EdTPA General Lesson Plan Template

[Note: Delete all of the writing in italics as you complete each section]
[Note: All words and phrases in RED can be found in the EdTPA Glossary]
phon
Grade Level:1st Number of Students: 5 Instructional Location: Morehead State University Date: 4/11/2020

Lesson Goals
Central Focus of Lesson:
● The central focus of this lesson is phonics, specifically how to decode regularly spelled one-syllable words.
● Focus Question: How do you decode regularly spelled one-syllable words.

Standard(s) Addressed:
● RF. 1.3 b. Decode regularly spelled one-syllable words

Lesson Objectives and Demands

Content Objectives:
● Students will be able to differentiate the difference between each syllable type, use common spelling patterns, and prior
knowledge to decode, spell, and categorize common single-syllable words in that order.

Key Vocabulary in Lesson:

● Syllable- is a sequence of speech sounds (formed from vowels and consonants) organized into a single unit.
● Closed Syllable- A syllable with a short vowel spelled with a single vowel letter ending in one or more constants.
● Open Syllable- A syllable that ends with a long vowel sound, spelled with a single vowel letter.
● Vowel-C-e- A syllable with a long vowel spelled with one vowel + one consonant + one silent e.
● Vowel Team- Syllables that use two to four letters to spell the vowel.
● Vowel-r- A syllable with er, ir, or, or ur. Vowel pronunciation often changes before /r/.
● Consonant-le- An unaccented final syllable containing a consonant before /l/ followed by a silent /e/.
● Decode-involves seeing a written symbol and being able to say what sound it represents.
● Encode- is the process of hearing a sound and being able to write a symbol to represent that sound
Lesson Considerations
Materials:
● Teacher word list teaching syllable types. (Attached at end of document)
● Syllable types activity blank sheet. (Attached at end of document)
● Pencil
● White board
● Dry erase marker
● Wipes
● Glue
● Already cut out words put into baggies for each kid. Each bag will contain the same words for each student. There should be
6 words for each syllable type per baggy. This will contain the some of the words found on the teacher word list teaching
syllable types.

Prior Academic Learning and Prerequisite Skills:

Students should know these things listed below prior to learning about decoding one-syllable words.
● The six syllable types:
○ Closed Syllable- A syllable with a short vowel spelled with a single vowel letter ending in one or more constants.
○ Open Syllable- A syllable that ends with a long vowel sound, spelled with a single vowel letter.
○ Vowel-C-e- A syllable with a long vowel spelled with one vowel + one consonant + one silent e.
○ Vowel Team- Syllables that use two to four letters to spell the vowel.
○ Vowel-r- A syllable with er, ir, or, or ur. Vowel pronunciation often changes before /r/.
○ Consonant-le- An unaccented final syllable containing a consonant before /l/ followed by a silent /e/.
● Common spelling patterns.
● The difference in consonants and vowels.

Misconceptions:

● The students may mix up the different types of syllables and get the decoding wrong based on the misconception of prior
knowledge.
● They might not understand or forget about common spelling patterns.
Lesson Plan Details:
Lesson Introduction -
1. Set up for lesson:
This lesson will be given during small group time with 5 children at a time. The children and the teacher will sit at the round teachers
table. Have a dry erase board, dry erase marker, wipes, teachers word list of syllable types, and the children’s activity work sheet printed
out and ready to use when the time is given.

2. Introduce the six types of syllables and how to decode:

“Good morning! today we are going to learn about decoding. Can anyone tell me at least one of the six different types of syllables we
learned the other day in class?”
*Wait for the students to respond and give them feedback*
“Good Job! The six syllable types are closed syllable, open syllable, silent e syllable, vowel team syllable, r-controlled syllable, and
consonant-le controlled syllable. Can anyone remember what a consonant does in a closed syllable? (pause) Yes! A consonant closes
off the syllable and makes the vowel short. ”
*Grab your own dry erase board and marker to write down a closed syllable word.*
“Put your index finger on the vowel. (Wait until they point to the vowel.) Now put your index finger on the consonant. (Wait until they
point to the consonant.) Good job! Now, we are going to practice a couple more.
*Continue doing this with each example of syllable types, so the children have perfect understanding of syllable types before moving on
to the next task.*

Learning Activities - “During”:

1. Introduce the activity, give one to two examples (I DO), and do 6 words together( WE DO)
“Now that we have refreshed our brains of all the different types of syllables, we are going to do this activity by filling up the columns in
the chart based on what type of syllable the word is. I will start by doing an example of the words “glad” and “go”. (Write these words
down onto your white board. Since glad has a vowel that is closed off by a consonant, it is a closed vowel. Take your glue stick and
paste the word glad on the chart under the closed syllable. Let's look at the word “go”. Go ends with a vowel, so it must be an open
syllable word. On the first six words pulled out of the baggy we’ll work together. ”
*Continue until you have completed 6 practice words.If they are still having trouble continue giving examples. After you have finished
working together you will watch the students complete the rest of their chart on their own.*
2. Independent work(YOU DO):
“You will pull one word out at a time and decode the word to fit into a syllable category. Continue working on filling the rest of the chart in
on your own. If you need help, you can ask me for help. Try your best first! (Watch the students as they fill in the chart and give
feedback if necessary.*
Closure - “After”:
“Great job today! Thank you for putting in so much effort. One more thing before we clean up our station and move on to the next task. I
want each one of you to tell me one word and the syllable category it falls into, for example cat falls under closed syllable words. Think
of the words we worked with today. Give yourself a high five! Now carefully put away your glue sticks and put your chart on the turn in
pile.”

Assessment:

Alignment with Objectives:

This assessment allows me to see if each student can
individually take a word, decode it, and place it under one of the
6 syllable categories.

Evidence of Student Understanding:

If the student is correctly getting the concepts, they will move
fairly quickly from one word to another. Also, they will be able to
place the words in the appropriate category without hesitation.
Student Feedback:
I will tell them “good job” as I walk around observing, if they are
doing well. If they are struggling, I will stay for a moment to help
them get back on track. When the 6 syllable category charts are
graded, I will put stickers on the ones that have them sorted out
correctly.
Extension:
I could extend this lesson by creating an activity on the smart board. I would call on each student to sort out the single-syllable words
into the 6 syllable categories by having them come up one at a time and highlighting or underlining the consonants and vowels using the
smartboard markers, and then have them say outloud which category they think the word falls under. If they do not know when they
come up to the board, they can “phone a friend”. This could also help me assess who knows and doesn't know the literary concepts
decoding and syllables.
NOTE: Attach any Relevant handouts, activities, templates, PPT slides, etc. that are referenced and utilized in this lesson.