Language Arts Lesson
Broad Unit goals:
This lesson is part of a cross-curricular unit focusing on letter-sound awareness and syllables in
an inclusion Kindergarten classroom. The goal of this lesson is to familiarize students with
syllables and syllable identification through exploration of their names and familiar terms. This
lesson is aimed at emphasizing the idea that print carries meaning, and to familiarize students
with syllables, beginning with words most familiar to them, their name.
Lesson Title: Area/Grade Level:
Syllable stamps Language Arts/ Kindergarten
Specific Lesson Content Objectives
Students will be able to:
- “Clap out” syllables for the word syllable
- Identify the number of syllables in their first and last name through written and verbal
MA Curriculum Frameworks Covered:
English Language Arts
Discussion* GRADES PREK–2
1.1 : Follow agreed-upon rules for discussion (raising one’s hand, waiting one’s turn, speaking
one at a time).
Questioning, Listening, and Contributing*
2.1: Contribute knowledge to class discussion in order to develop a topic for a class project.
3.2: Maintain focus on the topic.
Vocabulary and Concept Development*
4.1: Identify and sort common words into various classifications (colors, shapes, textures).
4.2: Describe common objects and events in general and specific language.
Structure and Origins of Modern English*
5.3: Identify correct capitalization for names and places (Janet, I, George Washington,
Springfield), and correct capitalization and commas in dates (February 24, 2001).
Reading and Literature:
*7.1: Demonstrate understanding of the forms and functions of written English:
• recognize that, in English, print moves left to right across the page and from top to bottom;
• identify upper- and lower-case letters.
*7.2: Demonstrate orally that phonemes exist and that they can be isolated and manipulated:
• understand that words are made up of one or more syllables;
*7.7: Use letter-sound knowledge to decode written English:
• decode accurately phonetically regular one-syllable and multi-syllable real words and
• apply knowledge of letter patterns to identify syllables;
• read words with several syllables;
Standard English Conventions*
22.1 Print upper- and lower-case letters of the alphabet.
Visual Arts: Methods, Materials, and Techniques*
1.1 Use a variety of materials and media, for example, crayons, chalk, paint, clay, various kinds
of papers, textiles, and yarns, and understand how to use them to produce different visual effects
1.2 Create artwork in a variety of two-dimensional (2D) and three-dimensional (3D) media, for
example: 2D – drawing, painting, collage, printmaking, weaving; 3D – plastic (malleable)
materials such as clay and paper, wood, or found objects for assemblage and construction
1.3 Learn and use appropriate vocabulary related to methods, materials, and techniques
1.4 Learn to take care of materials and tools and to use them safely
Number Sense and Operations*
2.N.1 Name and write (in numerals) whole numbers to 1000, identify the place values of the
digits, and order the numbers.
Lesson Language Learning Objectives
What language skills will ELLs learn as the consequence of the lesson? Indicate which specific
Massachusetts English Language Proficiency Benchmarks and Outcomes (ELPBO) is/are addressed
by the lesson?
S.1 Vocabulary: Students will comprehend and communicate orally, using English vocabulary for
personal, social, and academic purposes.
S.2 Social Interaction: Students will comprehend and communicate orally, using spoken English for
personal and social purposes.
S.3 Academic Interaction: Students will comprehend and communicate orally, using spoken
English to participate in academic settings.
S.4 Presentation: Students will present information orally and participate in performances in
English that demonstrate appropriate consideration of audience, purpose, and the information to
Syllable Stamp Carving Grace
Excited Kimchi- Cabbage Korea Strange
ELL specific Vocabulary (vocabulary words with synonyms and alternative terms; will be used
interchangeable throughout lesson):
“Bingo Stampers”: Noun: dot- art stampers, stampers, dotters, paint dots, circle stamps
“Stamp”: Verb: Stamp, dot, tick, mark
Name photocopies (x12) Bingo dotters Crayons
The Name Jar, by Yangsook Choi Paper
Paint Dotters- aka “stampers” (x12) Pencils
Assumed Prior Knowledge for the Students
- The names of their classmates
- Their first and last names
- Ability to attend to group instruction for approximately 5 minutes
- Understanding of letter- sound relationship
- Able to read their names and familiar terms/ sight words
- Basic understanding of what a syllable is
- Are familiar with “clapping out” syllables
- Able to determine the number of syllables in a familiar word
- Counting up to and past 30
Students are exposed to print in their environment every day; they use names to identify their seating
arrangement at circle, where they will play during free play activities, and using placemats at snack and
lunch time. They recognize letters from other familiar settings such as at home, their favorite books, TV
shows, restaurants, and toys, are familiar with writing their first and last names correctly. Students have
experience with “clapping out” syllables, and have practiced doing so in the past (for example, the
months in preschool and kindergarten).
Preparation SCAFFOLDING GROUPING
Adaptation of content: Modeling: Model the Whole class: Read aloud,
Massachusetts Curriculum breaking up of the word discussion about syllables and
Frameworks syllable and give name names, practicing syllables in
examples circle & syllable graph
Links to Background: Guided practice: In small Small groups: Stampers at
Previous exposure to syllable groups, with peers, and during each table to stamp out
and parts of speech practice; independent name project, syllables of name
Name recognition, counting prompting students as needed
and guiding practice
Links to Past Learning:
Previous exposure to syllable
and parts of speech practice;
Name recognition, counting
Strategies incorporated: Independent: Own name: Partners: Share with partner
Hands-on, cooperative syllables and stampers how many syllables in name,
learning and show how
Independent: Stamp number
of syllables on name paper
INTEGRATION OF APPLICATION ASSESSMENT
Reading: Hands-on: using Individual: Assess indiv.
