PBL Grant Presentation

Lindsey Marsh
Stephen Miller
Lee Moyer
Allison Washam
Brittany Van Kooten

Overview of our Plan

As an elementary group, we decided to continue our literary focus. We narrowed down our lesson
plans to one section of Common Core standards (listed below) and show how we can use technology
effectively in every aspect of that standard.

CC.1.1.1.C:
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

Lindsey--Distinguish long from short vowel sounds in spoken single-syllable words.

Stevie--Count, pronounce, blend, and segment syllables in spoken and written words.
Lee--Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
Allison-- Add or substitute individual sounds (phonemes) in one-syllable words to make new words.
Brittany- Orally produce single-syllable words, including consonant blends and digraphs.

Lindsey Marsh:
Grade Level: First Grade
Curricular Topic: Language Arts
Objectives: CC.1.1.1.C: Demonstrate understanding of spoken words, syllables, and
sounds (phonemes).
• Distinguish short vowel sounds in spoken single-syllable words.
Lesson Plan
Lesson Materials:
• 20 netbook computers and headphones for each student
• Interactive white board with Mimio Studio technology and projector
• Dictation sheet
• Pencils
• 20 white boards, erasers, and dry erase markers
Lesson Procedure:
1. I will call the students to the carpet by table color.
2. As a class, we will discuss the morning message. Students will turn and talk
with one or two peers to discuss “what are some words with short vowel
sounds?”.
 3. I will call on a few students to share their answers. I will record their
answers on the interactive whiteboard.
4. All together, the students will practice the fluency poem for the week. This
poem’s focus was short a words.
5. “The Fat Cat”
6. I had a cat
7. Who was so fat.
8. He could not even
9. Sit on his mat.
10. He had a hat
11. That did not fit.
12. He put it on
13. And then it split.
14. As a class, the students and I will discuss the short a words in the weekly
fluency poem. We will then review the other short vowel phonics skills that
the students have previously learned in the unit. Visuals through a Mimio
Presentation will be used.
15. The students will go to their seats and complete a short 5 word dictation of
short a words.
16. The students will hand in the dictation sheet then come back to the carpet.
17. I will pass out large sheets of paper to each group. There are 20 students
and will be put into 5 groups of 4 students. These groups will have to create
a list of as many short vowel single syllable words.
18. After about 10 minutes, the students will come back to the group and share
their findings. As the facilitator, I will record their findings on the
interactive whiteboard.
19. I will then explain the literacy centers to the students, post the center
chart on the interactive white board, and begin small group differentiated
reading with the students.
20. When students meet with me, we will review the phonics sounds using dry
erase markers and white boards, and read cvc short vowel sounds in words.
21. When the students are working independently, they will need to watch the
short video on short vowel sounds then take the assessment connected to it
on Brainpop Jr.
Website with Review: Brainpop Jr.
https://jr.brainpop.com/readingandwriting/phonics/shortvowels/
 BrainpopJr is used in grades K-3. It is an educational website that you must pay to have access.
Students are engaged by videos, fun graphics, and visual aids. The videos are concise and to the
point. There is also a CC button available for students to hear and read the video simultaneously.
After students watch the short videos, there are a variety of extension activities that are
available. For the purpose of this lesson, students will be taking the online quiz immediately
following the video on short vowels.
Teaching Strategy:
The lesson will be student centered using a whole group phonics approach, small group practice
during literacy centers, and individually while students are completing the online assessment.
Assessment Strategy/Assessment Tools:
I will formally and informally be assessing my students throughout the lesson.
Informal assessment will include “turn and talk”, students coming to the interactive whiteboard,
engaging my students in discussion through questioning, student participation, as well as, my
observations that I am witnessing throughout the lesson.
Formal assessment will include the students the completion of a phonics dictation worksheet that
the students will hand in and I will assess understanding. Students w
Students will also be completing a short quiz after watching the short vowel BrainPopJr. Video.
If, after reviewing the assessment I see that some students did not quite “get it”, I will revisit the
skill or skills during differentiated small group instruction. I will also meet with students
individually the following school day and reinforce the material that was misunderstood.

