Chantelle Abarca

April 20, 2024

Name: Chantelle Abarca Grade/Subject: Kindergarten/ELA Date:

1. Texas Essential Knowledge and Skills (TEKS): (C2)

TEKS ELAR K.2.A- Developing and sustaining foundational language skills: listening, speaking, reading, writing, and
thinking--beginning reading and writing. The student develops word structure knowledge through phonological awareness,
print concepts, phonics, and morphology to communicate, decode, and spell.

2. Deconstructing/Unpacking the TEKS: (C2) What students will know and be able to do

In kindergarten, kids will learn to hear and play with sounds in words, recognize letters and their sounds, and start reading
easy words. They'll also begin writing, practicing how to make letters and putting down their ideas using simple words and
drawings.
3. SMART Objective: Students will be able to orally segment and blend CVC words with at least 3 sounds,
Objective(s): (C3) correctly pronouncing each sound separately and then blending them together.

Essential Question(s) for Lesson Planning:

Essential Question: How do we sound out and blend letters to make words?

4. Central Focus Central Focus:

(C4) The purpose of this lesson is to develop students' phonological awareness, specifically their
How will this lesson link ability to segment and blend CVC (consonant-vowel-consonant) words. By mastering this skill,
with other lessons in the students improve their ability to decode and read words, which is essential for building early
unit? literacy skills and becoming proficient readers.
Learning Targets Learning Target:
I CAN statements that I CAN segment and blend CVC words by correctly saying each sound separately and then
Clearly show alignment
blending them together.
with TEKS
5. Academic Language
(C5) Language Function (an active verb that students will use to demonstrate their learning in the
assessments; some examples are- explain, describe, predict, summarize, compare, evaluate, interpret,
justify):
Academic language Students will demonstrate their learning by blending and segmenting CVC words.
represents the language
of the discipline that Vocabulary (words, phrases, and/or symbols that are used within disciplines):
students need to learn and CVC words (consonant-vowel-consonant), pronounce, phonemes, segment, blend
use to engage in the
content area in Discourse (Structures of written and oral language, how will they talk, write, and participate in
meaningful ways. knowledge construction: discussions, reports, essays, multi-media presentations, performance):
Students will participate in oral activities such as discussions, word games, and phonics drills to
There are 4 language practice blending and segmenting CVC words. They may also engage in small group activities
demands to consider as and share their progress with peers.
you require students to
read, write, speak, listen, Syntax (The set of conventions for organizing symbols, words, and phrases together into structures, e.g.,
demonstrate and perform. graphic organizers, formulas, charts, language rules, outlines, graphs, tables):
Students will use graphic organizers, phonics charts, and other visual aids to organize CVC
words and sounds as they practice blending and segmenting. Sentence frames or guided practice
may be employed to scaffold students' understanding and application of phonological awareness
skills.
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April 20, 2024

6. Targeted Language Language Function (How will you help them demonstrate the DO verb?)
Supports (C5) Students will show how to break apart and put together CVC words. I'll first show them how,
The resources, then guide them as they practice on their own, giving help and feedback as needed.
representations, and
strategies you will Vocabulary Strategies - (GO TO Page)
provide to help students 1. Word Walls: I will create a word wall displaying key vocabulary words related to CVC
understand, use, and words, such as "cat," "dog," "pig," "segment," and "blend." This visual reference will help
practice the concepts and students reinforce their understanding of the vocabulary through daily interactions and
language they need to activities.
learn within the
discipline 2. Vocabulary Games: I will incorporate vocabulary games, such as matching games or
flashcard activities, to make learning CVC words engaging and interactive. These games will
Site the researcher’s provide opportunities for students to practice using the vocabulary in context while having fun
name as you refer to the
strategy. Discourse strategies - (GO TO Page)
Write: Sentence starters or writing prompts to encourage students to express their understanding
of CVC words in writing.
Talk: Pair discussions or group discussions where students share their thoughts and ideas about
CVC words, practicing their oral language skills.

Syntax - (GO TO Page)

1. Picture Tools: I'll use simple charts or boxes to help students organize the sounds and letters
in CVC words. This will help them see how sounds and letters fit together.

