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Name: Nicole Howard

Subject: English Language Arts


Grade Level: Kindergarten
1. STANDARDS
Reading
1.6 Recognize and name all uppercase and lowercase letters of the alphabet.
1.11 Distinguish orally stated one-syllable words and separate into beginning or
ending sounds.
1.14 Match all consonant and short-vowel sounds to appropriate letters.

Listening and Speaking


1.1 Understand and follow one- and two-step oral directions.
2. OBJECTIVES
Content: Students will identify words starting with T, G, N, and P by playing
a game with a partner.
Key Vocabulary: N/A
3. ASSESSMENT
Informal or Formative: Students will be observed throughout the game to
assess their ability to recognize the initial sound in a word.
Formal or Summative: Students will complete the game on their own.
4. INSTRUCTIONAL STRATEGIES AND LEARNING TASKS
I. ANTICIPATORY SET
Motivation: Students will be motivated by getting to play a fun game
after recess with a partner.
Activate Prior Knowledge: Students will be reminded of the picture
sorting center they did which also called upon their recognition of initial
word sounds.
II. INSTRUCTION AND MODELING (Best Practice Strategies)
Students will help with a few turns as I demonstrate the game for them at the start
of the lesson.

III. GUIDED PRACTICE


1. Students will get into pairs at the center. Each pair will have one game
board, one set of cards, and two teddy bears as markers.
2.The teddy bears will be put on the space marked Start.
3.The student with the most pockets on their clothes that day will start the
game.
4.Students will take turns drawing a card, identifying the word represented by
the picture on the card, and moving their game piece to the next closest space
with the letter representing its initial sound.
5.Students will continue taking turns until they reach the end of the game.
They must draw a G or T to finish the game.
IV. CLOSURE
Students will be asked what they learned and if they enjoyed the activity at the
end of their game.
V. INDEPENDENT PRACTICE
After assistance setting up the game and with the first few turns (as needed), the
students will complete the game in pairs with support when they ask (for
instance, with identifying what a picture is on the card).
5. DIFFERENTIATION STRATEGIES
English Learners/Students with difficulty with phonics: We can sound out the
words for the pictures together if they are stuck. Students will be paired to assist
as well.
IEPs: I will be at the table to assist students as needed. Other students may also
assist their classmates.
6. INSTRUCTIONAL RESOURCES AND MATERIALS
Gameboards (One per pair)
Game Cards (One bag per pair)
Game Markers (Two per pair)
Folder with instructions

Sound Game Center


1. Place your teddy bear on the rocket at Start.

2. Draw a card from the pile.

3. Move your bear to the starting letter of the


word.

4. Repeat until you get to the end. Draw a G or T


to win!