WORD PLAY GRID: Unit 2 Week 4: Lesson plans

*Lesson includes deliberate scripting Monday

around execution of both the academic
objective and social skill mini-lesson
where it fits. Weekly Goal: I can listen carefully to two sounds to tell if they are the same or different and explain how I know.
(PA.4) (letter and sound focus: j, f)
Academic Objective SWBAT describe two sounds they hear as the same or different and use the definition to explain how they know.
(can be letter sounds, animal sounds, hand sounds, names, words, etc.) (letter / sound focus: j)
Social Skill Objective (teacher choice based on class need)

(connect to previously taught prep

skill; aligned to lesson activities)

Materials (based on student’s performance with last week’s objectives, select sounds that they need the most practice with)

Word Play Meeting Review of the following, to be determined by teacher based on class need:

(3 mins)  Letters of the week

Skill review (ie, letter sounds) in a fun,  Previous letters of the week
engaging way (may involve  Same and different using visuals
movement)

Introduction (3 mins) Can you close your eyes and use your ears to tell if sounds are the same or if they are different? We worked on that last week
and you did a great job. When we want to tell if sounds are the same or different, we use our ears. We can close our eyes and
(Presentation of new material:
use our ears to listen to the sounds. What kind of sounds did we listen to? We listened to and made sounds with musical
Today we will…)
instruments.

Model (3 mins) Co-teacher is going to show us that she knows how to do this. I am going to make 2 sounds and co-teacher is going to cover her
eyes and use her ears to tell if they are the same or if they are different. Okay, co-teacher. Cover your eyes. Her eyes are covered
(Pro-actively address because we are using our ears today. Okay. Co-teacher, listen up. (sound, sound) Co-teacher are those sounds the same or
misconceptions) different? How do you know? Let’s try that again.

Co-teacher, cover your eyes. Listen to these sounds. Are those the same or different? How do you know?
Guided Practice (4 mins)
(Whole/Small) – Modified for
needs of small group
Independent Practice
(5 mins)
(Whole/Small) – Strategies
modified for needs of small group
Closing/Assessment (2
mins)
(Same assessment for both
groups)
WORD PLAY GRID
Can you help Co-teacher do some more? Co-teacher is going to cover her eyes and use her ears to tell us if these sounds are the
same or if they are different. You are going to let co-teacher know if she is right. If she gets the answer right, give her a thumbs
up. If she gets the answer wrong, give her a thumbs down. Then co-teacher is going to tell us how she knew that they were the
same or different. (continue practice using names from the classroom. Choose names with different beginning sounds to make
the difference more blatant).
Strategies for Differentiation:
Model how to describe the similarities or differences between the two names (e.g. That was the same, I said Kimani both
times/That was different, first I said Zariah, but then I said Dante)
Now it’s your turn! We are listening to sounds to tell if they are the same or different. When I give you the signal, you are going
to cover your eyes – we are only using our ears to figure this out today. When you hear the two sounds, you will nod your head
to show that you think they are the same or shake your head to show that you think they are different. (practice)
(use sounds that students need most practice with. Ask how they know the sounds are the same or different. Give feedback in
between rounds)
Strategies for Differentiation:
Continue to recast students responses, further modeling how to describe whether the two sounds were the same or different
Today we used our ears to tell if names we heard were the same or different. Wow! We can use the words same and
different to describe many things – the things we see and the sounds we hear.

*Lesson includes deliberate scripting
around execution of both the academic
objective and social skill mini-lesson
where it fits.
Unit 2 Week 4
Tuesday
Weekly Goal: I can listen carefully to two sounds to tell if they are the same or different and explain how I know.
(PA.4) (letter and sound focus: j, f)

Academic Objective SWBAT listen to the teacher make two letter sounds and determine if they are the same or different. (letter / sound
focus: j)
Social Skill Objective (teacher choice based on class need)

(connect to previously taught prep

skill; aligned to lesson activities)

Materials (none)

Word Play Meeting Review of the following, to be determined by teacher based on class need:

