Kathryn Schulte

Practicum 573 Spring 2017

Observation 2 Speedy Sounds Lesson Plan for Kindergarten

Subject/Skills: Reading/Phonological Awareness & Phonics Grade Level: Kindergarten

Number of Learner(s): 3 students Time of Lesson: 12:20-12:50 Length of Lesson: 30 minutes

Curriculum Frameworks
Grade Level: Kindergarten Subject: ELA Strand: Reading Foundational Skills
Standard: RF.MA.K.2a-2e, RF.MA.K.3a Page Number: 20 & 21 Publication Date: March 2011

1. Purpose/Objective/Function
a. The purpose of this lesson is to offer extra practice for students in phonemic awareness concepts. A variety
of games will be used to support and practice the letter sounds.
b. This lesson can be added into any unit as new letters and sounds are presented as part of the regular
curriculum. It will be used on a regular basis to help support and enhance phonemic awareness and
phonics skills.
c. The function of this lesson is to incorporate verbal, auditory, kinesthetic and tactile elements that will help
students interact with sounds in a new way.
2. Pre-requisite skills/knowledge
a. It is important that students have basic alphabetic principle knowledge, be aware of phonemes and have
phonetic awareness. Or in other words, know that letters make sounds, that sounds make up words, and
that the sounds in these words can be manipulated.
b. Students will use their background knowledge that has been building since the beginning of the school
year. As each new letter is introduced it is presented as a letter-word-sound combination. For example, p
penguin - /p/. This lesson will be introduced mid year, so students should already grasp that letters are
part of words and they make their own sounds.
c. Formal assessments have been used to place students into their groups. Students are grouped by current
skill level and the groups change as assessments are updated. Informally, students are assessed by how
they react to the lessons that are presented.
3. Schedule and Pacing
a. 3 minutes - Students will be introduced to this lesson by telling them that they get to play with Legos while
working with the sounds that letters make. They will then be told that that they need to earn the pieces to
build their cars by answering questions. Finally, they will get to play with their cars!
b. 15 minutes - Students will be asked a variety of questions related to phonemic awareness and phonics.
Teacher will have question cards and will select them at random and ask questions based on the four
activities. For each correct answer students earn bits for their cars. This step incorporates verbal, auditory,
and tactile pieces at each stage as students are asked to say sounds, to listen for sounds, and to use their
hands to put together lego cars.
i. Sound Switching (RF.K.2d and 2e)
1. Using word families that are familiar such as at, students will be asked to change the first
sound.
2. If I change the /k/ in cat to a /b/ what word do I have now?
3. Continue to switch the sounds that they already know: /m/, /r/, /h/, etc. This will grow
and develop as the year progresses and more letters are introduced.
ii. Odd Man Out (RF.K.2)
1. Using groups of words such as: rat roll - ball, select the word that does not start with the
same sound.
2. Continue with additional word groups where 2 of the 3 words start with the same letter.
iii. Rhyming words (RF.K.2a)
1. Ask the students to give a word that rhymes with a word provided. Ex. Two shoe, bear
chair, glue moo, sheep leap. Accept any word that rhymes, regardless of spelling
convention, as this is about the sound manipulation not the orthography.
iv. Sound ID (RF.K.3a)
1. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing
the primary sound when asked what does a letter say. Or by answering questions such as,
what letter makes the /b/ sound.
 c. After the cars are assembled, hand out the Speedy Sound mat.
d. 2 minutes - Demonstrate using the word cat how each space is for each sound. Pause on the first space
and say /c/, then move to the second space and say //, move to the final space and say /t/. Then roll the
car over all three spaces and say cat. (RF.K.2b and 2c)
e. 7 minutes - Repeat the sound blending using the Speedy Sound mats, with a variety of other CVC words.
Using the wordlist for support, ask students to roll slowly as they say each sound, and then roll again faster
this time as the sounds are blended together. This step incorporates kinesthetic pieces as the students
move their body to roll the cars.
f. 3 minutes Students will help unbuild the cars and clean up the activity.
4. Materials
a. Legos
b. Race Car Mats
c. Word Lists
d. Question Cards
5. IEP Goals/Objectives/Benchmarks
There are no students in either group that have an IEP.
6. Specially Designed Instruction
There is no specifically designed instruction in this lesson other than the small group intervention that is the
nature of the pull out RTI model in place for these groups.
7. Accommodations/Adaptations
No students require accommodations to access the curriculum.
8. Possible Problems and Solutions
a. Possible problems include:
i. Running out of time
ii. Not having enough pieces, or wanting a larger car
iii. Arguing over pieces
b. Theoretical solutions include:
i. Use only one game (sound switch/odd man out/rhyming) or allow multiple answers to the same
question so that multiple players earn pieces without taking the time for multiple questions.
ii. Show a photo of the cars so students know what to expect but instruct that they can create their
own car but they are limited to 5 pieces.
iii. Explain that there are multiple options for all cars and back up pieces so there are enough for
more than one option each.
9. Lesson Closure
a. Once the lesson is over cars will be unbuilt so another group can play. The teacher will let students know
that this will be done many times so they can have a chance each week to use sounds to help build a new
car.
10. Assessment
a. The assessment tool is observation. If students are able to build the car by answering questions, they are
successful.
11. Extension of the Lesson
a. The lesson will be used as new letters are introduced and will be repeated on a regular basis so that
students become familiar with it and look forward to participating. This could also be transferred into other
subjects such as math, or it could be sent home as encouragement for families to play together.