Lee Moyer

Grade Level: 1 st

Curricular Topic: Language Arts

Objective: CC.1.1.1.C. Isolate and pronounce initial, medial vowel, and final sounds
(phonemes) in spoken single-syllable words.

Lesson Plan:

Materials:

-20 laptops
-20 pairs of headphones
-20 whiteboards
-20 dry erase markers
-Starboard

Procedure:
 1. I will introduce a few words that follow the pattern: initial, medial vowel, final
phoneme.
2. The students will be given their assigned laptops and asked to log-in
3. Students will go to our school’s homepage (simply click on Chrome logo) and
access the Starfall tab.
4. Then, they will click on the vowels tab and access the “vowel machine.”
5. They will have an opportunity to explore the “A” machine dropping the first and
final phoneme (this is the self-centered approach time).
6. Students will be asked to switch to the “E” machine after approximately three to
five minutes.
7. That process will be repeated for “I,” “O,” and “U.”
8. After the exploration time the students will be asked to log off their laptop and
return it to its appropriate place on the cart.
9. I will explain the next phase of the lesson (intro PowerPoint, discuss
whiteboards).
10. Students will take out whiteboard and dry erase marker from their chair pockets.
11. I will begin the powerpoint slides which will show images of words that follow the
pattern discussed in my objective (i.e. cat, fat, rat, hat, etc.). After displaying the
picture I will pronounce the word sound by sound first and then blend it together.
12. Students will write the word on their whiteboards.
13. I will circulate the room and take notes regarding individual’s progress. These
notes will allow me to form differentiated groups for small-group instruction.
14. Students will repeat the process with the whiteboard until we have gone through
our slideshow (approximately ten pictures/words).

Website w/ Review: Starfall http://more2.starfall.com/m/level-k/word-machines-

demo/load.htm?f&n=machine. This “machine” is a part of the Starfall program. It
perfectly demonstrates my chosen objective. The initial, medial vowel and final
phonemes are all highlighted and read aloud to the students who, are then prompted to
say the word as well. Students are then given the opportunity the drop one of the initial
or final phonemes and are then exposed to different words. They are also able to
switch to any of the other vowels and explore with them as well.

Teaching Strategy: Student-centered approach (working independently on laptops and

classroom computers). First approach will be followed up by teacher-guided
reinforcement (whole group practice/authentic assessment using whiteboards).

Assessment Strategy/Assessment Tools: My authentic assessment strategy will be

incorporated into my whole group time which will save valuable time. I will give each
student a white board and a dry erase marker. Students will be required to write each
of the three letters for each word on the whiteboard after I pronounce them and show a
picture of the word on the StarBoard. I will be able to assess each student individually
by viewing their writing and taking notes regarding their responses.
Allison Washam

Lesson Plan:

Standards Addressed

Common Core Standards

CC.1.1.1.C:
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

-Add or substitute individual sounds (phonemes) in one-syllable words to make new

