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Jessica Barron

Professor Smith
ELED 3111
edTPA Direct Lesson Plan*
Subject: ELA
Essential Standard/Common Core Objective:
CCSS.ELA-LITERACY.RF.K.3.A

Central Focus:

Demonstrate basic knowledge of one-to-one Date submitted: November 5, 2015


letter-sound correspondence by producing the Date taught: N/A
primary sound or many of the most frequent
sounds for each consonant.
Daily Lesson Objective:
Today we are going to work on letter sounds for the letters C, H, and P.
21st Century Skills:
Academic Language Demand (Language Function and
Social & Cross-Cultural Skills Interact
Vocabulary): N/A
Effectively with Others |
Prior Knowledge:
Students should have prior knowledge of consonant letters (letter recognition).
Activity

Description of Activities and Setting

Ask students if they know what makes up words (i.e. letters). Yes, letters
1. Focus and Review
make words. Then, explain to students that each letter makes its own
sound. And today we are going to learn some of the letter sounds.
2. Statement of Objective Today we are going to work on letter sounds for the letters C, H, and
for Student
P.
Before beginning the lesson be sure to have written the letters C, H, and
P on either a white board or poster for the students to see. Today we
are going to learn how to identify the beginning letter sounds with the
letters C, H, and P. I will first begin by matching pictures to its initial (or
beginning) sounds.
3. Teacher Input

Example One: Letter C (Cat)


First hold up the photo of a Cat and then tell the student it is a photo of a
Cat (emphasizing the beginning sound). Then ask, What sound do I hear
at the beginning of this word? Yes, I hear a (make C) sound. Because
I hear the C sound I am going to place the picture of the cat under the
letter C. Tape the photo under the letter C.

Time

Next, check for understanding by asking: Does everyone understand the


letter C? Can you all make the C sound? Very good, now lets try
the next letter which is H. Who thinks they know the letter H sound?
Example Two: Letter H (Hat)
This is a picture of a Hat (emphasizing the beginning sound). Then ask,
What sound do I hear at the beginning of this word? I hear a (make H)
sound. Because I hear the (make H) sound I am going to place the
picture under the letter H. Tape the photo under the letter H.
Next, check for understanding by asking: Does everyone understand the
letter H? Can you all make the H sound? Very good, now lets try
the next letter which is P. Who thinks they know the letter P sound?
Example Three: Letter P (Pig)
This is a picture of a Pig (emphasizing the beginning sound). What sound
do I hear at the beginning of this word? I hear a (make P) sound.
Because I hear the (make P) sound I am going to place the picture
under the letter P. Tape the photo under the letter P.
Next, check for understanding by asking: Does everyone understand the
letter H? Can you all make the H sound? Very good.
Follow outline for more examples, as needed.
Now it is your turn to join me! We need to sort the rest of our pictures.
When I hold up the photo and say the word I want you to listen for one
of our special sounds we just learned. Remember, C makes the C
sound, H makes the H sound, and P make the P sound. If you think
you know the answer raise your hand and wait for me to call on you.
4. Guided Practice

5. Independent Practice

Example One: Hold up the photo of a Car and say the corresponding
word. Then ask, What sound do we hear at the beginning of the word
Car? Allow time for students to think and raise their hand. Once student
is chosen and answers correctly, explain to students why Car goes under
the letter C. For example, Good job, ___________. Because we hear the
C sound in the word Car we are going to place this photo under the
letter C. C makes the C sound. Tape the photo under the letter C.
Follow same outline for the remaining photos in activity.
For independent practice students will be given a worksheet. The
worksheet will have a total of six photos. Each photo will be of
something that has the beginning consonant sound of C, H, or P. Students
are to match the appropriate picture with the correct letter-sound
correspondence. Students who do not finish their assignment before the

end of ELA will have an opportunity to complete their worksheet the


following day for morning work.
After all students have completed the assignment the entire class will
review the same photos from the worksheet to check for understanding.
6. Assessment Methods
of All objectives/skills

7. Closure

8. Assessment Results of
All Objectives/Skills

N/A
During the conclusion of the lesson the teacher will review the letters C,
H, and P as well as their corresponding sounds. Then the teacher will say
a letter and have the students say the corresponding sound aloud as a
whole group. Great job remembering your letter sounds! Now let us
move on to our next lesson!
N/A

Targeted Students Modifications/Accommodations:


Student/Small Group Modifications/Accommodations:
Students with modifications/accommodations will have During small group instruction students will have
priority seating near front of classroom/near teacher for opportunity to work in pairs during guided practice,
opportunity to stay focused, hear, and see clearly. since the small group will consist of students who are
Student will also have more allotted time to complete on the same level instructionally.
assessment, if needed.
Materials/Technology:
White board/poster, Markers to write the letters, photos for corresponding letters.
Reflection On Lesson:
N/A
*Modified slightly for use in ELED 3111, Smith, Fall 2015.

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