11 Point Lesson Plan

UW-Green Bay Professional Program in Education

Lesson Topic and grade level:
Phonemic Awareness Isolation (Initial/Middle/Final sound)
Kindergarten
Standard/Learning Outcome:
CCSS.ELA-LITERACY.RF.K.2.D

Isolate and pronounce the initial, medial vowel, and final sounds
(phonemes) in three-phoneme (consonant-vowel-consonant, or CVC)
words.1 (This does not include CVCs ending with /l/, /r/, or /x/.)

Content Learning Objective:

The students will be able to determine the first (consonant), middle
(vowel), and ending (consonant) letter in the different three
phoneme words by pronouncing it by being given the word/picture.
The students will be able to see an object, say what the object is and
determine the different pronunciations and sounds in these CVC
words isolating the beginning, middle and end letter sounds.
Rationale:
The students should be able to indicate the different sounds in each
word, the beginning/middle/end, in order to further their knowledge
in blending and segmenting sounds, and their overall beginning and
progress of phonemic awareness
Background:
Students know the initial letters in the words and the sound each letter makes
Students should be able to match sounds to words
Academic Language:
Beginning, middle, end
Isolation
Guiding Question:
Does anyone know what isolation of a word means?
What is another way you could say the words beginning middle and
end?
Does each letter in a word have a sound?
How can you find the beginning/middle and end sound of a word?
Activities/Procedures:
1. Introduce the topic of isolation by explaining parts of words
(beginning, middle, end)
2. Ask what other words can be used for beginning middle and
end (first second and third)
3. Find and circle the beginning/middle/end sound in
demonstration word (sat) using example colors
4. Have sample word hanging on board for students to look at

5.
6.
7.
8.

Have pictures in paper bag of CVC words

Have teacher pull a picture out of the bag
Ask the students to all identify what the picture is of
Ask them what sound they hear at the beginning for three
pictures
9. Students can come up and pick the other two pictures out of
the bag
10.
Have someone pick another picture moving on to the
ending sound (three pictures all together)
11.
Move on to the middle sound of the pictures like before,
(three different pictures)
12.
Repeat until the class grasps the concept
13.
evaluate their understanding of isolation by progress of
using the cvc bag
Materials (for students and teachers):
Teacher: Different pictures of three phoneme words, Bag, Different colored
markers, Pages for students
Students: Pencil
Accommodations for Exceptional and Varied Learners:
One on one work while student practice on their own
Have students sit in the front to keep focus
Allow them to pick a picture out of the bag and try to figure it out
without the whole class (more one on one)
Assessment:
The ability of the students to identify the sounds and pronounce
them in the correct area of each different word based on the pictures
from the activity bag
Ability to do complete worksheet (circle the correct picture of each
different sound)