The Name Jar manipulatives, name Students name worksheets
Writing: Students names Meaningful: Personal Group: Attention,
connection to name, hands-on participation
and interactive activity
Speaking: Counting out loud, Links to objective: practices Written: Written name
counting syllables and names, syllables in names and worksheet
sharing with peers familiar words
Listening: To teacher during Promotes engagement: Oral: Says name out loud and
class discussion/ syllable Hands-on and centers on the claps syllables in name
Transition: After two minute warning, flick lights and announce clean up/ time to sit at circle: “stop
what you’re doing and clean up”.
1. Sing “clean up” song for transition to rug area. “Ok friends, find your spot on the rug”.
2. Intro/ Opening:
Gather class at rug: Explain to class expectations for “sitting like scholars and listening quietly”. Today
we are going to read a story about a little girl who wanted a new name, and then we are going to do an
art project at our seats using our own names. We are going to practice counting syllables by breaking up
our names and “clapping” the syllables out.
Sequencing of Activities:
3. Read Aloud: Read out loud The Name Jar to the class.
4. Discussion: Discuss different terms used in book, set up for open-ended conversations and questions
about the book.
5. Teacher Model breaking into syllables: Model how to count syllables (again), and have
students repeat out loud/ practice with teacher model. Model the word SYLL A BLE, and name
(i.e., A- LAIN- A), pointing to name on the board. “Let’s clap together”. And then model using
6. Go through all the students’ names in circle, practicing clapping out each one.
7. Send to desks: Send students back to their desks where they will first write their first names
and clap out the syllables, and then do the same for their last name. After checking with a
teacher, students will create their own “name stamp”, but stamping their names once for each
8. Once students are finished with their names, they will count the number of syllables in their
name and write the number down on a card.
9. Share with peers: Upon completion of the independent syllable activity, students will turn to
the friend that is sitting next to them (desks are set up as groups of four), and share with them the
number of syllables in their name. They will then clap out the syllables for their peers who will
then practice along with them.
10. Return to rug area: As a class, share the number of syllables in each students name, and have
them model it for the class. Students will then add their number of syllables to the chart with
their name on it.
Extensions of the Lesson:
Higher-level learners will be expected to write out their first and last names, dot and count the number
of syllables in each, and share with their partners the number of syllables and how to count them out.
Lower-level learners will be expected to find the number of syllables in both their first and last name,
but receiving assistance when necessary.
As a class: If there is time, create a Name Syllable Chart with the class, to represent the number of
syllables found in each student’s name.
Students who finish early will be asked to count the syllables for days of the week and to think of the
biggest words they can think of. Using a dictionary to check the spelling if needed, students will then we
asked to break these words into syllables as well.
Assessment: Actual evidence of student outcomes:
Students will be assessed by their completion of their “syllable stamp” assignment. I will enclose
physical evidence of student performance using the students completed work, which will be
added to their student portfolios. They will also be assessed through observation during group
practice, small groups, and peer practice, on their oral responses and participation.
Also Observe and take note of:
- Participation in story sequencing
- Ask students to identify the letters name (and sound if possible)
- Observe students to see if they follow directions and share with peers
Traceable name worksheets will be sent home with students to practice alone or with parents.
Additional Accommodations for Specific Diverse Learners:
Charles, a male diagnosed with Autism Spectrum Disorder: Charles will need a one on one
and possibly hand over hand assistance for the syllable “dotting” activity. However, Charles will
be able to write his first and last name by himself, as well as break each up into syllables.
Initially, Charles will be given the choice to break the syllables up using slashes or spaces. If he
chooses to do so, he will not be asked to use the dotters. Charles will also be provided with
additional words of interest to him, to break into syllables. He will also be asked to count and
write the number of letters in his name.
Emily, a female displaying characteristics associated with Autism Spectrum Disorder: Emily will
be seated in a “beach chair” accommodation at the rug area, and will have the option of holding a
weighted lap bad on her legs if she is able to do so without playing with it. Emily will need verbal as
well as physical prompts during circle, story, and the independent art project. She will also need verbal
prompts to interact with her peers and to share the number of syllables in her name. During the art
project Emily will be redirected and prompted accordingly, and will be allowed to color in her name
upon completion of counting syllables; (“first syllables, then color”).
Jordon, a male who exhibits behaviors often associated with ADHD and Autism: Jordan will use a
square plastic seat during story and will have an adult nearby with visual reminders prepared: for
example, reminders of a quiet body and mouth while at the rug area, and to stay on task during the
G & T, two males without a formal diagnosis but display cognition and speech delays: Both
children may need some prompting and individual assistance throughout activity, as well as support
when it is time to share with peers.
NAME & SYLLABLE CHART
Each student put name under corresponding number or syllables in their name:
STU - DENTS - NAME- 3
Student picture Student Name
# of syllables 1 2 3 4
Choi, Yangsook. The Name Jar. New York: Dell Dragonfly Books.
Massachusetts Department of Education. (June 2003). English language proficiency
Benchmarks and outcomes from english language learners. Retrieved from
Massachusetts Department of Education. (June 2003). Massachusetts Curriculum Frameworks.
Retrieved from http://www.doe.mass.edu/frameworks/current.html