Lesson Plan Format:
Teacher: Lauren Williams Grade Level: Kindergarten
I.Content and Standards:
a.CC.1.1.K.D Know and apply grade level phonics and word analysis skills in decoding words. • Demonstrate basic knowledge of one-to one letter-sound correspondence. • Associate the long and short sounds with common spellings for the five major vowels. • Read grade level high-frequency sight words with automaticity. • Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
b.CC.1.4.K.D Make logical connections between drawing and dictation/writing.
II.Prerequisites: Prior to this lesson student need to be able to
a.Recognize the 26 letters in the alphabet
b.Decipher individual letter sounds
c.Recall prior days lesson on the 8 “-at” family words we focused on
III.Essential Questions (provide a framework)
a.What words are in the “-at” family
b.How do you make different/new words in the “-at” family
IV.Instructional Objective (corresponding CC Objectives):
a.SWBAT understand one-to-one correspondence of consonants and vowels IOT decode words
b.SWBAT employ foundational skills IOT write labels and sentences to match a drawing
V.Instructional Procedures: BDA
VI.Materials and Equipment:
a.Writing Paper
i.There are three or four options with differing lines for writing, students are allowed to pick their own
b.Pencils, Markers, Crayons
c.Large White Board / Dry Erase Markers
VII.Assessment/Evaluation: Students are building of their pre-writing skills by labeling their drawings. Students will be instructed to draw to of the “-at” family words in to a story, being careful to label both “-at” words.
a.Students are given a verbal rubric
i.1 star is given for pictures that correspond to an “-at” family word
ii.2 stars are given for pictures that correspond to an “-at” family word and are correctly labeled.
VIII.VII. Differentiation: Individualized Activities:
a.ELL
i.Our ELL student is very high-functioning with English Literacy, she knows all of her letters and letter sounds, she will not need any more individualization than to be checked on while completing her individual activity/assignment/assessment
b.IEP / Developmental Delay
i.For this child I will explain to him the activity individually and let him go head and try, I will then come back and allow him to dictate.
1.He is selectively verbal and can surprise you with his ability to follow directions and stay on task but it isn’t consistent to content.
c.General
i.While the students complete the activity/assignment/assessment teacher is constantly circling/redirecting/encouraging
IX.Technology: Classroom Monster App is used as part of general classroom management on an iPad
Teacher: Lauren Williams Grade Level: Kindergarten
I.Content and Standards:
a.CC.1.1.K.D Know and apply grade level phonics and word analysis skills in decoding words. • Demonstrate basic knowledge of one-to one letter-sound correspondence. • Associate the long and short sounds with common spellings for the five major vowels. • Read grade level high-frequency sight words with automaticity. • Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
b.CC.1.4.K.D Make logical connections between drawing and dictation/writing.
II.Prerequisites: Prior to this lesson student need to be able to
a.Recognize the 26 letters in the alphabet
b.Decipher individual letter sounds
c.Recall prior days lesson on the 8 “-at” family words we focused on
III.Essential Questions (provide a framework)
a.What words are in the “-at” family
b.How do you make different/new words in the “-at” family
IV.Instructional Objective (corresponding CC Objectives):
a.SWBAT understand one-to-one correspondence of consonants and vowels IOT decode words
b.SWBAT employ foundational skills IOT write labels and sentences to match a drawing
V.Instructional Procedures: BDA
- Before
- Teacher will reintroduce “-at” family words in a similar manner to the previous lesson
- Teacher will write all 26 letters in the alphabet on the board in two columns of 13
- Students/whole class will take turns creating “-at” family word blends by saying the 1st letter sound and the ending “-at”
- Teacher will reintroduce “-at” family words in a similar manner to the previous lesson
- During
- Once the list of the “-at” family words is recreated teacher will have students demonstrate or act out the “-at” family words as a reference tool to the drawing required in the assignment/activity/assessment
- This is a time for the teacher to check individually for understanding by scanning the individual involvement and correcting/redirecting.
