KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

Teacher Candidate:

Tricia Lattanzio

Date: September 17, 2015

Cooperating Teacher: Mrs. Solinger

Coop. Initials

Group Size:

Grade Level Kindergarten

Whole Allotted Time 20 minutes

Subject or Topic: Rhyming Twinkle Twinkle Little Star

Section

STANDARD:
1.6.K.A: Listen and respond appropriately to others in small and large group situations.
CC.1.1.K.C: Demonstrate understanding of spoken words, syllables, and sounds
(phonemes). Recognize and produce rhyming words.
I.

Performance Objectives (Learning Outcomes): Students will be able to identify

rhyming word and hunt for the letter T in Twinkle Twinkle Little Star.

II.

Instructional Materials
Twinkle Twinkle Little Star poster
Hunt for the Letter T worksheet
Chart paper

III.

Subject Matter/Content (prerequisite skills, key vocabulary, big idea)

A. Prerequisite Skills
a. Basic knowledge of rhyming
b. Letter Recognition
B. Key Vocabulary
a. Rhyme: words with similar ending sounds
C. Big Idea
a. Students will have their own copy of Twinkle Twinkle Little
Star and will search the rhyme for all of the capital letter Ts
and all of the lower case ts.

IV.

Implementation
A. Introduction
a. Teacher will ask students to come to the carpet
b. Teacher will ask students what they know about rhyming words
c. Teacher will remind the students what rhyming words are

d. Teacher will read Twinkle Twinkle Little Star from the poster and
encourage students to sing along.
B. Development
a. Teacher will ask students if they recognized any words that
rhymed.
b. If students seem to be having trouble with the rhyming words,
teacher will prompt them by asking students to fill in the blank
For example: Up above the world so high, like a
diamond in the ___________.
c. Teacher will then ask students to punch it out and use the
movements they learned at the beginning of the week for the
rhyming words
Star/Are
High/Sky
d. Teacher will introduce the letter T by saying the letter name and
the sound. Teacher will also encourage students to do the clock
movement when saying the T sound
e. Teacher will write a capital and lower case Tt on chart paper
for all of the students to see.
f. Teacher will model for the students that they will be searching
for all of the capital Ts and lower case ts in the rhyme
g. Teacher will ask they students to go back to their seat and write
their name on the paper
h. Students will be using their finger to scan each line of the rhyme
and circle each letter T that they find.
i. Teacher will be walking around for further assistance
j. When students have finished, they will highlight their name and
hand it in.
k. If they finish before others, they may complete unfinished work
or look at a book on the carpet.
C. Closure
a. When students seem to be all finished, teacher will ask the
students to back to the carpet
b. Teacher will ask students to sing along when reading the nursery
rhyme learned that day
c. Teacher will ask students if they can pick out the two sets of
rhyming words in Twinkle Twinkle Little Star
d. Students will make the rhyming movements learned at the
beginning of the week
D. Accommodations/Differentiation
a. Specific
Students one can sit near the teacher on the rug for
hearing loss.

Student two and three will have an available

paraprofessional for extra assistance if needed
Students two and three will be prompted to remain on
task
Students two and three will receive praise and
reinforcement

b. General
Teacher will give students more examples if theyre
having trouble coming up with rhyming words.
Students with behavior problems will not be able to
work in the same group and will be separated
E. Assessment/Evaluation Plan
a. Formative
Teacher will take a mental note of the students that can
or cannot create rhyming words
Teacher will collect the worksheet and grade it (tally
up the letter Ts circled out of total number of Ts)
b. Summative
There is no summative assessment for this lesson
F. Reflective Response
a. Personal Reflection
How could I have improved my lesson?
o The one thing I couldve improved with this
lesson is the timing. I think that I paced myself
really well, but overall, I wish students had more
time to work on the task. I spent a lot of time on
the letter Tt and I spent a lot of time on the
rhyming words in the nursery rhyme. I also made
sure I spent time on different rhyming words.
How engaged were the students?
o I made sure that when the students were looking
for the letter Tt, it was like a game. When the
students went back to their seats, I told them to go
on their hunt for the letter Tt. I also encouraged
the students the help the friends at their tables to
find the letter Tt in the nursery rhyme.
How clear was my delivery of content?
o Overall, I think that my delivery of content was
clear. I did not write this in my lesson plan
because I did this spur of the moment. But as I
was teaching, I decided to come up with a few T

words and ask the students if they knew any

words that rhymed with those T words.
G. Resources
a. Theories
Gradual Release Scaffolded Instruction
o Teacher-Centered I do
a. Teacher models and gives instruction
o Whole class instruction We do
a. Interactive instruction and works with
students
o Independent Practice You do
a. Students work on their own to determine a
level of understanding
Behaviorism
o A learner starts off with a clean slate and behavior
is shaped by positive and negative reinforcement
o Reinforcement increases the possibility of an
event happening again
o Punishment decreases the possibility of an event
happening again
o Teachers break down the task into smaller steps