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EDR 317/318 Lesson Plan Template for SLO

(40 points)

LESSON PLAN TEMPLATE

Name: Julianne Alexander


Lesson Day Date: November 13, 2017
Grade: Kindergarten
Topic: CVC with short /a/
Grouping: Guided Reading Group (5 students)
Time: 30 minutes
Why is it important to identify short /a/ within CVC words?
How will this lesson support the learning goal?
(1c: Setting Instructional Outcomes)
(1 point)

Students will be able to:


Objective(s) 1. Identify beginning, middle, and end sounds when given a CVC word with
(1c: Setting Instructional Outcomes) an emphasis on short /a/.
(2 points) 2. Read and identify CVC words with an emphasis on short /a/.

Taking the learning goal into consideration, what is the


objective(s) of this lesson that will support progress toward the
learning goal.

Objectives should be learner focused (not what the teacher will do


or accomplish), observable (use verbs that can be measured), and
target a specific outcome. Please refer to the SLO User Guide for
the ABCD method or I CAN statements that can be used as a
guide.

RJM Fall 2017 SLO Lesson Plan Template 1


PA Standards (2 points) CC.1.1.K.C: Demonstrate understanding of spoken words, syllables, and
www.Pdesas.org/Standard/view or sounds (phonemes). Recognize and produce rhyming words. Count,
https://www.pdesas.org/Page?pageId=11 pronounce, blend, and segment syllables in spoken words. Blend and segment
onsets and rimes of single-syllable spoken words. Isolate and pronounce the
initial, medial vowel, and final sound (phonemes) in the three-phoneme
(CVC) words.
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.
ISTE Standards (if applicable) N/A

Technology Materials/ Resources 1. Spot the Sound Game


(1d: Demonstrating Knowledge of Resources) a. The students will be given dog CVC cards so they can distinguish
(2 points) between beginning, middle, and end sounds.
2. Counters
What texts, digital resources, & materials will be used in this a. The students will use the counters during Spot the Sound to mark
lesson? How do the materials align with the learning objective(s)? where they hear the sounds the teacher is saying.
If appropriate, what educational technology will be used to 3. List of short /a/ CVC words
support the learning outcomes of this lesson? How do the a. The teacher will use the short /a/ CVC words to have students
resources support the learning objectives? distinguish between beginning, middle, and end sounds.
4. List of CVC words using short vowels
Cite publications and any web resources. a. The teacher will use the short vowel words so students will be able
to differentiate between short /a/ and other short vowels.
5. Tape
a. The teacher will create the hopscotch boxes with tape.
6. Bottle cap
a. The students will toss the bottle cap so they can hop on the
hopscotch space.

RJM Fall 2017 SLO Lesson Plan Template 2


1. Today, we are going to continue working on words with the /a/ sound.
Anticipatory Set Lets say the sound for the letter a three times. Remember to use our
(1a: Demonstrating Knowledge of Content and Pedagogy) hand signal. Show students a reminder of what the hand signal is.
(2 points) 2. Teacher and students will say /a/, /a/, /a/.
3. Lets fingerspell a word. Well do this together. Hold up your catchers
1 minute mitts and catch the word bat. Model for students holding up a catchers
How will you set the purpose and help students learn why todays mitt and catching the word. Now lets sound out bat. The teacher will hold
lesson is important to them as learners? up her thumb and say /b/ with the students. The teacher will hold up her
How will you pique the interest or curiosity regarding the lesson index finger and say /a/ with the students. The teacher will hold up her
topic? third finger and say /t/ with the students.
How will you build on students prior knowledge? 4. /b/ /a/ /t/ bat. Where do you hear /t/? The students will respond. Where
How will you introduce and explain the strategy/concept or skill? do you hear /b/? Where do you hear /a/? Now lets start our first activity.

Provide very detailed steps.

RJM Fall 2017 SLO Lesson Plan Template 3


Activity #1- Hopscotch
Instructional Activities 1. We are going to play hopscotch. You are going to lightly toss the bean bag
(1a: Demonstrating Knowledge of Content and Pedagogy; on the hopscotch board. When you land on the word, you have to read it
1e: Designing Coherent Instruction) and then tell us if it is a /a/ word. Ill show you.
(15 points) 2. The teacher will toss the bean bag and model reading the word and
identifying if the word is a /a/ word or not.
28 minutes 3. The teacher will post the following words on the floor in a hopscotch
board:
Exploration (Model): How will students explore the new concepts? a. Rat
How will you model or provide explicit instruction? You MUST b. Fat
include a teacher think-aloud using student-friendly language c. Hat
here. d. Sat
e. Mat
Guided Practice: How will you provide support to students as they f. Jet
apply the new concept? How will you allow them to practice (with g. Pet
teacher support)? h. Kit
i. Pot
Independent practice: How will students review and solidify these j. Nut
concepts to be able to use this new knowledge? How will you 4. Each of the five students will have two turns on the hopscotch activity.
monitor and provide feedback? Once a student lands on a word, that word will be removed from the
hopscotch board.
Provide very detailed steps and include teacher talk where 5. After all of the words have been used, teacher and students will go through
appropriate. each word one by one and say whether it is a /a/ word.