(3 mins)  Letters of the week

Skill review (ie, letter sounds) in a fun,  Previous letters of the week
engaging way (may involve  Same and different using visuals
movement)

Introduction (3 mins) Yesterday we listened to lots of different sounds and told if they were the same or different. We remembered that same means
a perfect copy and match and different means it is not a copy or match. Today we listen to letter sounds and tell if they are the
(Presentation of new material:
same or different. Did you know that letters that sounds? Yes, they do! Letters have names and letters make sounds! Today we
Today we will…)
are going to listen to the letter sounds that I make and you will tell me if they are the same or they are different. Can you close
your eyes and use your ears to tell if sounds are the same or if they are different? When we want to tell if letter sounds are the
same or different, we use our ears. We can close our eyes and use our ears to listen to the sounds.

Model (3 mins) Co-teacher is going to show us that she knows how to do this. I am going to say two letter sounds and co-teacher is going to
cover her eyes and use her ears to tell if they are the same or if they are different. Okay, co-teacher. Cover your eyes. Her eyes
(Pro-actively address are covered because we are using our ears today. Okay. Co-teacher, listen up. (letter sound, letter sound) Co-teacher are those
misconceptions) letter sounds the same or different? How do you know? Let’s try that again.

Co-teacher, cover your eyes. Listen to these letter sounds. Are those the same or different? How do you know?
Guided Practice (4 mins)
(Whole/Small) – Modified for
needs of small group
Independent Practice
(5 mins)
(Whole/Small) – Strategies
modified for needs of small group
Closing/Assessment (2
mins)
(Same assessment for both
groups)
Can you help Co-teacher do some more? Co-teacher is going to cover her eyes and use her ears to tell us if these letter sounds
are the same or if they are different. You are going to let co-teacher know if she is right. If she gets the answer right, give her a
thumbs up. If she gets the answer wrong, give her a thumbs down. Then co-teacher is going to tell us how she knew that they
were the same or different. (Continue practice letter sounds. Choose sounds that have been taught during word play meeting and
practiced during writing.)
Strategies for Differentiation:
Continue to recast students responses, further modeling how to describe whether the two sounds were the same or different
Now it’s your turn! We are listening to letter sounds to tell if they are the same or different. When I give you the signal, you are
going to cover your eyes – we are only using our ears to figure this out today. When you hear the two letter sounds, you will nod
your head to show that you think they are the same or shake your head to show that you think they are different. (practice)
(Give feedback in between rounds)
Strategies for Differentiation:
Push Ss to describe whether the two sounds were the same or different, either to the group or a partner
Today we used our ears to tell if names we heard were the same or different. Wow! We can use the words same and
different to describe many things – the things we see and the sounds we hear.
WORD PLAY GRID

*Lesson includes deliberate scripting
around execution of both the academic
objective and social skill mini-lesson
where it fits.
Unit 2 Week 4
Wednesday
Weekly Goal: I can listen carefully to two sounds to tell if they are the same or different and explain how I know.
(PA.4) (letter and sound focus: j, f)

Academic Objective SWBAT listen to animal sounds on a CD or computer to identify the animals answer if the types of animals were the
same or different based on the names they said. (letter / sound focus: f)
Social Skill Objective (teacher choice based on class need)

(connect to previously taught prep

skill; aligned to lesson activities)

Materials Animal sounds: http://seaworld.org/en/animal-info/animal-sounds/ ; speakers

Word Play Meeting Review of the following, to be determined by teacher based on class need:

(3 mins)  Letters of the week

Skill review (ie, letter sounds) in a fun,  Previous letters of the week
engaging way (may involve  Same and different using visuals
movement)

Introduction (3 mins) This week we have used our ears to tell if letter sounds we heard were the same. Today we are going to listen to real animal
noises, name the animal that is making the sound and then tell if it was the same animal or different animal that is making the
(Presentation of new material:
sound.
Today we will…)

Model (3 mins) I’m going to try this first. Co-teacher is going to help me by pressing play when I look ready. I look ready when my eyes are
closed and my lips are zipped so that I can use my ears to do this hard work.
(Pro-actively address
misconceptions) (play 2 animal sounds that are the same; choose familiar animals, like: pig, frog, lamb, lion, horse, dog, cat)

