Unit Foundation

Name: Katie Callahan

Unit Topic: Literacy - Rhyming (Onset & Rime)
Grade Level: Pre-Kindergarten
What enduring understandings are desired?
Students will understand that rhyming words sound the same and have the same
ending.
What essential questions will guide this unit and focus teaching and learning?
-What are rhyming words?
-How can I tell if two words rhyme?
-How can I tell if two words do not rhyme?
What knowledge and skills are students expected to gain?
Knowledge
-what a rhyming word is
-why two specific words rhyme
-why two specific words do not rhyme

Skills
- join in rhyming songs and games
-fill in missing rhyming words
-generate rhyming words spontaneously
-decide whether two words rhyme
-generate a group of rhyming words when given a word
-distinguish non-rhyming words

Assessment plan:
Unit topic: Rhyming (Onset & Rime)

Pre-assessment plan: Provide songs, rhymes, and fingerplays often. By doing this children will learn new words, hear different forms
of language, and develop an awareness of the rhymes, rhythms and other patterns of language. Record what students participate and
are able to identify rhyme through these activities. Anecdotal observations have been recorded and tagged for individual students in
this category.
Formative assessment plan: Small group activities (six students per group) will allow students to reveal their abilities as far as filling
in missing rhyming words, deciding whether two words rhyme, distinguishing non-rhyming words, and generating a group of rhyming
words when given a word. Any misconceptions or difficulties can be determined at this point.
Summative assessment plan: Students will be assessed independently through the following verbal prompts:
-Can you tell me what a rhyming word is?
-How do you know if two words rhyme?
-Do ball and all rhyme? Why/why not?
-Do feet and foot rhyme? Why/why not?
-Can you tell me words that rhyme with cat? Tell me as many as you can think of.
- Can you complete the rhyme: "The fat cat sat on the ____ (mat)."
Students proficiency will be determined on the following scale: (a score of 9 indicates kindergarten proficiency)

Matrix
Blooms Taxonomy

Knowledge

Comprehension

Application

Analysis

Evaluation

Synthesis

tell, list, define,

label, recite,
memorize, repeat,
find, name,
record, fill in,
recall, relate

locate, explain,
summarize, identify,
describe, report,
discuss, review,
paraphrase, restate,
retell, show, outline,
rewrite

compare, contrast,
classify, critique,
categorize, solve,
deduce, examine,
differentiate, appraise,
distinguish, investigate,
categorize, infer

judge, predict,
verify, assess,
justify, rate,
prioritize,
determine, select,
decide, value,
choose, forecast,
estimate

compose, design,
hypothesize,
formulate, create,
invent, develop,
refine, produce,
transform

Verbal/linguistic
poetry, debate, storytelling, essay, checklist,
journal
Visual/spatial
drawing, model, poster,
photograph, storyboard,
illustration, board game
Logical/mathematical
diagram, outline, timeline,
chart, critique, graph

Define the term

rhyme.

Summarize Dr. Seuss

stories, retell story
events.

demonstrate, construct,
record, use, diagram, revise,
reformat, illustrate, interpret,
dramatize, practice, organize,
translate, manipulate, convert,
adapt, research, calculate,
operate, model, order, display,
implement, sequence,
integrate, incorporate
Incorporate rhyme into your
daily routine. For example, I
have a hat with a cat.

Distinguish the rhyme

in the phrase.

Generates a group
of rhyming words
when given a word.

Color rhyming
word cards.

Rewrite word cards,

find two that match.

Illustrate your Wacky

Wednesday book with a silly
picture.

Categorize rhyming
word cards into families.

Fill in the missing

rhyming word.

Operate and use in the nick

of rhyme computer game.

Matches rhyming
picture cards.

Naturalist
classification, collection,
display, observation,
forecast, investigation,
simulation, exhibit,
identification
Musical
song, rap, lyrics,
composition, jingle,
slogan, melody

Tell words that

rhyme when
reporting the
morning weather.

Play Dr. Seuss dice

game, recall
information from the
story Cat in the Hat.
Locate items in your
environment that
rhyme. Rug rhymes
with mug.

Isolate and
identify the
beginning sound
of a word.
Using Dr. Seuss
pattern cards,
determine which
sets rhyme.
Select favorite Dr.
Seuss story using
a graph.

Add new characters to silly

stories, change situations or
forecast what might happen
next.

Identify the onset and

rime in given words.