- After
VI.Materials and Equipment:
a.Writing Paper
i.There are three or four options with differing lines for writing, students are allowed to pick their own
b.Pencils, Markers, Crayons
c.Large White Board / Dry Erase Markers
VII.Assessment/Evaluation: Students are building of their pre-writing skills by labeling their drawings. Students will be instructed to draw to of the “-at” family words in to a story, being careful to label both “-at” words.
a.Students are given a verbal rubric
i.1 star is given for pictures that correspond to an “-at” family word
ii.2 stars are given for pictures that correspond to an “-at” family word and are correctly labeled.
VIII.VII. Differentiation: Individualized Activities:
a.ELL
i.Our ELL student is very high-functioning with English Literacy, she knows all of her letters and letter sounds, she will not need any more individualization than to be checked on while completing her individual activity/assignment/assessment
b.IEP / Developmental Delay
i.For this child I will explain to him the activity individually and let him go head and try, I will then come back and allow him to dictate.
1.He is selectively verbal and can surprise you with his ability to follow directions and stay on task but it isn’t consistent to content.
c.General
i.While the students complete the activity/assignment/assessment teacher is constantly circling/redirecting/encouraging
IX.Technology: Classroom Monster App is used as part of general classroom management on an iPad
- This app monitors the sound level in the room awarding a heart for certain preset time increments at a quiet level, and crying and simulating a broken screen when the noise level is out of hand.
- Class Scanning
- This is useful to see who is paying attention / on task
- I can reevaluate my approach based on their attentiveness
- This is useful to see who is paying attention / on task
This lesson was part of a series I did on rhyming words with my Kindergartners. We started the week reading a Dr. Seuss book because let’s face it, no one rhymes like he does. We went on to reread this text frequently; we read Green Eggs and Ham. During one of our re-reads I had them stop me when they had heard a pair of rhyming words. This is how we came to the “-at” sounding family of words. My students led me to this, it was great to see them sounding out the words to make the rhyming pairs and once we make the list of “-at” words together I simply reformatted it across the alphabet. I actually introduced a new skill of using ending sounds and the alphabet to make or discover new words, in a way where they will remember it without it causing confusion until its necessary.
Domain 1 is all about proof of planning and preparedness. I was able to use my time wisely to cut down on transition time between the rug and their desks. While they chose their writing paper I placed the writing caddies on the tables. I made sure to frequently reference prior knowledge and our previous lesson/ IRA (Intentional Read Aloud) where rhyming words and our “-at” family was introduced.
I was able to differentiate my lesson based on the students in this class because of my personal relationship with them; this is also a way for me to see growth in their abilities. I have found that some of these students are temperamental in their abilities; by this is mean that they know the material, and I know they know, but they done always display their knowledge due to lack of engagement, lack of interest, or other environmental factors.
After teaching this lesson I realized I need to better prepare for when the students are “done” their assessment/assignment/activity. I need to plan something for them to do to keep their attention on the content at hand without disturbing the other children, or always resorting to pulling out their independent reading books. As with every time I stand in front of the class I learned something new about myself as a teacher as well as something new about my students.
Domain 1 is all about proof of planning and preparedness. I was able to use my time wisely to cut down on transition time between the rug and their desks. While they chose their writing paper I placed the writing caddies on the tables. I made sure to frequently reference prior knowledge and our previous lesson/ IRA (Intentional Read Aloud) where rhyming words and our “-at” family was introduced.
I was able to differentiate my lesson based on the students in this class because of my personal relationship with them; this is also a way for me to see growth in their abilities. I have found that some of these students are temperamental in their abilities; by this is mean that they know the material, and I know they know, but they done always display their knowledge due to lack of engagement, lack of interest, or other environmental factors.
After teaching this lesson I realized I need to better prepare for when the students are “done” their assessment/assignment/activity. I need to plan something for them to do to keep their attention on the content at hand without disturbing the other children, or always resorting to pulling out their independent reading books. As with every time I stand in front of the class I learned something new about myself as a teacher as well as something new about my students.