Content Area: Language Arts Math Other __________ _ Grade/Subject Area 2^nd Grade Reading Date 3/04

Strand: Decoding and Word Recognition Standard/Benchmark Objective: R1.2 Use syllabication rules___(un-wrapped)

_______________ Duration of Lesson: 20 minutes_______

Correlated to District-Wide Assessments: CAT6 CA/PUSD Content Standards (CAT6 Augmented) CAHSEE

Focus Objective (What the student will know or be able to do): Substitute a beginning sound to form a new word

Prerequisite Knowledge (What prior knowledge/skills student should have) Phonemic awareness levels 1-4, including a working knowledge of beginning consonant sounds and the ability to hear, identify, and match similar word patterns (rhyme).

Sample Benchmark Assessment (Refer to ATU - section number)

Bloom's Level of Thinking: Knowledge Comprehension Application Analysis Synthesis Evaluation

RHYMING ZIG-ZAG

Instruction: (Remember to include strategies for differentiation for subgroups i.e., ELL)

Anticipatory Set/Introduction of Concept (Check for Understanding) What the teacher does: Review levels 1-4 of phonemic awareness as needed including phoneme segmentation. What the student does: Participates in review as necessary Strategies for Differentiation: (if applicable)	Materials and resources:
Focused Instruction (Check for Understanding) What the teacher does: · Places students in two lines facing each other. Give each person a picture card. · Choose one student at the end of a line to start the activity. Have him or her show his or her picture card (e.g. BOAT), then give a “replacement” letter for the beginning sound (e.g., /k/) · Ask the student standing directly across in the opposite line to say the new word made by changing the 1^st letter (COAT). He or she then continues the process by showing his or her picture card to the next person and giving a replacement letter. · Have students continue the zig-zag process until everyone has a turn. As an extra challenge, tine students and invite them to “beat the clock.” What the student does: · Forms two lines facing each other · Show picture card (BOAT) · Replace the beginning sound with the sound given by the teacher, forming a new word (COAT). Strategies for Differentiation: (if applicable) · Identify/ name the pictures in the picture cards before the game begins. · Model for the students by verbally changing the sounds with the students (guided lesson) -	Materials and resources: Rhyming picture cards (attached)
Targeted Student Practice (Check for Understanding) What the teacher does: What the student does: NOT APPLICABLE Strategies for Differentiation: (if applicable)	Materials and resources:
Independent Practice (Check for Understanding) What the teacher does: What the student does: NOT APPLICATABLE Strategies for Differentiation: (if applicable)	Materials and resources:
Reteaching (Check for Understanding) What the teacher does: In small group review/re-teach levels 1-4 as needed and expand the lesson into the game supporting orally as needed What the student does: Participates in small group instruction. Strategies for Differentiation: (if applicable)	Materials and resources:

Post Assessment: (Check for mastery i.e., classroom assessment, textbook assessment) Authentic Assessment and Anecdotal Records.