Hum along and incorporate

random words in rhyme
through song.

Predict what
items you might
find outside that
would rhyme. For
example tree,
bee.
Separate sounds
in words.

Apply literacy
concepts in daily
routines.

Repeat songs
with a group,
"One, two, buckle
my shoe..."

Contrast word sets

using describing
words. For example the
mouse is fuzzy and
small the house is big
and yellow.
Sing songs and recite
rhymes and refrains
with repeating initial
sounds.

Bodily/Kinesthetic
role play, skit, pantomime,
dance, invention, lab,
improvisation, prototype

Recite traditional
nursery rhymes
while doing
movements that
correspond.
Recite an I can
statement. I can
tell what a
rhyming word is.

Incorporate dance
into familiar songs that
connect to the unit.

Dramatize a Dr. Seuss story

through movement.

Chant rhyme
spontaneously, for
example "Me, fee, kee,
tee, lee, bee."

Demonstrate awareness that

some words begin the same
way.

Ask what if questions.

What if "Horton had not
head the whos?" What
might have happened?
role-play the events.
Analyze two Dr. Seuss
stories. Think about
similarities and
differences.

Play Erase a
Rhyme. (on the
board) Determine
why you erased
that word.
Choose a story
topic and justify
why you chose
that topic.

Name a word and

ask your friend to
think of a word
that rhymes with
the word you
named.

During large group,

retell the story using
details and renaming
major characters and
events.

Display understanding using

the rhyme time pocket chart
matching games at center
time.

Investigate the
Rhyming Basket,
discuss what words
rhyme with the items in
the basket.

With a partner,
select the correct
board section in
rhyming bingo.

Produce rhythm
through clapping or
stomping. Clap the
onset and then the
rime
Produce your own
story in your
journal. Include
rhyming words in
your tale. Teacher
will dictate.
Discuss how you
know two words do
not rhyme.
Formulate a rule.

Gardners Multiple
Intelligences

Intrapersonal
journal, log, goal
statement, belief
statement, selfassessment, editorial
Interpersonal
discussion, roundtable,
service learning,
conversation, group
activity, position
statement, interview

Create your own

rhyming cards using
pictures.
Build a rhyming
family string using
the rhyming cubes.

Compose your own

song that includes
rhyming words.

Student Profile 1
Name of student: Tate
Grade level: Pre-kindergarten
Describe the students learning differences in the area of disability and/or giftedness: (How does this student differ from
typical classmates?)

Tate is a four-year-old student who is currently in the process of being evaluated for any possible developmental delays. His
referral was based on a failing score provided by the Brigance test of basic skills. This is a standardized medical examination
commonly used in pre-kindergarten to analyze a child's developmental stage. Tests include those geared toward early reading and
writing skills such as phonics, reading comprehension and language comprehension. The Brigance also includes tests of fine and
gross motor development and the students ability to recall and relay general information about themselves.

Currently, there is a concern that Tate is having trouble regulating his emotions and behaviors, managing his feelings, and he
often relies on adult support to calm himself. Often he will shriek and cry over ordinarily miniscule things; he is then unable to use
language to relay how he is feeling and why. He does however respond to emotional cues and demonstrates concern about the
feelings of others. He is very caring toward is family members, classmates, and teachers.

Tate usually responds appropriately to specific vocabulary and simple statements, questions, and stories. Classroom instruction
has focused on increasing his ability to listen to and understands increasingly complex language, follow directions of two or more steps,
and use language to express thoughts and needs. Differentiation allows Tate more time to respond when asked to perform an action or
answering a question as well as scaffolding directives should he not comprehend them immediately. In addition, there has been a
focus on increasing Tates fine motor development specifically writing skills, and alphabet knowledge.

Based on observations and inventories, what are this students learning styles in the areas of Multiple Intelligences, learning
styles, preference for group or individual work, etc?
Based on the Multiple Intelligences Profile for Children inventory (see attached) in Dr. Patricia Phillips Multiple Intelligences in
the Early Childhood Classroom (2010) Tate showed strengths in the categories of logical mathematical and bodily kinesthetic
intelligences. Weaknesses prevailed in the linguistic and musical intelligences. These results fit with what is often observed in the
classroom. Tate enjoys visiting the gross motor room often, he enjoys riding the bikes and scooters, playing catch and kickball with
friends, and organized group gym activities. During free choice center time in the classroom, Tates go-to activities include math game
software on the computer and puzzles. Also, as previously mentioned Tate lacks the ability to express himself through language, the
category he scored lowest in.
What are this students interests?