words.
ISTE Standards
1. Creativity and Innovation: students demonstrate creative thinking, construct
knowledge, and develop innovative products and processes using technology.
a. Apply existing knowledge to generate new ideas, products, or processes.
b. Create original works as a means of personal or group expression
2. Communication and collaboration: students use digital media and environments to
communicate and work collaboratively, including at a distance, to support individual
learning and contribute to the learning of others.
a. Interact, collaborate, and publish with peers, experts, or others employing a variety
of digital environments and media
b. Communicate information and ideas effectively to multiple audiences using a variety
of media and formats
Materials:
-Smartboard
-20 netbook computers
-20 whiteboards/whiteboard markers and erasers
-Inspiration software
Procedure:
-Students will view the video on the Smartboard as a whole group
https://www.youtube.com/watch?v=aJ-gSD_WBKE
-discuss the video and how each part of the word can be break down into separate
parts and sounds! We are going to be exploring with breaking apart words and
discovering how to create new words.
-Students will retrieve their whiteboards and markers and bring back to the carpet. Put
the word “cat” on the Smartboard and have students write the same word on their
boards. Erase the letter “c” from the Smartboard, and ask students to do the same, and
replace the beginning letter with any one of their choosing. Give students a minute, then
ask them to turn and talk to a neighbor about what they discovered. Some will come up
with nonsense words, while others come up with actual words, but they will notice how
changing just one phoneme, changes the meaning and sound of the word.
-Continue this practice using beginning, middle, or ending sounds in one syllable words
to provide more examples.
-Next students may return to their seats and use their netbook computer in order to
explore the following website:
http://www.professorgarfield.org/Phonemics/greenhouse/greenhouse.html
-Call students back to the carpet, and explain that they will be separated into groups in
order to create their own creative way to show/teach other students in the classroom
about their word chunk. The Professor Garfield website allows for students to create
comics and explore various types of art forms. These could be one option in completing
the task, but students can also have access to Inspiration (a web-making software
program) and Wordle (a word collage program). Students may also use a combination
of these programs in order to create a cohesive product.

This final product can later be posted to KidBlog in order to share with other members of
their classroom, as well as other classrooms that they are connected to through this
program. Students can then comment on, add to, and analyze each other’s work
through the website.

Website Reviews:
Professor Garfield
http://www.professorgarfield.org/Phonemics/greenhouse/greenhouse.html
This website has various phoneme and phonics activities that align with our standards
and goals throughout the unit, but it also has much more. Students can play games
surrounding many educational areas, and also has many outlets for students to be
creative. Students can create their own comic books, explore art forms, watch lessons
on life skills, and much more. Students can earn badges for the work and lessons that
they complete in order for a teacher to see what they are accomplishing on the website.
KidBlog
http://kidblog.org/home/
KidBlog is great for use in the classroom because you can keep conversations, pictures,
and posted information private to only the group that you allow using an access code.
Having students post their final products gives the assignment more of a real purpose,
because they know that others will be viewing and commenting on their work! They can
also use the website to share ideas, collaborate, and connect with classrooms both near
and far!

Assessment:
Students will be both formally and informally assessed. Students will be informally
assessed by observation, discussions, and turn and talk time with the people around
them!
Formal assessments can be utilized when reviewing student products. They will
demonstrate their knowledge of phoneme manipulation by using their chosen means of
final product. Since all products could be different, I wanted to use a problem-based
learning rubric in order to show that students may use different solutions, but can still
show understanding. Conversations and conferences where students are also able to
explain their products and process may be used as an assessment as well!

Teaching Strategy: In this lesson, I am using student-centered learning, as well as

problem-based learning. Students are given a task, but may tackle it in whatever way
they choose, as long as they are able to demonstrate their understanding of the content
through the process and product.

Brittany Van Kooten

Grade Level: 1 Grade

st

Curricular Topic: Language Arts

Standards:
Common Core:
CC.1.1.1.C: Demonstrate understanding of spoken words, syllables, and
sounds (phonemes).
-Orally produce single-syllable words, including consonant blends and
digraphs.

ISTE Standards:
1. Creativity and Innovation: students demonstrate creative thinking,
construct knowledge, and develop innovative products and processes using
technology.
2. Communication and collaboration: students use digital media and
environments to communicate and work collaboratively, including at a
distance, to support individual learning and contribute to the learning of
others.
Objective: The students will be able to hear segmented sounds, blend the
sounds together and state the one syllable word.