2. Starter Sentences: I'll give students sentence starters to help them talk or write about CVC
words. This will make it easier for them to use the right words and sentences while they
learn.

Making Content Comprehensible (R9)

Hands on manipulatives, pictures, multimedia, demonstrations, graphic organizers.

7. Assessment/ Assessment of your TEK

Evaluation (C6) Formative: Checking how well students do in practice activities and giving them feedback.
Assessment(s) must be This could include watching them as they learn and helping them if they struggle.
aligned to the TEKS,
and objectives. Summative: Giving a test where students have to read and write CVC words on their own.
This will show how well they've learned the skill.

Assessment of your language demands:

Formative: Watching how students talk to each other and write about CVC words, seeing if
they use the right words and communicate well.

Summative: Testing students on their ability to say and write CVC words correctly. This will
also check if they understand the words they're using.
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April 20, 2024

8. Hook (C7) Hook activity (make connections to prior learning)

To connect with what students already know, we could start the lesson with a fun song or rhyme
about CVC words they've learned before. This will get them excited and remind them of what
Closure (C7) they've already learned.
Closure Activity: (make connections to prior learning)
At the end of the lesson, we could review the CVC words we've learned by playing a quick
game like "CVC Word Bingo" or having a class discussion. This will help reinforce what
Student Assets (C7) they've learned and tie it all together.
Personal assets: Kids bring their own experiences with language and reading to the lesson. This
might include knowing some CVC words already or being eager to learn new ones.
Cultural assets: Our classroom is full of different languages and cultures. I'll use examples and
stories from different cultures to make learning about CVC words relatable to all kids.
Community assets: Families and our community support our learning. I'll send home activities
for families to do together, and we can use resources from our local library or literacy programs
to help kids learn.
9. Body of Lesson/ I DO – Introduction (5 minutes):
Teaching Strategies and - Greet students and introduce the lesson objective: segmenting and blending CVC words.
Learning Task(s) - Explain that CVC words are made up of a consonant, a vowel, and another consonant, and
(C9) demonstrate how to segment and blend the sounds in a CVC word (e.g., "cat" /k/ /a/ /t/ →
"cat").
Be sure to include:
How will students learn WE DO – Guided Practice (15 minutes):
and use academic - Lead a group activity where students practice segmenting and blending CVC words together.
language? - Display a series of CVC word cards (e.g., "cat," "dog," "pig") and guide students through
segmenting the sounds and blending them back together as a class.
- Provide feedback and support as needed to ensure understanding.
Three higher order
thinking questions. YOU DO – Independent Practice (15 minutes):
- Distribute individual CVC word cards to students.
- Instruct students to independently segment and blend the sounds in each word, pronouncing
Marzano Strategy each sound separately and then blending them together.
- Circulate the classroom to provide assistance and feedback as students work independently.

Differentiation- (GO TO page) (Tailoring instruction to meet individual needs; differentiating the
content, process, product, and/or learning environment):

o Second Language learners / Cultural Diversity: Provide support in multiple languages

and use culturally relevant examples. Adjust pace and offer visual aids for English
learners.
o Gifted / advanced learners: Offer extra challenges like word puzzles or creating stories
with CVC words.

Technology: - (GO TO page)

Use interactive websites or apps for CVC word practice. Two apps suitable for teaching
segmenting and blending CVC words are "Starfall Learn to Read" and "Endless Reader."

Marzano Strategy - (GO TO page)

Cooperative Learning: Have students work together on word puzzles or charts.
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Higher Order Thinking Questions (GO TO page)

1. How would you explain blending sounds to a friend learning English?
2. Can you create a new CVC word? How would you spell it?
3. Why is knowing CVC words important for reading?

Grouping / Partnering Technique: (Hattie)

Jigsaw Groups: Divide students into mixed groups to work on different tasks, then share their
findings with each other.