Please describe how you came to these conclusions about student interests.
Though I had a pretty good understanding of Tates interests from working with him throughout the year, I decided to interview
him using an interest survey. Because I was not with the students in the beginning of the year I missed out on some of the
opportunities that would usually provide me with these insights (home visit/initial family conference and surveys/ice breakers etc.) The
answers he provided during the interview added some details to my existent perspective and broadened my knowledge of where Tates
interests lie; from this I was able to draw conclusions based on his responses.

Based on your preassessment, please describe this students strengths and weaknesses regarding the content of your unit.

For the preassesment of this unit, I provided songs, rhymes, and fingerplays often so that children would learn new words, hear
different forms of language, and develop an awareness of the rhymes, rhythms and other patterns of language. I recorded what

students participated and what students were able to identify rhyme through these activities. Anecdotal observations were then
recorded into our objective checkpoint system (see attached.) At the end of each checkpoint period students progress is marked based
off of observations that had been recorded. Often, if there is a lack of observations in a specific category it means that they are having
difficulty meeting that specific objective. For example, Tates progress report only displayed one general documentation, meaning he
did not often demonstrate or display an understanding of the objective. The objective of this unit is that students will notice and
discriminate rhyme. At the first checkpoint (Fall 2013), Tate was at a level three. Continuing into the second checkpoint he remained at
that level. By the next checkpoint he should either reach level four or surpass it and continue to level five. The reason I chose to do a
rhyming unit in the first place, was that upon the completion of the second checkpoint many students had not met with success in
meeting this particular objective and I determined that it needed more focus in the classroom curriculum.

Tates Preassessment

Student Profile 2
Name of student: Lily
Grade level: Pre-kindergarten
Describe the students learning differences in the area of disability and/or giftedness: (How does this student differ from
typical classmates?)

Lily is a five-year-old student who is performing at exemplary status for pre-kindergarten. In most academic areas she either
meets or surpasses objectives and what is to be expected by the end of the year. Lily demonstrates exceptional emergent reading and
writing skills. She displays knowledge of the alphabet- identifying and naming all letters upper and lower case. She also uses lettersound knowledge and applies letter-sound correspondence when attempting to read and write (using invented spelling.) When writing
she shows awareness of various features of print like letters, words, spaces, upper- and lowercase letters, and some punctuation.
Lilys personality is one of great compassion and optimism. She is almost always happy and she enjoys cheering her friends up
when they are upset. Often she is singing or dancing and loves when her friends join her in doing so. However, she also has a shy
side; she is not one to make herself the center of attention. She is able to regulate her emotions and behaviors and takes responsibility
for own well-being in the classroom. Also, she sustains positive relationships with her family, peers, and teachers. She works well with
her classmates and participates cooperatively and constructively in group situations.

Lastly, Lily always demonstrates positive approaches to learning, she persists in any task she is working on and plans and
pursues her goals until they are reached. She displays a constant eagerness to learn new things. Lately he enjoys writing long stories.
She asks for help on words as she writes but for the most part uses invented spelling. She is always determined to complete her
stories and enthusiastic about the final product.

Based on observations and inventories, what are this students learning styles in the areas of Multiple Intelligences, learning
styles, preference for group or individual work, etc?
Based on the Multiple Intelligences Profile for Children inventory (see attached) in Dr. Patricia Phillips Multiple Intelligences in
the Early Childhood Classroom (2010) Lily showed strengths in the categories of bodily kinesthetic, musical, and interpersonal
intelligences. Weaknesses prevailed in the naturalist and intrapersonal intelligences. These results fit with what is often observed in
the classroom. As previously mentioned, Lily really enjoys dancing and singing. She is perhaps the most involved during our music
and movement time. Also, her interpersonal skills shine in the classroom through her compassionate personality. Lastly, I was not
surprised to find that intrapersonal intelligence was a weakness, even when she is working on her own projects and pursuing her own
interests she invites others to work alongside her and she prefers group activities over working alone.
What are this students interests?
Lily enjoys reading, playing Barbies, and a SpongeBob app on her mothers phone when she is at home. Her favorite book to
read is Dora the Explorer. At home she said she is also in charge of helping her mom with laundry, but she likes doing it. In school she
has two best friends. Her and her friends like to make pictures, play with puzzles, and play in the dramatic play center together. She
said if she could learn anything she would like to learn to spell and make corn bread muffins, her favorite food!

