabulary explicitly and apply

context support which removes potential barriers

that students might experience (Van de Walle,

Karp, and Bay-Williams, 2019, p. 110).

Explicit Instruction:

The sequence of skills is logically ordered based

on prior information that they will need in order

to successfully learn the harder skills (Archer and

Hughes, 2011, p. 2). The more difficult skill

requires students to focus on vowel and

consonant patterns seen in spelling to separate

syllables which involves phonics while previous

Some portions of the template may be emphasized or used differently based on differences across content area and/or individual needs. -Last Updated 6/9/2021

create other words in the next lesson. The students will create the puzzle by using the

strategies they learned to separate the two-syllable words. They will do that by cutting the

word where the words should be separated into two-syllable. The teacher will provide a

video/audio to all students to allow support for students that have a hard time reading and

sounding out. Students are allowed to write their own two-syllable words as well for the

puzzle.

Closing – Review critical content, check for understanding (informal or formal assessment)

The pairs of students will then share their created word puzzles with a pair that have a

different set then them. They both will explain their reasonings and methods they used for

separating the syllables that they did. Then, they will discuss how this helps them read. The

teacher will circulate the classroom observing the students and listening to conversations.

The teacher will then select three students to show their strategies in front of the class from

the most commonly seen method to the least common.

The vocabulary for the puzzles will be from https://myvocabulary.com/word-

list/household-itemsvocabulary/

skills that are easier involve phonemic

awareness.

The lesson “breaks down complex skills and

strategies into smaller units” (Archer and

Hughes, 2011, p. 2). This is because the lesson

slowly teaches complex skills in small units to

ensure students do not become overwhelmed.

Then, all the relevant skills are practiced within

the independent practice.

Within the Preview of the lesson segment, the

learning targets are stated clearly and

explaining why they are of importance. Students

are more successful when they know their

expectations and how the skill will help them

(Archer and Hughes, 2011, p. 2).

Within the lesson, prior skills and knowledge

are reviewed before instruction begins. This

allows for the teacher to assess their prerequisite

knowledge and for students to connect older

skills to newer skills (Archer and Hughes, 2011,

p. 2).

Students are able to see examples and non-

examples of strategies within explicit modeling

by demonstrating vowel and consonant patterns

when distinguishing syllables. Therefore,

students are able to understand the strategy more

effectively (Archer and Hughes, 2011, p. 2).

To promote success, students first receive guided

and supported practice (Archer and Hughes,

2011, p. 2). This is demonstrated by first having

the teacher demonstrate the task, and then have

students practice with immediate feedback to

ensure they practice the skill correctly. This also

ensures that students practice the skill accurately

(Archer and Hughes, 2011, p. 3). Lastly, students

practice the skill on their own. Overall, students

Some portions of the template may be emphasized or used differently based on differences across content area and/or individual needs. -Last Updated 6/9/2021

receive gradual increase of task difficult while

also decreasing the level of guidance they receive

(Archer and Hughes, 2011, p. 2). This can also

be expressed with gradual release of

responsibly when teacher guidance decreases to

independent practice.

Accommodations:

When developing accommodations, this should

allow for a large group of students from different

academic levels to participate in the lesson with

“low levels of threat” (Feldman and Denti, 2004,

p. 11). Therefore, peer support allows for support

for students that need extra help. Also, visual

support using gestures, pictures, different colors

for writing, and writing words accommodates

English language learners and low-leveled

readers (Reading Rockets, 2022). Furthermore,

students with visual difficulty and attention

deficits will benefit from close proximity and

large writing. All of these supports aid the

understanding of the lesson and create less

difficulty for a diverse group of students. Also,

auditory such as recordings and robotic talk

allow for support for students that have difficulty

hearing and with attention. Also, hands-on

activities such as clapping allows for visual

support (Reading Rockets, 2022). The

opportunity to use CV syllables and write their

own words will accommodate more advanced

leaners (Reading Rockets, 2022).

Building Background Knowledge:

This allows the teacher to assess their prior

knowledge of counting, blending, segmenting,

and pronouncing words which is related to

phonemic awareness. Then, phonics is developed

by labeling vowels and consonants to focus on

Some portions of the template may be emphasized or used differently based on differences across content area and/or individual needs. -Last Updated 6/9/2021

letters and their sound units in syllables and their

individual sounds. Therefore, background

knowledge increases comprehension of the

lesson since the more students know “about a

topic, the easier it is to read a text, understand it,

and retain the information” (Neuman, Kaefer,

and Pinkham, n.d.).

Student Voice:

The teacher asks for understanding, examples for

activities, and for students input which occurs by

having students use a traffic light. This allows for

“consistent opportunities for student voice”

(Pandolpho, 2020). Also, when prior knowledge

is assessed, “their lives beyond the classroom

[are included as well]”(Pandolpho, 2020). This is

because students provide examples of household

items and places.

The Science of Reading:

This strategy supports reading development

because students are being taught strategies to

decode words by identifying syllables to help

them sound out words. This allows for sight

word recognition for other words as well. This

ties to the science of reading since the strategy

will aid reading comprehension. This is because

the strategy increases word recognition and

decoding skills with the focus of breaking down

words into sound units (Reading Rockets, 2022).

