Professional Practice 2

Lesson Plan Letter name pegs

Learning Development Area: Implementation Date:
Communicating 30/10/2017 (Group A)
Active learning and
Wellbeing 31/10/2017 (Group B)
Connectedness
Identity Duration:
Context for learning: 10 minutes
Routines & transitions
Real-life engagements
Play

Does this build on prior experiences?

Students are building familiarity with letters covered throughout year
Practicing writing their names is part of their morning routine

Interests of the children?

Students are eager to learn their names

WA Kindergarten Curriculum:
Identity
Build knowledgeable and confident self-identities
o Show confidence in own learning and capabilities
Learning and Thinking
Develop positive dispositions for learning
o Develop curiosity resourcefulness and reflexivity
Develop a range of skills and processes for learning and thinking
o Make choices and organise self for learning
Communicating
Interact verbally and non-verbally with others for a range of purposes
o Develop phonological awareness skills
Understand how symbols and pattern systems work
o Investigate symbols and pattern systems

EYLF:
Outcome 1:Children have a strong sense of identity
Children develop knowledgeable and confident self-identities
Outcome 4:Children are confident and involved learners
Children transfer and adapt what they have learned from one context to another

NQS:
1 Educational program and practice
3 Physical environment
5 Relationships with children

What is the focus?

Literacy - Recognising and saying phenomes of letters in name
The order of letters in their name with capital letter at beginning
Professional Practice 2

About what am I being intentional?

This lesson builds on from the Name rocket lesson performed in the previous week
Creating opportunities for students to practice letter recognition through play

Will I observe/record information?

Observations will be recorded in Formative assessment checklist throughout the lesson

Guiding Behaviour:
Follow behaviour plan for specific students as required (timer and cards for R)
Gain attention before giving instructions or asking questions
Use positive body language and tone of voice
Use descriptive encouraging such as I like the way you are listening
Use cuing with parallel acknowledgement such as I like the way S is sitting using whole
body listening
Modelling and showing visual aids to scaffold learning and what is expected

Resources:

Example
Popstick with students name on
Pegs with letters
Basket for letters
Stickers for rewards
Formative assessment checklist

Differentiation strategies:
Mixed levels of ability
Students name will be on popstick for them to refer to
Students who need extra assistance will sit next to me
The same activity will be performed with adjustments made to cater to students ability levels
Modified Students will be given small pile of pegs with letters on - they will then be
shown one letter at a time and asked to try and find this guide as needed encourage
participation and having a go
Extended Ask students what other words start with using different letters/sounds take
away popstick with name on and ask to order letters in name

Introduction: Show students example of paddle pop with peg letters on

We are going to be finding the letters in your name and then you will
(1 minute) put them in order

Body: One student at a time will pick a peg from the basket
They will then say the sound or letter
(8 minutes) If this letter is in their name they get to keep it
They can put it back or if someone says that letter is in my name
they can keep it
Find letters in name place on popstick
Order letters correctly
Professional Practice 2

Check that capital letter at beginning

Conclusion: Check for understanding of order and letter recognition in students

name
(1 minute) Ask students varying questions such as - show me the letter their
name starts/ends with, what letter sounds like s, do you have the
letter d in your name?
Adjust questions to cater to students ability level

Evaluation:
The students really enjoyed this activity. I had to adjust the activity by placing the pegs in
the middle of the table so the students could find the letters easier. The activity took longer
than 10 minutes taking turns picking pegs. Placing them in the middle and instructing the
students to find the letters in their names worked a lot better, given the time frame. Some of
the students managed to find letters for their peers as well.
This activity was difficult for some of the lower ability, but I got them to sit next to me and
showed them one letter to find. In no progress after a while I found the letter and placed it in
front of them and asked them what letter did I just find? They quite enjoyed this.
Reflection:
Next time I will not use so many pegs as some of the students took a long time to find the
letters in their names and needed help to get finished within the 10 minute time frame.
It was difficult to help the students and keep a record of what the students were doing. I
need to make the formative assessment easier to use.

Notes:
Complete formative assessment checklist during lesson
Professional Practice 2

Resources

Focus - Letter recognition (Upper and lower case) and phenome sounds for own name

(recognises letter, underline capital/lower)

& (can say phenome)
* (other letters than in name)
+ (with assistance)
Write students name
Eg Yvonne

Y v o n n e