Activity #2: Spot the Sound


1. The students will each be given a game board card with three blank circles.
2. For this game, I will say a word and sound. You will have to place the
counter on where you hear the sound. If the sound is in the beginning, you
will put the counter on the first circle. If the sound is in the middle, you will
put the counter on the second circle in the middle. If the sound is at the
end, you will put the counter on the third circle. Ill do one and then well
do one together.
3. The teacher will model where to place the counter on the word card. If I
say where is /a/ in the word hat, I would have to finger spell hat. So I have
/h/ /a/ /t/. I heard /a/ in the middle so Ill put the counter in the middle.
Now lets do this one together. Where do we hear /t/ in the word hat?
Lets finger spell together /h/ /a/ /t/. Lets all say where we hear /t/. We
hear it at the end.
RJM Fall 2017 SLO Lesson Plan Template 4
So, place the other counter on the end circle. Are you ready to do it by
yourselves? The students will respond. The teacher will do more guided
practice with them if necessary.
4. So, lets start. Where do you hear /r/ in the word rag? When you place
your counter on your dog give me a thumbs up. Once the students are
finished, the teacher will call on one student to say where he/she hears /r/.
Yes /r/ is at the beginning of rag. Now, where do you hear /g/ in the word
rag? Yes, we hear /g/ at the end of rag.
5. The teacher will repeat step 4 for the following words. There are additional
words listed depending on how quickly the students complete the activity.
a. Gap
b. Ram
c. Tap
d. Map
e. Dad
f. Bad
g. Bat
h. Mad
i. Pad
j. Cab
1. I want you to give me a thumbs up if what I am saying is true and a
Closure thumbs down if what I am saying is not true. For example, if I said the
(1e: Designing Coherent Instruction) middle sound in hat is /t/, you would give a thumbs down because the
(2 points) middle sound in hat is /a/.
2. The beginning sound in cat is /c/. Thumbs up or thumbs down?
1 minute 3. The end sound in cat is /t/.
How will students share or show what they have learned in this 4. The sound for the letter a is /a/.
lesson? 5. The middle sound in map is /m/.
How will you restate the teaching point or ask students to do so 6. Alright you all did such a nice job today using your listening skills to hear
and clarify key concepts? the different beginning, middle, and end sounds in words and words with
How will you provide opportunities to extend ideas and check for /a/ in them. Its important to listen to the sounds in words so we know how
understanding? to read them.
How will this lesson lead to the next lesson?

RJM Fall 2017 SLO Lesson Plan Template 5


The students in this group are on the high average end for Kindergarten. The
Differentiation Project Read skills they are focusing on is CVC words with reinforcement with
(1e: Designing Coherent Instruction) /a/ and the students are naturally differentiated within their guided reading
(2 points) groups.

What differentiated support will you provide for students whose


academic development is below or above the current grade level?
What specific differentiation of content, process, products, and/or
learning environment do you plan to employ to meet the needs
of all of your students?
How will your lesson be supportive for all students, including
English Language Learners, and build upon the linguistic,
cultural, and experiential resources that they bring to their
learning?
How will your lesson promote creative and critical thinking and
inventiveness?
There are no students in this group that are identified with special education
Accommodations ** (see note below) needs or a 504.
(1e: Designing Coherent Instruction)
(1 points)

What classroom accommodations do you plan to employ to


increase curriculum access for students identified with special
education needs or 504?

Describe how these accommodations align with the current


Individualized Education Plan (IEP) for each student as
applicable (avoid using actual names of students).
There are no students in this group that are identified with special education
Modifications**(see note below) needs or a 504.
(1e: Designing Coherent Instruction)
(1 points)

What curricular modifications and/or changes in performance


standards, if any, do you plan to employ to facilitate the
participation of students identified with special education needs?

RJM Fall 2017 SLO Lesson Plan Template 6


1. The teacher will listen to the students during the hopscotch activity. The
Assessment (Formal or Informal) teacher will look and listen to the students while they say the word and
(1f: Assessing Student Learning) identify if it is short /a/ or not.
(3 points) 2. The teacher will also watch and listen during Spot the Sound. The teacher
will be able to see which students are able to distinguish between
How will you and the students assess where the learning beginning, middle, and end sounds.
objectives, listed above, were met? 3. The teacher will informally assess the students during the thumbs up,
thumbs down activity. The teacher will be able to see if the students are
Each formal or informal assessment should describe how it is able to distinguish between beginning, middle, and end sounds and the
aligned to the above objective(s). short /a/ sound.