Please describe how you came to these conclusions about student interests.
Though I had a pretty good understanding of Lilys interests from working with him throughout the year, I decided to interview her
using an interest survey. Because I was not with the students in the beginning of the year I missed out on some of the opportunities
that would usually provide me with these insights (home visit/initial family conference and surveys/ice breakers etc.) The answers she
provided during the interview added some details to my existent perspective and broadened my knowledge of where Lilys interests lie;
from this I was able to draw conclusions based on her responses.

Based on your preassessment, please describe this students strengths and weaknesses regarding the content of your unit.

For the preassesment of this unit, I provided songs, rhymes, and fingerplays often so that children would learn new words, hear
different forms of language, and develop an awareness of the rhymes, rhythms and other patterns of language. I recorded what
students participated and what students were able to identify rhyme through these activities. Anecdotal observations were then
recorded into our objective checkpoint system (see attached.) At the end of each checkpoint period students progress is marked based
off of observations that had been recorded. Though not formally recorded, Lily often recites songs and names words in the song that
rhyme. She also gives me lists of words (not always real) that rhyme (level 4) and rhyming families (level 8). The objective of this unit
is that students will notice and discriminate rhyme. At the first checkpoint (Fall 2013), Lily was scored as not yet. At the beginning of
the year this could mean that she was not yet expected to demonstrate that particular skill or behavior or that it had not been observed.
It does not necessarily mean that she was unable to perform. Continuing into the second checkpoint (pre-unit) she met level 8
requirements of being able to generate a group of rhyming words when given a word. This lets me know that she will need some sort of
enrichment throughout this unit. A level 9 is given when they have met kindergarten expectation, so the goal for spring checkpoint
would be to get her to nine or beyond.

Lilys Preassessment

Resource List
Resource
Print

Teacher
Christodoulou, J. (2009). Applying multiple
intelligences: How it matters for schools
today, 25 years after its introduction by
howard gardner. School Administrator,
66(2).
Heroman, C., & Jones, C. (2010). The creative
currciulum. (Literacy ed., Vol. 3).
Washington, D.C.: Teaching Strategies.
KBYU. (2010). Rhymers are readers: The
importance of nursery rhymes. Retrieved
fromhttp://www.kbyutv.org/kidsandfamily
/readytolearn /file.axd?file=2011/3/2
Rhymers are Readers.pdf

Student
Suess. (1957). The cat in the hat. New York, NY:
Random House.
Seuss. (1960) One fish, two fish, red fish, blue
fish. New York, Beginner Books; distributed
by Random House
Seuss. (1960) Green eggs and ham. New York,
Beginner Books; distributed by Random
House
Seuss. (1963). Hop on pop. New York: Beginner.

McDonough, K. (2002). Tiered lessons. (1 ed.,

Vol. 1). Instruction Matters. Retrieved from
http://daniellmiddle.typepad.com/files/
tiered20assignments.pdf
Phipps, P. (2010). Multiple intelligences in the
early childhood classroom. Frog Street
Press. Retrieved from http://www
psjaisd.us/ourpages/auto/2012/10/
19/41512061/MultipleIntelligences
IntheEarlyChildhoodClassroom.pdf

Website/Technology

Getting to Know Your Students Free

Resources

Cat in the Hat Activities

http://pbskids.org/catinthehat/

http://www.lakeshorelearning.com/general
_content/free_resources/teachers_corner

Leading to Reading

/great_ideas/0809_gettingToKnowStudents.jsp
Early Childhood Assessment Tool
https://www2.teachingstrategies.com/
page/GOLD-assessment-online.cfm
The Mother Goose Pages
www-personal.umich.edu/~pfa/dreamhouse
/nursery/rhymes.html
Instructional Grouping Resource

http://www.rif.org/kids/leadingtoreading/en/babiestoddlers/nursery-rhymes.htm
Speakaboos
http://www.speakaboos.com/stories/nurseryrhymes
Rhyming Enrichment
http://www.starfall.com/n/level-a/learn-toread/load.htm?f

http://califtreasures.com/monographs/
Gibson.pdf
Video
Rhyme With Us Playlist (pre-assessment
ideas)
http://www.youtube.com/watch?v=
09zOOveEVew