Potential misconceptions and your plan to address it:

- Misconception: Some students may think each letter in a CVC word represents a separate
sound.
- Plan: Show how letters can make different sounds and give practice blending sounds
together. Provide feedback to clarify any confusion.
10. Resources and (How might you differentiate materials and resources for learners with various needs?)
materials needed (C9) 1. CVC word cards (e.g., "cat," "dog," "pig"): These cards will show simple words for students
to practice with.
2. Whiteboard or chart paper: This will be used to write down words for the class to see.
3. Markers: You'll use these to write on the whiteboard or chart paper.
4. Optional: Individual whiteboards and markers or paper and pencils: Students can use these
for their own practice.
5. Optional: Bilingual support materials: If needed, provide translated word cards.
6. Optional: Extension activities materials: Prepare extra materials for advanced learners, like
puzzles or sentence-building tools

(E7) Give 2 examples of how you might use some of the resources identified above to accommodate special
learners in your classroom.
1. Math Aids- Give the student counting toys like blocks. They can use these toys to learn
how numbers can be broken down and put together. For example, if they have 5 blocks,
they can see how it's the same as having 3 blocks and 2 blocks. This helps them
understand numbers better by actually seeing and touching them.
2. Visual Aids- Show the students big pictures of objects in different groups to represent
numbers. For instance, a picture with 5 apples is arranged as 2 and 3. This makes it
easier for the student to understand how numbers work by looking at pictures instead of
just numbers.
SUBMIT LPG and SELF EVALUATION RUBRIC – C9
11. Classroom 1. Smooth Transition Procedure-
Management Strategies - Why: To move between activities without disruption.
(CBM5) - How:
What procedures will you - Signal: Use a sound or gesture to let students know it's time to switch tasks.
employ to manage - Timing: Give a heads-up before transitions to help students prepare.
transitions, behavior, - Rules: Explain how students should behave during transitions, like staying quiet and
passing out materials, moving quickly.
engagement, etc.?
- Practice: Practice transitions until they become routine.
Add 3 procedures
2. Behavior Expectations Procedure-
- Why: To make sure everyone knows how to behave.
- How:
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April 20, 2024

- Set Expectations: Talk about what behavior is expected in class, and involve students in
making rules.
- Reward Good Behavior: Praise students when they behave well to encourage them.
- Consistency: Make sure everyone knows the consequences for breaking the rules, and
apply them fairly.
- Reflection: Give students a chance to think about their behavior and how they can improve.

3. Engagement Strategy: Think-Pair-Share-

- Why: To get everyone involved in learning.
- How:
- Think: Give students a question to think about on their own for a minute.
- Pair: Have them talk about their ideas with a partner.
- Share: Invite pairs to share their thoughts with the class.
- Talk Together: Have a discussion as a class to wrap up.
12. Academic Supports Accommodation(s)- (A change that helps a student overcome or work around obstacles):
for Students (E6) 1. Tailored Teaching- Teach in different ways to match how each student learns best. This could
What instructional mean using pictures, doing activities, explaining things verbally, or letting students move
strategies and planned around.
supports, will you employ to
meet the needs of each
2. Flexible Seating- Let students choose where they sit based on what helps them focus best.
student that has identified
special learning needs? Some might do better close to the teacher, while others might prefer a quiet spot or a special
kind of chair.

3. Tech Help- Use special tools like computers or gadgets to assist learning. These could include
programs that read aloud, type what you say, or special calculators.

Modification(s)- (A change in what is being taught or what is expected from the student):

1. Simpler Learning Materials- Make the lesson easier to understand by breaking it into smaller
parts, using simpler words, or adding more pictures.

2. Adjusted Expectations- Change what you expect from students based on their abilities. For
example, they might not have to do as many problems, or they might get extra time or different
ways to show what they know.

3. Personal Goals- Work with each student and their family to set goals that fit their needs and
interests. This might mean focusing on certain parts of the lesson that are most important for
them.

(E11) Strategies for ELLs (strategies that support language acquisition)

1. Visual Supports- Use pictures, drawings, and charts alongside words to help ELLs
understand better.

2. Think-Pair-Share- Have students think about a question, talk about it with a partner, and
then share their ideas with the class.

3. Word Walls- Put important words on the wall with pictures and meanings to help ELLs learn
new words.
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April 20, 2024

4. Sentence Frames- Give starters for sentences to help ELLs express themselves better.

5. Language Buddies- Pair ELLs with classmates who speak English well to help them practice
speaking and understanding English.