Hmm… I heard two sounds. Those sounds came from a (name the animal) and (name the animal). Those animal are the same.
(use think aloud to highlight how sounds are the same)
Guided Practice (4 mins)
(Whole/Small) – Modified for
needs of small group
Independent Practice
(5 mins)
(Whole/Small) – Strategies
modified for needs of small group
I’m going to give co-teacher a chance to play. She is going to sit with her eyes closed and all the way prepped up. After she
hears the sounds, she is going to name the animals that made the sound and then tell if they are the same or different. It is your
job, preppies, to watch her and give her a thumbs up if she is doing a great job.
(play 2 sounds that are the same)
(play 2 sounds that are different)
(play 2 sounds that are the same)
Strategies for Differentiation:
Model how to describe whether the two sounds were the same or different.
Now it’s your turn! We are listening to REAL animal sounds to tell if they are the same or different. When I give you the signal,
you are going to cover your eyes – we are only using our ears to figure this out today. When you hear the two sounds, raise your
hand to tell me the names of the animals who made the sounds. Then everyone will nod their head to show that you think they
are the same or shake their head to show that you think they are different. (practice)
(play 2 sounds that are the same)
(play 2 sounds that are different)
(play 2 sounds that are the same)
(play 2 sounds that are different)
(play 2 sounds that are different)
(play 2 sounds that are the same)
Strategies for Differentiation:
Push Ss to describe whether the two sounds were the same or different, either to the group or a partner
Closing/Assessment (2 You are becoming experts at telling if sounds are the same or if they are different. Today we closed our eyes to listen to REAL
mins) animal sounds. Then we named the animals that made the sound. Last, we told if those were the same or different. Great work
(Same assessment for both
today!
groups)

WORD PLAY GRID

*Lesson includes deliberate scripting
around execution of both the academic
objective and social skill mini-lesson
where it fits.
Unit 2 Week 4
Thursday
Weekly Goal: I can listen carefully to two sounds to tell if they are the same or different and explain how I know.
(PA.4) (letter and sound focus: j, f)

Academic Objective SWBAT listen to two animal sounds on a CD or computer and determine if they were the same or different. (letter /
sound focus: f)
Social Skill Objective (teacher choice based on class need)

(connect to previously taught prep

skill; aligned to lesson activities)

Materials Animal sounds: http://seaworld.org/en/animal-info/animal-sounds/ ; speakers

Word Play Meeting Review of the following, to be determined by teacher based on class need:

(3 mins)  Letters of the week

Skill review (ie, letter sounds) in a fun,  Previous letters of the week
engaging way (may involve  Same and different using visuals
movement)
Introduction (3 mins)
(Presentation of new material:
Today we will…)
Model (3 mins)
(Pro-actively address
misconceptions)
Guided Practice (4 mins)
(Whole/Small) – Modified for
needs of small group
Independent Practice
(5 mins)
(Whole/Small) – Strategies
modified for needs of small group
Let’s use our ears to listen to more animal sounds! Yesterday when we listened to the sounds, we named the animals that made
the sound and then told if they were the same or different. Today, we’ll listen to the sounds, we will not say the name of the
animal, we’ll just listen and then tell if they were the same or different.
I’m going to try this first. Co-teacher is going to help me by pressing play when I look ready. I look ready when my eyes are
closed and my lips are zipped so that I can use my ears to do this hard work.
(play 2 animal sounds that are the same)
Hmm… I heard two sounds. Those sounds are the same. (use think aloud to highlight how sounds are the same)
I’m going to give co-teacher a chance to play. She is going to sit with her eyes closed and lips zipped. If the sounds that she
hears are the same, she is going to nod her head. If the sounds she hears are not the same, she is going to shake her head no. it
is your job, preppies, to watch her and give her a thumbs up if she is doing a great job.
(play 2 sounds that are the same)
(play 2 sounds that are different)
(play 2 sounds that are the same)
Strategies for Differentiation:
Model how to describe whether the two sounds were the same or different.
Now it’s your turn! We are listening to REAL animal sounds to tell if they are the same or different. When I give you the signal,
you are going to cover your eyes – we are only using our ears to figure this out today. When you hear the two sounds, you will
nod your head to show that you think they are the same or shake your head to show that you think they are different. (practice)
(play 2 sounds that are the same)
(play 2 sounds that are different)
(play 2 sounds that are the same)
(play 2 sounds that are different)