Lesson Plan:
Materials:
Letter Sound Flashcards
20 class I pads
interactive sound boxes
5 interactive tokens
interactive writing tool
PBSkids.com

Procedure:
1. Review our letters and sounds by using a letter/sound flashcard pack.
The teacher quickly says the letter, the key word, and then the sound. The
students will repeat after the teacher.
2. Explain that today the students will have to listen carefully as the teacher
gives individual phonemes. The student’s will then blend those phonemes
back together in their head. As the students are thinking, have them point to
their head and after the teacher prompts them by asking “word?”, the
students will speak the correct word blended together.
3. Model for the students how to segment words orally. The teacher will
say: "Now listen carefully, /f/ /a/ /s/ /t/. Everyone point at your head while
you think. When I say word, you will say the word lightning fast.” Repeat
this process of blending words with several other one-syllable words. (Sent,
Must, Best, Lend, Drop, Pest, Crib, Bent, Jump)
4. Now, the students are going to take those exact same blended words and
learn how to associate the sounds with each individual letter. We will
segment the sounds by using interactive sound boxes on the ipad. Each
student will receive an ipad with this tool already downloaded.
5. The teacher will model how to use the sound boxes. Place all five
interactive tokens underneath each sound box. Start by saying the word
BEST. The students will repeat with word after you. Model how to tap with
your fingers on each sound box as you say the sound of each word.
6. Next, have the students click on their token and drag it to each sound
box, as they are saying the sounds /Buh/ /eh/ /ss/ /tt/. The students should
have dragged 4 tokens onto their sounds boxes. Call on students to tell you
what sound the first token makes, “Buh”. The student can then push their
first token up off of the sound box. Then ask the students what letter the
sound “buh” makes (B). The students can type the letter “B” on the first box
using the interactive writing tool. Call on another student to tell you the
sound of the second token. “eh”. After they say the sound they can push
their second token up and off of the sound box. The teacher will ask the
students what letter makes the “eh” sound and process to write the letter E
on the second sound box. Do the same process with the third sound and the
last sound of the word BEST. Once the students are finished, they should
have the word BEST typed on their sound boxes. Instruct the students to
underline and blends they see in the word BEST. They should be underlining
“st”.
7. The students will repeat using their sound boxes and markers for
multiple words. (bent, grab, jump, bend, last, dent, raft, fresh). During this
time, the teacher will be walking around the room observing the students as
they are blending words.
8. The teacher can close the lesson by having the students visit
http://pbskids.org/lions/games/blending.html where our class will have the
opportunity to practice blending one syllable consonant blends and
diagraphs. Students can work in partners to play the Blending Bowl or they
may play individually. Students will choose a beginning digraph (football
player 1) and an ending digraph (football player 2) The two football players
will run towards each other yelling their digraph. For example, if the student
chooses “bl” and “ock” as their two digraphs, the “bl” player and the “ock”
player will run at each other until they crash together making with word
“block”. The students will be able to go back and click on multiple digraphs
to blend together and create words.

Website with Review:

http://pbskids.org/lions/games/blending.html
PBS kids is an excellent website to find interactive games involving spelling,
reading, math, science, Spanish, teamwork, and so much more. I really love
this website because all of the games and videos are geared towards
younger students. The game I decided to use in my lesson plan is called the
Blending Bowl and involves football players crashing into one another to
make words. The students will really enjoy playing this particular game
because it involves football and I know so many of my students really love
sports.

Assessment Strategy/ Assessment Tools

The students will be assessed informally through observation by the teacher.

This will allow the teacher to pick out the students who seem to be
struggling segmenting and blending words. The teacher will observe the
students at the beginning of the lesson while she is going through each
letter/sound. The teacher will also observe the students while they are using
the interactive sound boxes on their iPads.

