Lesson Four

Teacher Candidate: Elizabeth Kolb

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School: Long Cane Primary

Date and Time of Lesson: October 18, 2014/9:00

Subject and Grade Level: ELA/Open Court/Kindergarten

Description of Lesson: Students will be learning about the letter p sound. Students will be
able to make or produce initial beginning p sounds together with an ending of words (making
of whole words. Students will also do a thumbs up and thumbs down if they hear the p sound
in a word. Students will complete a p worksheet and color the pictures that have the initial
beginning sound of p.
Lesson Title: Beginning Sound of P
National Standards Addressed: CC.K.RF.3a-d. Know and apply grade level phonics and
word analysis in decoding words.
SC Curriculum Standards: CC.K.RF.3a-d. Know and apply grade level phonics and word
analysis in decoding words.
SC Indicators: CC.K.RF.3a-d. Know and apply grade level phonics and word analysis in
decoding words.
Cross-Curricular Standards: There will not be any cross curricular connections for this lesson.
Instructional Objective:
Students will decode words and objects that
have the initial beginning p sound with a
success rate of 80%.

Assessments of Lesson:
Pre-Assessment: Students will asked if they
know the sound that the letter p makes. If
they say puh then their score will show a
zero.
During Assessment: Students will blend
words and do a thumbs up or thumbs down if
they hear the initial beginning p sound.
Post-Assessment: Students will complete the
worksheet of the beginning initial sound of
p.

Materials:

Open Court Book

Pencils
Worksheet

Crayons

Resources:

5K Teachers
Open Court Book

Procedures:
Motivation:
1. Can anyone tell me what the sound of p makes?
2. The students would do it. For the students that make the puh sound, I will ask
them to watch my mouth while I make the p sound. Then the students will
repeat back to me. (This the pre-assessment).
3. What are some things that start with letter p? For an example pumpkins. I
would break up the initial beginning sound and have the students repeat.
Grouping: Since this lesson is individualized, there will not be any groupings of the
students.
4. I would then open the open court book and turn to the page that has the chant for
the sound of p. The chant goes like this Popcorn! Popcorn! Ping and Pong
shouted lets pop some in a pot, because we like it hot! /p/ /p/ /p/ /p/ was the
sound it made. Popcorn, popcorn /p/ /p/ /p/ /p/ spells p.
5. Next we will do the chants of the s, m, and d. Sausages, sausages, /s/ /s/ /s/
/s/ spells s. Monkey, monkey /m/ /m/ /m/ /m/ spells m. Dinosaur,
Dinosaur /d/ /d/ /d/ spells d. There are hand movements and feet movements
with each of the chants.
6. Students will then blend the initial sound of p with their ending letters. I will
hold up one palm to make the p sound and then hold up the other palm for the
ending letters. I will then put both palms together to make the word come together
so they can blend the word. Example p addle. Blend together. Paddle. (This is
the during assessment).
7. Students will then do a thumbs up or down if they hear the p sound in the words
being said to them. (This is the during assessment.)
8. Students will then be given a worksheet where they have to color the letter P.
Students will color the pictures that have the p sound and cross out the ones that
do not. On that same worksheet, they will color all the p letters that they see
around the worksheet.
9. At the end of the lesson, students will come up with words that begin with the
letter P.
Accommodations:

I will let the students watch my mouth as we do the initial letter sound. It is important to
make the /p/ sound and show them that it is not puh.
Students who are finished early will tell me something that begins with the letter P and
they will go to the carpet to get a book to look at until the next lesson for ELA.