edTPA Lesson Plan Template*

Subject: Literacy

Central Focus: Segmenting Words

Essential Standard/Common Core Objective:

CCSS.ELA-Literacy.RF.1.2
Demonstrate understanding of spoken words,
syllables, and sounds (phonemes).

Date submitted:

Date taught:

Daily Lesson Objective: Students will be able to count and clap syllables in two and three syllable words.
21st Century Skills: Communication and
Collaboration

Academic Language Demand (Language Function and

Vocabulary): N/A

Prior Knowledge: CCSS.ELA-LITERACY.RF.1.1.A

Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

Activity
1. Focus and Review
2. Statement of
Objective
for Student
3. Teacher Input

Description of Activities and Setting

Students, remember yesterday when we talked about words having word
parts called syllables?
Today students we are going to learn about segmenting words
which is when students are given a whole word and break it into
syllables.
Today we are going to learn about segmenting words. Segmenting is
when students are given a whole word and break it into syllables. When
students break the word up them then can count the number of syllables
in the word.
Let me show you how I segment words. I draw two bowls on the board.
In one bowl there should be two dots and in the other bowl there should
be three dots. In the bowl with the two dots I place a picture of a carrot,
and in the bowl that has three dots I place a picture of a tomato. I will
make sure that the students know that there is a carrot in one bowl and a
tomato in the other. First, I will point to the carrot and say I am going to
clap as we say the word carrot, and we are going to break the word carrot
into two parts. I will say, car-rot, and while they are saying it they
should clap two times. I will then tell students that the word carrot has
two syllables, and ask the students to say the word carrot and clap along.
Now, I will tell students to listen carefully as I say the word car-rot
slowly. I will then repeat the same steps with the word tomato. I will
make sure that the students understand the word tomato has three
syllables. Tell the students that we are now going to put more vegetables
in the bowl. Hold up a picture of a pepper, and ask the students what
vegetable you are holding up. Ask the students to say the word pepper
with you slowly and clap the number of syllables in the word pepper.
How many syllables did you clap in the word pepper? Students should
answer with two. Now I will point to the carrot and ask the students how

Time

many syllables are in the word carrot. Next I will point to the tomato and
ask the students how many syllables are in the word tomato. Ask students
to clap the two words with you while saying the words. Tell the students
that we are going to place the pepper in the bowl with the carrot because
they both have two syllables. I will have the students clap with me the
word carrot and pepper to allow them to see that the word carrot and the
word pepper have the same number of word parts. I will Repeat this
process with the word cucumber but this time the word cucumber has
three syllables so therefore it will be placed in the bowl with the tomato.

4. Guided Practice

5. Independent Practice

Give the students a worksheet that has pictures of different vegetables.

Pumpkin, lettuce, potato, radish, and celery. I will point out the
vegetables with the students before they do the worksheet just so they
know exactly what each vegetable is. While completing the worksheet
the students should be saying the word out loud and clap for each
syllable. Under each picture on the worksheet, students should write the
number of syllables that are in each word. As students are working on
this, I will walk around, give feedback, praise, and give assistance to
students who are in need.
I will give students each a word on a note card. Students are to practice in
their seats quietly the word
and figure out the number of syllables. I will call each student
individually and ask them to tell me their word and to tell me the number
of syllables that are in their word. If students got the word and number of
syllables right then they met the objective. If students did not get their
word right I would give them another word and see if they can figure out
that word. If students cannot figure out the second word, they would need
to have more practice on this objective. With students with ADD/ADHD
I will keep an eye on the student and check on them frequently.

6. Assessment Methods
of
all objectives/skills:

Students who get 4 or more correct (80%) will have met the objective. Students
who have 3 or less correct will not have met the objective.

7. Closure

I will ask students what they learned and have students as a review tell
me each step they took and also have students give examples of how to
use it. Therefore, this this lesson, students learned how to segment words
into word parts which is also known as syllables. Students are able to say
the words out loud and clap for each syllable.

8. Assessment Results of N/A

all objectives/skills:
Targeted Students Modifications/Accommodations
ADD/ADHD Student(s)

Create a quiet area free of distractions for

Student/Small Group Modifications/Accommodations

test-taking and quiet study.

Create worksheets and tests with fewer

items; give frequent short quizzes rather
than long tests.

Reduce the number of timed tests.

Test the student with ADD/ADHD in the

way he or she does best, such as orally or
filling in blanks.

Show the student how to use a pointer or

bookmark to track written words on a page.

Divide long-term projects into segments

and assign a completion goal for each
segment.

Let the student do as much work as

possible on computer.

Accept late work and give partial credit for

partial work.

Materials/Technology: Picture of vegetables and a white board with markers.

Reflection on lesson: N/A
*Modified slightly for use in ELED 3111, Smith, fall 2015.