Hop on Pop
http://www.youtube.com/watch?v=
STHHR_32ow8
Cat in the Hat

21st Century Learning Literacy

http://www.pbslearningmedia.org/
resource/2a54d422-5ad2-4d2d-a093-1
ecccaa579d4/21st-centurylearning/?utm_source=FeatureWell&
utm_medium=Image&utm_campaign=
Homepage

http://www.youtube.com/watch?v=
4jK6l1WJKUU
One Fish Two Fish Red Fish Blue Fish
http://www.youtube.com/watch?v=
5JZ4wscDPbA

Identifying & Generating Rhyming Words

Rhyme Time

http://www.youtube.com/watch?v=
USgYyvesvOk

http://www.youtube.com/watch?v=
aP3UHE0duCU

Lesson Plan 1

Name: Katie Callahan

Unit Topic: Literacy - Rhyming Families
Grade Level: Pre-Kindergarten
Unit essential questions:
How do I know if two words rhyme?
Lesson question:

How can I tell that the given words belong in the same rhyming family?

Standards:

New York State - Prekindergarten Foundation for the Common Core

Domain 4: Communication, Language, and Literacy
Phonological Awareness
2. Demonstrate an emerging understanding of spoken words, syllables and sounds (phonemes).
a) Engage in language play (e.g., alliterative language, rhyming, sound patterns).
b) Recognize and match words that rhyme.
Head Start School Readiness Goals
Literacy
Objective 15: Demonstrates phonological awareness
a. Notices and discriminates rhyme

Lesson objective:

Students will determine whether or not three (or more) words belong together in a rhyming family.

Assessment:

- Using a checklist (attached) teacher will evaluate student learning to check for understanding.
-During evaluation students will display what they have learned through verbal responses, rhyming block
manipulatives, drawings, and picture cards.

Opening:
Students will review the definition of a rhyming word: Words that sound the same and end the same way.
During whole group instruction, the students will be introduced to and participate in a read- aloud of Dr. Seusss
Hop on Pop. Students will be asked to raise a quiet hand.

Procedure:

1. Display the hop on pop chart paper (example under materials); ask students to remind you what a rhyming
word is. Review the definition for clarification.
2. Introduce the book Hop on Pop by Dr. Seuss. Tell students that you can hear rhyming words right in the title,
they sound the same and have the same ending: op. Say Put on your listening ears, as I read, listen for words
that rhyme, when you hear rhyming words you may raise a quiet hand to share.

3. In the first instance of a rhyming word family (tall, ball, wall) talk about how all three of those words rhyme
meaning they all belong in a word family together.

4. As students share words they hear add them to the chart paper.
5. When you have finished the book, talk about all of the word families you found. Ask students to help you find
and circle them on the chart paper. Talk about how the words in the family sound the same and point out the
same endings.
6. After the read-aloud activity, students will divide up into their small groups to complete extension/assessment
activities.

Tiered by: Resource

Tier 1: Students who you believe are able to or comfortable with answering to verbal responses may do so.
Resource: Rhyming word blocks with mats.
How students will use resource: Students will choose a mat and the matching color of linking cubes; they will match
the cubes to the rhyming pictures on the mat and link them together, or- on a piece of paper draw three things that
rhyme.
Resource: Rhyming word cards (without visual aid)
How students will use resource: Students will look at the word endings to see if they match the word ending of
another card (cat/hat/bat.) They will then match the cards and say them out loud to see that they sound the same.
Tier 2:
Resource: Rhyming word blocks with mats.
How students will use resource: Students will choose a color of cubes. The teacher will pick one cube and name
the picture on the cube, the student will find the cube that matches the one the teacher selected, or- on a piece of
paper draw three things that rhyme (use selected cubes for reference.)
Resource: Rhyming word cards (with visual aid)
How students will use resource: Students will look at the pictures to determine the word on the card. They will
then flip the first letter to see that the ending stays the same. They will then say the words on the cards out loud
to see that they sound the same.

Closure:

Students will divide up into cooperative learning groups:

Group 1 (Callahan): LF, AS, JH, CC, TM, LP
Group 2 (Martin): LY, LL, HE, AGr, JS, PW
Group 3 (Aklima): EH, KB, AG, LR, JW, MM
While in these groups students will work with their teacher and group members to display what they have learned
through verbal responses (to essential lesson question), rhyming block manipulatives, drawings, and picture cards.
The teacher will record individual student progress to see if the lesson objective was met during the lesson.