Closing/Assessment (2
mins)
(Same assessment for both
groups)
WORD PLAY GRID
*Lesson includes deliberate scripting
around execution of both the academic
objective and social skill mini-lesson
where it fits.
Academic Objective
Social Skill Objective
(play 2 sounds that are different)
(play 2 sounds that are the same)
Strategies for Differentiation:
Push Ss to describe whether the two sounds were the same or different, either to the group or a partner.
You are becoming experts at telling if sounds are the same or if they are different. Today we closed our eyes to listen to REAL
animal sounds and then told if the animal sounds we heard were the same or if they were different. Great work today!
Unit 2 Week 4
Friday
Weekly Goal: I can listen carefully to two sounds to tell if they are the same or different and explain how I know.
(PA.4) (letter and sound focus: j, f)
SWBAT listen to two sounds on a CD or computer and determine if they were the same or different and explain how
they know. (letter / sound focus: j, f)
(teacher choice based on class need)
(connect to previously taught prep
skill; aligned to lesson activities)

Materials Sounds of your choice – use an electronic device to make the sound (align to Junior)

Word Play Meeting Review of the following, to be determined by teacher based on class need:

(3 mins)  Letters of the week

Skill review (ie, letter sounds) in a fun,  Previous letters of the week
engaging way (may involve  Same and different using visuals
movement)

Introduction (3 mins) We can close our eyes to tell if sounds are the same or different. We’ve been working on this all week and you are doing a great
job! When we want to tell if sounds are the same or different, we use our ears. We can close our eyes and use our ears to listen
(Presentation of new material:
to the sounds.
Today we will…)

Model (3 mins) Co-teacher is going to show us that she knows how to do this. I am going to make 2 sounds and co-teacher is going to cover her
eyes and use her ears to tell if they are the same or if they are different. Okay, co-teacher. Cover your eyes. Her eyes are covered
(Pro-actively address because we are using our ears today. Okay. Co-teacher, listen up. (sound, sound) Co-teacher are those sounds the same or
misconceptions) different? How do you know? Let’s try that again.

Co-teacher, cover your eyes. Listen to these sounds. Are those the same or different? How do you know?

Guided Practice (4 mins)
(Whole/Small) – Modified for
needs of small group
Can you help Co-teacher do some more? Co-teacher is going to cover her eyes and use her ears to tell us if these sounds are the
same or if they are different. You are going to let co-teacher know if she is right. If she gets the answer right, give her a thumbs
up. If she gets the answer wrong, give her a thumbs down. Then co-teacher is going to tell us how she knew that they were the
same or different. (continue practice using names from the classroom. Choose names with different beginning sounds to make
the difference more blatant).
Strategies for Differentiation:

Model how to describe whether the two sounds were the same or different.

Independent Practice Now it’s your turn! We are listening to sounds to tell if they are the same or different. When I give you the signal, you are going
(5 mins) to cover your eyes – we are only using our ears to figure this out today. When you hear the two sounds, you will nod your head
to show that you think they are the same or shake your head to show that you think they are different. (practice)
(Whole/Small) – Strategies (use sounds that students need most practice with. Ask how they know the sounds are the same or different. Give feedback in
modified for needs of small group between rounds)

Strategies for Differentiation:

Push Ss to describe whether the two sounds were the same or different, either to the group or a partner

Closing/Assessment (2 Today we used our ears to tell if names we heard were the same or different. Wow! We can use the words same and
mins)
different to describe many things – the things we see and the sounds we hear.
(Same assessment for both
groups)