Genesis Matos ED 396 Lesson

Rationale: The kindergarten curriculum states that children need to know the basics of counting syllables. The curriculum also states that children need to be able to demonstrate understanding in spoken words, syllables, and sounds. This means children should understand that words are made up of sounds, which are segmented into syllables, to help them read and spell. The children have already practiced sounding out words, this time they will be counting syllables in a word and categorizing which words have 1, 2, or 3 syllables in them. Goals (Standards): The student will: CCSS.RF.K.2b: Demonstrate understanding of spoken words, syllables, and sounds (phonemes). b. Count, pronounce, blend, and segment syllables in spoken words. Objectives: The student will: *Learn what a vowel and syllable are. *Be able to segment syllables in a spoken word. Assessment: I will take notes on several students during the demonstration and participation parts of the lesson (using little post-it notes). I will also have students clap the number of syllables in a word and take anecdotal notes during the practice. This will confirm the children are counting the syllables correctly and segmenting. Being able to put the picture in the correct bag will also let me know they understand. Strategies for children requiring additional assistance: This is a multi-level learning experience, so all children should be able to actively engage in the learning. I will call on students to categorize words into the appropriate brown paper bag, labeled with the numbers 1, 2, and 3. I will also model counting syllables by clapping and allow students to join in. I will scaffold for Elidia by assisting her in learning the task and then slowly phase out the help as she learns the strategy independently. Also provide pictures/blocks (mnemonics) and practice

reciprocal teaching where the child observes me use the learning strategy and then tries it out herself. Get the student more involved by having her join in conversation (be direct, does not always have to be short and simple) so she can stretch her capabilities and out in serious effort. Materials Needed: *Brown paper bags *Picture cards Total Time Needed: 10-15 minutes Procedures: *Introduction: -Let students know they have been listening for sounds in words with Mrs. Rivera. -Also let them know they will be learning about syllables, and how to count them in a word. This is important to become strong readers and writers because it will help break words down and then spell them. -Set purpose: Now that we know what syllables are, we can break words down to help us read them. *Demonstration and Participation -Model counting syllables in the word September orally (put hand under chin and count how many times chin went down, this helps us figure out how any syllables there are). What did you notice me doing? -Break word down Sep tem ber (putting hand under chin) counting 3 syllables. -Do the same thing, this time allowing students to help. Do it with me, Sep tem ber. -Find vowel in each part of the syllable and circle it. *Participation -Give students 2 words (apple, bicycle) and have them count the syllables with their partner. -Ask them to hold up fingers to show how many syllables they counted. (Ask a couple students to share aloud?)

-Take out 3 paper bags labeled with numbers 1, 2, and 3. Pull out picture cards and pair kids up in three. -Give each group a picture card and have them work together to figure out how many syllables each word contains. Call kids up by group and have them place the card in the bag, ask why? Lets see if they were right class Have whole class demonstrate. -Let them know they did a great job segmenting and counting syllables.

*Closure: -Redefine what syllables are and why theyre important. (Syllable- part of a word that contains one vowel sound.) -Breaking down words (like we just did with our chin) helps us, as readers, hear the different sounds in a word. Also, helps us as writers and spellers. -List on chart (students name on post-it notes for taking notes) Possible Next Steps: -Follow-up with individual readers, as necessary. (Based on assessments) -Next time a student asks for help spelling a word, model word segmenting with the same strategy (hand under chin) and asks them to spell the word in chunks. That way they can hear the sounds separately instead of the word as a whole. Post lesson plan (notes on Elidias performance) -Often has trouble segmenting words so I gave her blocks to help her break words apart. Manipulates really helped her be successful in the lesson and activity. -Was able to properly count syllables on simpler words. Three-syllable words were more challenging, required scaffolding. (butterfly/elephant example) -Some translations but not dependent on it