RJM Fall 2017 SLO Lesson Plan Template 7


Overall, I think this lesson went well. I felt very comfortable leading the
Reflection on Instruction activities for my group. The students were actively engaged throughout the
(7 points) lesson. I also think the students learned a lot from the activities.
In the hopscotch activity, the students were able to read and identify the
At the conclusion of the lesson you should reflect on the lesson. words that contained short a. They were also able to identify the words that
The reflection should go beyond simply answering the question did not contain short a, and give the alternative middle sound. The students
Was this a good lesson? Below are some questions to assist you also did very well with the Spot the Sound game. Many of them were able to
in your reflective process (Danielson, 2008): identify the beginning, middle, and end sounds within each of the words I gave
o What evidence did you collect to demonstrate that your them. I had the students try two difficult CVC words, mom and dad, and
students have met or are progressing towards the learning noticed that some of the students didnt place the counter on both the
outcomes/objectives? beginning and end circles on the game board. This showed that they werent
o View student work samples. What do they reveal about the thinking of the word as a whole, but in three separate parts.
students level of engagement and comprehension? I think I had the students actively engaged throughout the entire guided
o What changes, if any, would you make to the lesson if you reading time. I think they like the hopscotch activity because it allowed them
teach this lesson in the future? What misconceptions, if to jump and move around. In Spot the Sound, I had the students constantly
any, do you need to clarify before teaching the next lesson? participating by asking them to give a thumbs up when they placed their
o Did you stray from your lesson plan? If so, how and why? counter on the board and asking them to share their answer. I did not think the
o Comment on your classroom procedures, student conduct, students would do as well as they did with Spot the Sound. I anticipated that
and your use of physical space. To what extent did these activity would take 15 minutes and would require a lot of reinforcement and
contribute to student learning? redirection. If I were to do this activity again, I would do it for less time
o Comment on different aspects of your instructional because I could tell that the students were starting to get bored with the activity
delivery (e.g., activities, grouping of students, towards the end. I would try to give them something a little more challenging,
materials/resources utilized). To what extent were they like spelling the words using the sounds they have identified within the words.
effective? I strayed away from my lesson plan for the closure. My closure
reinforced both activities, but it was more of an extension of the Spot the
Sound game. Since the students showed that they almost completely mastered
that game, I deiced to make my closure about finger spelling independently,
then actually spelling the word. I kept the same CVC words that the students
were exposed to throughout the lesson, but I wanted to see how much more I
could challenge them for the next time that we meet as a group. I also
reviewed the words at the end of the hopscotch activity. After we started the
activity, I realized that we should review the words that had short a in them and
the words that did not. I didnt have that written out in the lesson plan, but I
think it was a nice and effective edition to the activity. A way I could have
further reinforced the activity, and make it more challenging, would be to have
the students sort the words based on the middle sound. Another way I strayed
from my lesson plan was further reinforcing the hopscotch words when they
would pick up the word card. I asked the student to identify the middle sound
RJM Fall 2017 SLO Lesson Plan Template 8
if it wasnt a word with short a, and to say /a/ when the word was a short a
word.
Two boys were off-task for a small part of the hopscotch activity. This
happened when it was not their turn. I was focused on the student doing the
hopscotch activity, so I could give them the prompting questions, but I did try to
remind them to listen to the student saying the word and which middle sound
matched that word. Since my last lesson, I have been trying to be more
observant when teaching. I tried to use reminding language when the boys
became off-task. I think after two reminders they finally began to listen to the
other students that were participating at that moment.
The students in this group for guided reading are pretty much on the same
level. There are some that are a little more advanced than the others, but I
didnt feel as if there needed to be individual differentiation within the lesson,
due to the fact that they are in this differentiated group. I think this group of
students work very well together, and help each other when needed.

**Accommodations and Modifications


Students with disabilities may need accommodations or modifications to their educational program to participate in the general curriculum. Both are essential to
consider when planning an equitable educational experience for students with disabilities. Accommodations refer to changes in how a student learns the material
but they do not change knowledge content. With accommodations, a student receives the SAME education as other children, but the student can access content or
express knowledge in different ways. Modifications refer to changes of what is taught or what students with disabilities are expected to learn. This may include
adaptations made to instruction and assessment that change or reduce learning expectations. (Please refer to the SLO User Guide and SLO template for additional
explanation.)

When completing these two sections, you need to describe, if appropriate, how you will ensure that students will access the material based on the accommodations
or modifications listed within the IEP or 504 plan. There should be a direct connection within the Anticipatory Set, Instructional Activity, and Closure section of
the lesson plan template.

RJM Fall 2017 SLO Lesson Plan Template 9