Student Teaching edTPA Lesson Plan Template

Subject: Kindergarten, Phonics Central Focus: Chunking words Chunky monkey

and Word Recognition strategy

Essential Standard/Common Date submitted: 2/24 Date taught:2/27

Core Objective:
CCSS.ELA-Literacy.RF.K.2.c
Blend and segment onsets and
rimes of single-syllable spoken
words.

Daily Lesson Objective:

Students will be able to chunk words by writing the word parts they know within the
boxes of the worksheet with 80% accuracy.

21 Century Skills:
st
Academic Language Demand (Language Function
Critical Thinking and Vocabulary):
Identify

Prior Knowledge:
The students should be able to blend and segment onsets and rimes prior to practicing
it within a larger vocabulary.

Activity Description of Activities and

Time
Setting

1. Focus and To begin we will go over prior 2 min.

Review reading strategies taught in the
classroom. I will start by asking
students which superpowers they
already use to make them better
readers. Depending on which
examples are shared by students, I
would demonstrate those strategies
out loud.

2. Statement of Today we are going to learn about 1 min.

Objective another Superpower good for
for Student reading. Can someone tell me some
of the superpowers you already
know? Great! Today we are going to
focus on the chunky monkey, when
you get to a tricky word you can
break it into smaller words you
know!

3. Teacher Input Let me show you how I use the 10 min.

chunky monkey to help me with
words I get stuck on. I will read the
book, Harry Gets Ready for School. I
will begin reading, Everybody has a
 lot to do before school, hmmm thats
a tricky word. I can figure out this
word by breaking it into chunks. I am
going to look for smaller words I
know, the first two letters are /st/
then I see the word art! /st/ /art/ then
theres an s at the end. /st/ /art/ /s/
starts! I figured it out, I broke the
word into chunks, sounded it out and
saw a word I knew. Reread the
sentence and say, that makes
sense. I will continue with the next
page. A ______ hmm thats a tricky
word! That says /ch/ and that says
/eck/. /ch/ /eck/ and I know the next
part, up! /ch/ /eck/ up, checkup.

4. Guided Practice Now its your turn to try! Im going to 5-10 min.
put a word up on the board and I
want you to practice using the
chunky monkey. Remember try to
use your superpowers and look for
parts you already know. I would
write the word napkin on the board.
Turn towards one table friend and
whisper for a part you may know and
raise your hands when you are
ready. I would call on one student
and ask them to tell me the parts
they know. The student should say
nap and in. I would point to the part
that says nap and the part that says
in. Can someone tell me what this
sound is? /k/. Good! /nap/ /k/ /in/
napkin! We would proceed with this
for 3 more words,
1. honk
2. candle
3. Landing

5. Independent The teacher gives each student a 10 min.

Practice worksheet. The worksheet will have
5 equations and the students will
have to write the word part they see
into the boxes Students who answer
12 out of 15 correct will have met the
objective.
6. Assessment Summative: Students will turn in worksheet for teacher to look
Methods of over. They are expected to have wrote the chunks --//sight
all words they have been taught. Students should write out of the
objectives/skills: 12 out of 15 words correctly.
Formative: While the students are talking together at their
tables, the teacher will walk around talking to each group
making sure they are chunking the correct parts in the words.

7. Closure To end the lesson on the chunky 2 min.

monkey we will come together as a
group on the carpet. I will explain
again how this superpower can be
used while the students come across
tricky words while they are reading.

8. Assessment 14 out of 20 students correctly wrote out 12 of the 15 parts

Results of correctly.
all
objectives/skills:

Targeted Students Student/Small Group

Modifications/Accommodations Modifications/Accommodations
The guided practice in interactive in that it Students who are struggling to work
should be able to accommodate all students. alone can work with a partner or
However, the teacher will be able to assist assistant that is in the room.
tables who are struggling and finding sounds
and parts they are familiar with. The guided
practice allows students to use prior
knowledge of onset and rime to decode a
word.

Materials/Technology:
Previous superpowers
Whiteboard/markers
Worksheet
Harry Gets Ready for School
CT signature: ________________________ Date: ______ US signature:
____________________________Date: ______