Materials:

-rhyming blocks (with picture card mats)

-rhyming assessment checklist
-index cards, crayons, and pencils

Lesson Reflection Lesson 1

Part 1: Describe the lesson:

This rhyming family lesson took place in a pre-kindergarten inclusive education classroom while seventeen students were
present. Of the seventeen, four students currently have individualized educational plans. It took place during whole-group instruction
as part of literacy/read-aloud instruction. Whole-group instruction lasted approximately fifteen minutes; the small-group extension took
place afterwards, lasting another fifteen minutes. The concept of a rhyming family was an extension of the overall unit and focused
more on onset and rime- identifying a beginning sound and an ending in each word. This is a skill students are not yet expected to
master and therefore students not expected to reach proficiency by the end of the lesson.

Part 2: Describe the differentiation strategies you used:

During this lesson I used scaffolding as students named rhyming families. I made sure each student had a chance to list at least
one set of words. If they were unable to recall a set heard in the text I supplied them with one word- they could then give me a second
word either from the text or formulated. Students who have already mastered rhyming were expected to name more words in the family
that were not present in the text. After the first half of the lesson the students took a break to sing a song and dance before separating
into their cooperative learning groups. Lastly, I used different assessment/extension resources to allow students to show their learning
in different ways. I think the most important thing I got out of teaching this lesson is the importance of scaffolding and allowing for
students to take the time to develop an answer. Students may not understand what you are asking at first. Its important to either reword your question or ask more questions that would lead to the answer you are looking for. I think splitting the lesson into two parts
helped as far as classroom management. Students were not sitting for too long and they were able to move from the rug back to the
tables.

Part 3: Data analysis:

The lesson objective was that students would determine whether or not three (or more) words belong together in a rhyming
family. I evaluated student progress using a checklist and through observation. Using this checklist I can determine who needs
continued support with the content of this lesson and prior lessons, I can then base my future plans on student need. In this case, I
have observed that most students have developed a secure understanding of what rhyming words are and how to determine if two (or
more) words rhyme, however they will need continued support with onset and rime. Checking for understanding presumes that
students are able to demonstrate their understanding in different ways. Therefore I used a differentiated analysis when checking for
understanding so that the students could display their knowledge in a way that coincides with their learning style.

Rhyming Checklist

*Students may or may not display all of the above in this lesson extension. The focuses for this lesson are the last four boxes.

Lesson Plan 2

Name: Katie Callahan

Unit Topic: Phonological Awareness Identifying Sounds
Grade Level: Pre-Kindergarten
Unit essential questions:
How do I know if two words rhyme?
Lesson question:

How can I tell if words rhyme using sound?

Standards:

New York State - Prekindergarten Foundation for the Common Core

Domain 4: Communication, Language, and Literacy
Phonological Awareness
2. Demonstrate an emerging understanding of spoken words, syllables and sounds (phonemes).
a) Engage in language play (e.g., alliterative language, rhyming, sound patterns).
d) With support and prompting, isolate and pronounce the initial sounds in words.
Head Start School Readiness Goals - Literacy
Objective 15: Demonstrates phonological awareness
c. Notices and discriminates smaller and smaller units of sound

Lesson objective:

Students will begin to become increasingly sensitive to the sounds of spoken words by listening attentively to
sounds and identifying the object that make that sound.

Assessment:

Students will be assessed based on their responses to sounds during the lesson as well as their ability to respond
to directions and cues during the extension activity and their participation and interest. Indication of a general
understanding will be evident based on the students ability to both recognize and produce specific sounds during
the lesson and the extension.

Opening:

Students will begin this lesson in a whole group setting. Explain to the students that they will be playing a
listening game and will need to be very quiet to play. They will be listening to different, but familiar, sounds and
they will try to identify what makes that sound.
Prior to beginning, to help the students understand the type of sounds they will be hearing, ask them to listen
carefully and play the first sound. After listening to the first sound say: That is a familiar sound I have heard in
the gym, this sound tells me it is time to stop what I am doing and clean up. It is a whistle blowing. Then tell the
students you are going to try to make the same sound the whistle makes. By modeling this students will know
what they will be listening for and what they will be doing with the information.