Teaching Strategy

Whole group phonics approach (letter/sound flash card review) Student-

centered approach (working independently blending words on the ipad)

Stephen Miller
Grade Level: First Grade
Curricular Area: Language Arts
Objectives:
· CC. 1. 1. 1.C : Demonstrate understanding of spoken words, syllables,
and sounds (phonemes).
o Count, produce single-syllable words, including consonant blends and
digraphs
§ Orally produce single-syllable words, including consonant blends and
digraphs.
§ The focus of the lesson will be on the actual counting of the syllables in
different words.
· ISTE-NET Standard
o Facilitate and inspire student learning and creativity
§ Promote, support, and model creative and innovative thinking and
inventiveness.
Lesson Materials
· Access to the Internet and YouTube
· Markers for writing -20 total
· Paper for their exit slips- 20 total
· PowerPoint on counting syllables
· Syllable word cards -20 total, 5 for each group
· Legos- baggie of 10 Legos for each group
· Teacher made list of words for the exit slip
Procedure
· Mr. Miller will first make sure the students are sitting appropriately at their
desks waiting for the next directions to be given.

· Once the students are settled and their eyes are on Mr. Miller, Mr. Miller
will introduce their new unit of study, counting syllables in words. With any
new unit, Mr. Miller will start by showing a YouTube video on the topic in
order to get the students’ brains focused on the topic. Hopefully the students
will have questions once the video is over.

· After the video is over, Mr. Miller will ask if the students have any
questions, comments, or concerns about the video. Mr. Miller will answer all
questions, comments, or concerns that the students might have.

· Once all questions are done, Mr. Miller will upload his PowerPoint slide
show on to the projector screen or the Smartboard for the students to see.
On the slideshow, Mr. Miller will use a mix of visuals, diagrams, and text to
insure the students are engaged fully in the PowerPoint. During the slide
show, if the students have questions, Mr. Miller will make to sure answer all
the questions. One student’s question might answer another student’s
question.
· After the PowerPoint is over and all the students are on the same page
with the information, Mr. Miller will practice counting syllables in words with
the class using the clapping method.

· Mr. Miller will first demo the clapping method for the students using a
random word. For example, Mr. Miller will use the word tomato. Mr. Miller
will write the word on the board and will say it to the class. The class will
then be asked to repeat the world to make all of them are paying attention.

· One more time, Mr. Miller will say the word and then clap it out for the
students to see. Mr. Miller needs to make sure the students know that each
clap made represents the parts of the whole word. For example tomato
would sound like thisà To-clap-ma-clap-to-clap. The number of claps would
represent the number of syllables in the word. Mr. Miller will demonstrate
using different words with the different amount of syllables.

· After the students have grasped the concept of counting syllables in

words, Mr. Miller will separate the students into groups of fours and hand
each group a bag of Legos and different syllable counting cards with pictures
and their spelling on them. The students are going to look at each card as a
group and together will count the syllables in each world. They will then
construct, using their Legos, a tower which represents the number of
syllables in that specific word. For example, if the students receive the world
rabbit, the students will clap out the syllables in rabbit, which is two, then
they will construct a tower using two Legos. Mr. Miller will be walking around
the room during the working period to observe students who may be
struggling with the task at hands.

· Once finished with their cards, one student from each group will be asked
to share their group findings with the rest of the class.

· After that one selected person from each group has shared their findings,
the students will be finished with their activity for counting syllables and be
asked to return to their desks to receive their formative assessment.

Assessment
· Formative assessment- Since I will be walking around the classroom doing
formative assessments in the form of observations, I would also do another
formative assessment in the form of an exit slip. Mr. Miller will write a list of
five words on the board for the students to see and to write down. The
students will be asked to use a clap method to find the number of syllables
in each word and write the number next to the word on their paper. All
assessments will be handed in to Mr. Miller.
Technology Review
Website Review- www. Youtube.com
· I like YouTube a lot because there are so many useful videos that can
benefit any age level. I use YouTube a lot in my classroom to show my
students something visually appealing to eye to keep them engaged in the
topic. Videos, in my opinion, also give children a chance to formulate
questions that they might want answers to. I would recommend YouTube to
any teacher for their classroom.

Teaching Strategy
· In the beginning of my lesson, I would use a whole group teaching
strategy and as we move into group work with the syllable cards and the
Legos, I would then use the teaching strategy of implementing small groups.