- Opening A: I can identify the name and sound for the letters "a," "t," "h," "p," "n," "c," "m," "r," "v," "s," "g," "i," "d," "f," "l," "y," and "k." (RF.K.3)
- I can identify the name of each uppercase letter.
- I can look at each consonant and say its sound.
- Work Time A: I can feel and count the syllables (beats) in the words of a poem. (RF.K.2)
- I can count the syllables in a spoken word.
- I can segment (break apart) and pronounce separate syllables in a spoken word.
- I can blend separate syllables to form a spoken word.
Daily Learning Targets
Ongoing Assessment
- Observe students during Work Time A.
- Determine whether they can identify the number of syllables in spoken words.
- Also determine whether they can pronounce each individual syllable, blend it, and segment it.
- Record students' progress on the Snapshot Assessment.
Agenda
| Agenda |
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1. Opening (5 minutes) A. Letter-Sound Chant: "a," "t," "h," "p," "n," "c," "m," "r," "v," "s," "g," "i," "d," "f," "l," "y," and "k" 2. Work Time (10-15 minutes) A. Feel the Beats 3. Closing and Assessment (2 minutes) A. Reflecting on Learning 4. Differentiated Small Group Instruction and Rotations (40-45 minutes) |
In Advance
- Prepare the Snapshot Assessment (optional; one per student).
- Gather materials for differentiated small group instruction (see Differentiated Small Groups: Work with Teacher).
Vocabulary
Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T)
- beat, blend, syllable (L)
Materials
- Enlarged poem: "Can a Yak Jump Up?" (for teacher to display; from Lesson 41)
- Large pointer (optional; for teacher to point to words in poem as the class recites)
- Articulatory Gestures chart (from Lesson 41)
- Poem: "Can a Yak Jump Up?" (one per student in their poetry notebooks)
- Snapshot Assessment (optional; one per student)
Opening
| Opening | Meeting Students' Needs |
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A. Letter-Sound Chant: "a," "t," "h," "p," "n," "c," "m," "r," "v," "s," "g," "i," "d," "f," "l," "y," and "k"
"Now let's say the alphabet, letter by letter. Here is the letter, here is the sound. When we chant together, we sound great. Listen up to the sounds we make!"
1. Teacher says: "Today we will do a Letter-Sound Chant with ALL the letters we have learned so far." 2. Teacher models the Letter-Sound Chant for "k": "'k,' kangaroo, /k/," and repeats. 3. Teacher asks students to join in the Letter-Sound Chant for "k": "'k,' kangaroo, /k/," and repeats. 4. Repeat steps 2-3 with "a," "t," "h," "p," "n," "c," "m," "r," "v," "s," "g," "i," "d," "f," "l," and "y." 5. Teacher says: "Great job! Knowing the sounds for letters will help us become better readers." |
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Work Time
| Work Time | Meeting Students' Needs |
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A. Feel the Beats
"Let's count the syllables, beat by beat. Tap your fingers and drum in your seat. When we hear a syllable, we will tap. Try it out with a rat-a-tat-tat."
1. Teacher reads the Enlarged poem: "Can a Yak Jump Up?" once, pointing to each word as he or she reads it (with a finger or pointer) with expression. 2. While reading, teacher draws students' attention to the rhythm and syllables (beats) by tapping each beat under the word. 3. Teacher says: "There's a wonderful rhythm and beat in this poem! Let's see if we can feel it in our bodies and mouths." 4. Teacher models how to make little drumsticks with two fingers from each hand: Tap together the index and middle fingers of the right hand against the same two fingers of the left. 5. Students practice tapping. 6. Students and teachers recite the entire poem aloud slowly, tapping the rhythm and beats on their fingers. 7. Teacher recites the first two lines of the poem again while tapping, as students listen: "Kangaroo went out to play. Jumping up and down all day." 8. Teacher invites students to say the word "jumping" aloud, tapping out each beat. 9. Teacher asks: "How many beats are in the word 'jumping'?" (two) 10. Teacher says: "That's right. There are two beats in the word 'jumping.' There is a special name for each beat in a word. We call those beats 'syllables.'" 11. Teacher asks: "What is the first syllable in the word 'jumping'?" ("jump") "What is the second syllable in the word 'jumping'?" ("ing") 12. Repeat steps 8-11 with the words "kangaroo" and "down." 13. Teacher says: "Some words have one syllable or beat, like the word 'down.' And some words have more than one syllable or beat. The word 'jumping' has two: 'jump-ing.'" 14. Repeat steps 7-11 with the remaining lines in the poem using the words "wanted" and "looked." 15. Teacher says: "Now let's play a game. I'll say each syllable in a word, and you blend them together to say the word they make." 16. Teacher says: "jump-ing." 17. Students say: "jumping." 18. Repeat steps 16-17 with "kangaroo." |
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Closing & Assessments
| Closing | Meeting Students' Needs |
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A. Reflecting on Learning
"When we listen to or say a word like 'kangaroo,' how can we figure out how many syllables it has?" (Say it, listen for each "beat," hold up a finger each time a new beat is heard.) "How might that help us with reading or writing?" (Responses will vary.) |
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Differentiated Small Groups: Work with Teacher
Suggested Plan: Teacher works with the Pre-Alphabetic and Early Partial Alphabetic groups. Teacher may meet briefly with the Late Partial and Early Full Alphabetic groups to get them started on independent work.
Note: Groups not working with the teacher at a given time should be engaged in purposeful independent rotation work. Refer to the Independent and Small Group Work guidance document (see K-2 Skills Resource Manual) for more details.
Pre-Alphabetic:
- Practice activity: Teacher guides students as they tap out each beat in the first two lines of the poem: "Can a Yak Jump Up?" as they recite it. Students work with the teacher to determine the number of syllables (beats) in a specific word. They continue the process with the remaining lines, if time allows.
OR:
- Suggested Activity Bank activity:
- An Activity Bank activity from the Syllable (S) category
Early Partial Alphabetic:
- Practice activity: Teacher guides students as they tap out each beat in the first two lines of the poem: "Can a Yak Jump Up?" as they recite it. Students work with the teacher to determine the number of syllables (beats) in a specific word. They continue the process with the remaining lines, if time allows.
OR:
- Suggested Activity Bank activity:
- An Activity Bank activity from the Syllable (S) category
Late Partial and Early Full Alphabetic:
- Independent practice activity: Students practice reciting the poem: "Can a Yak Jump Up?" and tapping the beats with their fingers a few times. Then they read the poem aloud in their poetry notebooks and indicate the number of syllables under each word. Example: Under the word "down," they will make one line, while under the word "wanted," they will make two.
OR:
- Suggested Activity Bank activity:
- An Activity Bank activity from the Syllable (S) category
- Additional Supporting Materials:
- Poetry notebooks (from Lesson 41; one per student)
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