Procedure:

1. Prepare an online sound board or cd of familiar sounds. Sounds to record may include:
- blowing a whistle
-animal sounds

-sneezing or coughing
-bell ringing
-car horn
-telephone ringing
-toilet flushing
-door closing
-turning on a computer
-ticking clock
-clapping
-ball bouncing
2. Introduce the activity (opening.)
3. Follow the same procedure by playing the second sound. If the students have difficulty naming the sound, help
them by providing a choice of objects that could make the sound.
4. Continue playing the sounds and encourage the students to identify the rest of the sounds as they are heard.
Ask the students to mock the sound after they have identified it. This will help the children begin to and
discriminates smaller and smaller units of sound.
5. After students have had several guided practice opportunities they may participate in small group (partners)
extension activity.

Tiered by: Outcome

Basic Task: Students can recognize and produce specific sounds.

TM: Will begin to identify beginning parts of sounds, not necessarily connecting them to letters. For example,
when the sound of a door-bell is played he may say he hears the sound /d/ or /di/.
Advanced Task: Students can recognize and produce specific sounds and begin to connect them to specific
letters.
LR: Will begin to identify the smaller units of sound within her name. For example /l//i//l//e/ or /l/e//ly/ for Lily.

Closure:

Students will work with partners to complete this extension activity, teachers will circulate to make sure students are
on task and will be making observation notes (see attached.)
Each student will take turns choosing a sound; it may be one from the soundboard or their own. They will produce
the sound and they may act it out as well. The other partner(s) may guess the sound verbally or draw a
representation of the sound they heard.
Enrichment: What letter sound do you hear at the beginning of the noise your partner just made?

Materials:

-sound board or cd
-computer or cd player
-observation notes form
-paper/crayons

Lesson Reflection Lesson 2

Part 1: Describe the lesson:

This phonological awareness lesson took place in a pre-kindergarten general education while fifteen students were present.
Two of the students currently have individualized educational plans that highlight goals regarding language production/articulation. The
lesson took place during a whole-group instruction that lasted approximately twenty minutes. The students really enjoy hearing and
reproducing sounds. They also started to act out certain sounds as the lesson went on. Small-group instruction took place afterwards,
lasting about fifteen minutes- longer for some students who were more invested in representing sound through their artwork or picking
apart the sounds/words.
Part 2: Describe the differentiation strategies you used how did you differentiated the lesson, what student learning characteristics
and/or interests were you targeting and how did you address those needs or interests?

The reason I choose to do this lesson was because many of the students are just starting to identify smaller units of sound, and
very few (about five out of eighteen total) are identifying letter sounds. This was sort of an introduction to phonological awareness as
well as an extension to the overall rhyming unit and the students ability to verbally separate onset and rime, something I noted many
students were struggling with. In this lesson my goal was to incorporate all of the learning styles so that all students would be engaged.

Visual (spatial): Representing sound through drawings

Aural (auditory-musical): Listening section, new and familiar sounds.
Verbal (linguistic): Reproducing sounds they have heard.
Physical (kinesthetic): Acting out sounds.
Logical (mathematical): Breaking down sounds or words into sections.
Social (interpersonal): Partner work.
Solitary (intrapersonal): Making individual choices about representation and production of sounds.

Part 3: Data analysis:

The lesson objective was that students would begin to become increasingly sensitive to the sounds of spoken words by listening
attentively to sounds and identifying the object that make that sound. I evaluated student progress using an observation checklist.
Using this checklist I can determine who needs continued support with the content of this lesson and prior lessons, I can then base my
future plans on student need. In this case, I have determined that all students will need continued support on this objective. However,
the students greatly enjoyed playing with sound. I will certainly beginning doing many more activities like this one. One weakness, I
felt, was that some students may have benefited from some sort or manipulative or visual cues. For example I could have played a
sound and then displayed picture cards for students to choose which sound it is they heard.

Observation Notes
Student: ____________________________
Objective 15c. Notices and discriminates smaller and smaller units of sound

Skill

Comments

Identifies different sounds

Produces Different sounds
identify beginning parts of sounds, not
necessarily connecting them to letters
Hears and shows awareness of separate
syllables in words
Verbally separates and blends onset and
rime
Student: ____________________________
Objective 15c. Notices and discriminates smaller and smaller units of sound

Skill
Identifies different sounds
Produces Different sounds
identify beginning parts of sounds, not
necessarily connecting them to letters
Hears and shows awareness of separate
syllables in words
Verbally separates and blends onset and
rime

Comments