This is needed to develop fast word recognition

since people speak in sound units. This affects

fluency positively as well since students will be

able to “read words more accurately and

fluently” (Reading Rockets, 2022).

(Drum, 2022)

Some portions of the template may be emphasized or used differently based on differences across content area and/or individual needs. -Last Updated 6/9/2021

Assessment Strategies – How will you figure out if your teaching was successful?

Include at least three assessments that reflect a snapshot of your assessments through the lesson in a variety of formats (e.g., verbal, written,

kinesthetic, etc.) and at a variety of cognitive levels (e.g., recall, application, etc.) Assessments can include questions you plan to ask,

observations you plan to make, exit tickets, etc. These assessments should also appear in your activities/tasks above. (please add rows for each

new assessment):

Objective(s)/Learning

Target(s)

Assessment

Format of Assessment Accommodations

I can apply strategies to

separate two-syllable

words.

The students will use

mini-whiteboards to show

their practice work to the

teacher in front of the

class by displaying their

work on how they

determined and applied

strategies. The teacher will

also circle around the

classroom to observe

Written

The students will then work with their left-elbow

partner to separate two-syllable words using the

strategies they were taught. They will use the mini-

whiteboards to show their practice work and the

strategy they used to the teacher when the teacher asks

for them to show their work to the front of the class.

The students are able to doodle which will help the

teacher to determine which strategies they applied to

their work. The teacher will also circle around the

classroom to observe their work. Therefore, the teacher

can readily help and read by letter and sound

correspondence.

I can create a puzzle by

separating two-syllable

words.

The students will create a

puzzle by using the

strategies they learned or

used to separate two-

syllable words. They will

do that by cutting the

word where the words

should be separated into

two-syllable.

Kinesthetic

The pairs of students will receive A or B bag full of

vocabulary words with pictures of the words they will

separate. The words will be in the middle of the picture

of the item and there will also be a set of words without

the assistance of pictures for students that want to

create other words in the next lesson. The students will

create the puzzle by using the strategies they learned to

separate the two-syllable words. The teacher will

provide two video/audio to the students that have

vocabulary from A and B to allow for students that

view that have a hard time reading and sounding out.

This will be accessible on the teachers and students’

technology devices.

Students will become

experts on separating

The students assigned to the vocabulary from A and B

vocabulary groups will then form a group of 4 by

Some portions of the template may be emphasized or used differently based on differences across content area and/or individual needs. -Last Updated 6/9/2021

I can assess the

separation of two-

syllable words by

sharing and discussing

puzzle.

certain two-syllable words

then share their work and

thought process with

another pair that has

different vocabulary then

them.

Verbal

combining two pairs from the pairs that received

vocabulary from A and B groups. Students will be able

to show their word puzzles while discussing and

explain their methods and learnings from the method.

If they had chose to doodle on the words that were split

into syllables, they will be able to use them and

gestures to aid explaining.

References

Archer, A. L., & Hughes, C. A. (2011). Chapter 1: Exploring the Foundations of Explicit Instruction. Explicit Instruction: Effective and Efficient

Teaching, 1–22. Retrieved from https://explicitinstruction.org/download/sample-chapter.pdf.

Dalrymple, J. (n.d.). Tips for teaching syllables. Lucky Little Learners. Retrieved May 29, 2022, from https://luckylittlelearners.com/tips-for-

teaching-syllables/

Drum, S. (2022). Literacy Foundations Mini-research Study and Activity Bank.

Feldman, K., & Denti, L. (2004). High-Access Instruction: Practical Strategies to Increase Active Learning in Diverse Classrooms. Focus on

Exceptional Children, 36(7). https://mycourses.cityu.edu//content/enforced/12943-

12241505/High%20Access%20Instruction.pdf?_&d2lSessionVal=aeEWTaP1TOOYILWCJds12MXSz&ou=12943

Lynch, S. D., Hunt, J. H., & Lewis, K. E. (2018). Productive Struggle for All: Differentiated Instruction. MATHEMATICS TEACHING IN THE

MIDDLE SCHOOL, 23(4). Retrieved from https://mycourses.cityu.edu//content/enforced/12943-

12241505/Productive%20Struggle%20for%20All%20mtms2018-01-

194a.pdf?_&d2lSessionVal=aeEWTaP1TOOYILWCJds12MXSz&ou=12943.

Neuman, S., Kaefer, T., & Pinkham, A. (n.d.). Building background knowledge. Reading Rockets. Retrieved May 30, 2022, from

https://www.readingrockets.org/article/building-background-knowledge

Pandolpho, B. (2020). Simple ways to promote student voice in the classroom. Edutopia. Retrieved May 30, 2022, from

https://www.edutopia.org/article/simple-ways-promote-student-voice-classroom

Reading Rockets. (2022). Syllable games. Reading Rockets. Retrieved May 29, 2022, from

https://www.readingrockets.org/strategies/syllable_games

Van de Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2019). Elementary and Middle School Mathematics: Teaching Developmentally .

Pearson.