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Lesson Title:

Whats In a Name?: Comparing Graphemes and Phonemes



Brief Description:
Students analyze classroom names to discuss and compare the number of graphemes and
phonemes in each name. Students work collaboratively to complete a class chart.

Overview:
Students need to be skilled at hearing and recording accurate sounds in words. This skill is
essential in reading and writing. In this lesson, students will explore the relationship between the
sounds they hear in a given word and the number of letters that represent the word. In this lesson,
students will analyze their own names, the names of their classmates, and names from their
family members.

Grade Band: K-1

Lesson Plan Type: Standard Lesson

Estimated Lesson Time: Three 20 minute sessions

Featured Resources:
Andy: Thats My Name by Tomie dePaola

Printouts:
Name Charts
Word Lists

Materials & Technology:
Index Cards with students names (one for each student)
Index Cards with student family names (3 or 4 for each student)
Index Card with your own name
Chart Paper
Teacher Marker
Pencils for each student
Name Chart Printouts (Two for each student, differentiated)
List of words with 2, 3, or 4 phonemes (provided)
Sticky Notes or Small Paper Scraps (One for each student, for sessions two and three.)

From Theory to Practice:
Yopp, H.K., & Yopp, R.H. (2000). Supporting phonemic awareness development in the
classroom. The Reading Teacher, 54, 130143.
Phonemic awareness, the ability to hear and manipulate the smallest units of sound in speech,
is an essential early literacy skill.
Activities that emphasize phonemic awareness should be thoughtful and engaging.
Students should be directed to attend to the sound structure of words before they leave
kindergarten.
Students should have practice playing with words orally as they develop phonemic and
phonological awareness.

IRA/NCTE Standards:
11. Students participate as knowledgeable, reflective, creative, and critical members of a variety
of literacy communities.
12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for
learning, enjoyment, persuasion, and the exchange of information).

Common Core Standards
Foundational Skills
2. Demonstrate understanding of spoken words, syllables, and sounds
(phonemes).
d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes)
in three-phoneme (consonent-vowel-consonent, or CVC) words.* (This does
not include CVCs ending with /l/, /r/, or /x/.)

Websites:

1. http://www.phonologicalawareness.org/#!segmenting/cktc
2. http://www.readingrockets.org/helping/target/phonologicalphonemic/
3. http://www.maepd.org/NHRDsamples/To%20Deb%20Literacy%20to%20Post/WP
%20Literacy%20Reading%201/Slide%2013%20Phonemes-Graphemes-Examples.pdf

Preparation for Session One:
1. Obtain and pre-read the book, Andy: Thats My Name, by Tomie dePaola.
2. Write each students name on an index card in large, clear letters.

Preparation for Session Two:
1. Prepare a three column chart on chart paper. There should be enough rows for all of your
students names, plus one extra for your name.
a. Column One: Name
b. Column Two: Number of Letters I See
c. Column Three: Number of Sounds I Hear
2. Gather the student name index cards.
3. Choose one word for each student from the prepared list of words with 2, 3, or 4 phonemes.
4. Gather the sticky notes or small paper scraps and a basket to place them in as students finish.


Preparation for Session Three:
1. Print the student name charts and determine which chart each student will use.
2. Choose a new word for each student from the prepared list of words with 2, 3, or 4 phonemes.
3. Gather the sticky notes or small paper scraps and a basket to place them in as students finish.

Preparation for Assessment:
1. Write 3-4 names of family members or pets on index cards for each student.
2. Choose and print a new chart for each student.


Instructional Plan

Student Objectives:
1. Students will accurately count the number of graphemes in a word.
2. Students will accurately count the number of phonemes in a word.
3. Students will complete a graph using classroom names.
4. Students will independently complete a graph using family names.



Session Introduction and Activities

Session 1: Read Aloud and Name Discussion
1. Read Andy: Thats My Name, by Tomie dePaola.
2. Lead a class discussion about the importance of names. Talk about the names in your
classroom. Pass out the student name cards for students to use when making observations.
Give each student his or her own name. Use the following questions to guide your discussion.
a. Are there any names that start or end the same?
b. Are there any names that sound the same?
c. Are there any names that are exactly the same?
d. Are the any names that share common letters?

Session 2: Charting Names
1. Activate prior knowledge by revisiting your discussion about names and Andy: Thats My
Name, by Tomie dePaola.
2. Pass out the index cards with student names. Give each student his or her own name. Ask
students to look carefully at them. Continue the conversation from the last session and invite
students to make any new observations about their own names or their classmates names.
3. Using your own name card, model for students how to fill in the class chart.
a. Write your name in the first column.
b. Count the letters in your name so that students can see the process. Write the total number
of letters in the second column.
c. Slowly stretch your name and put one finger in the air every time you hear a new sound.
Do this two or three times, inviting students to try it with you. Write the total number of
sounds in the third column.
4. Choose one student to show his/her name card. Ask him/her to write his/her name on the
chart, count the number of letters in the name, and write the total in the second column.
Demonstrate how to stretch his/her name slowly and ask the student to raise one finger for
every sound he/she hears you make. Ask him/her to record the total number of sounds in the
third column.
5. Complete as many names as you can in this session.
6. Exit Ticket: Give each student a small piece of paper. As each student leaves this session, ask
him/her to tell you how many sounds he/she hears in a word from the list that you prepared.
The student writes the number of sounds he/she hears on the scrap of paper and puts it in the
basket.

Session 3: Charting Names and Recording Student Work
1. Complete any names that you still have left from session two.
2. Hand out the student name chart printouts.
3. Ask students to fill in their charts, using the information from the class chart. Notice that the
printout differentiates the number of names that students need to record (3, 6, or 10 names).
(Have the name cards from session one and two available for students to pass around and look
at.)
4. Discuss observations that students have about the class chart.
5. Complete the exit ticket again, using a new word for each student.


Extensions
1. Practice spelling CVC words with magnetic letters.
2. Use letterboxes to discuss and record sounds in words.
3. Use a Venn Diagram to compare student names.
4. Using magnetic letters, ask students to change the beginning letter of a CVC word to make a
new word.

Student Assessment/Reflections
1. Make anecdotal notes about students as they place their names and information on the class
chart.
2. Exit Tickets- Use the information collected at the ends of sessions one and two to gauge where
students are before the next sessions.
3. Give students a new name chart printout and three or four index cards with names that are
important to them, such as siblings, parents, or pets. Students complete this new chart to
demonstrate an understanding of counting graphemes and phonemes.



Related Resources:
1. Puzzle Me Words Interactive: Students practice hearing all three sounds in CVC words and
representing those sounds with the corresponding letters.
2. Venn Diagram, 2 or 3 circles: Use the Venn Diagram printout from ReadWriteThink as an
extension activity to compare student names.

Image:
Suggestions- Name tag, alphabet blocks, ear, or noisemaker.

Keywords/Tagging:
grapheme
graphemes
phoneme
phonemes
names
phonological awareness
phonemic awareness
consonant
vowel
sounds
listening
chart
CVC


















Two Phonemes
pie
say
shoe
high
blue
no
why
tie
shy
toe
may
my
he

Three Phonemes
sky
tree
fly
cat
hop
game
fin
neat
soap
lake
this
snow
feet

Four Phonemes
trap
plan
snake
sleep
motor
train
brake
grape
flied
bright
snap

Name _________________________________________ Date ________________________

























Name Number of Letters
I See
Number of Sounds
I Hear









Name _________________________________________ Date ________________________











Name Number of Letters
I See
Number of Sounds
I Hear


















Name _________________________________________ Date _________________________

Name Number of Letters
I See
Number of Sounds
I Hear

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