Differentiated Learning Lesson Plan (Kindergarten level)

Alyssa Wingate
Time
8:30

Activities
Reading: Learning Skills and Strategies
Explain that rhyming words are words
that end in the same sound.
Write some examples on the board
(cat, mat) and discuss with students
other words that rhyme
Read aloud Up and Down on the MerryGo-Round
After reading, have the children chant
some of the lines with you:
o Up and down, around and
around
o Gliding, striding, everyone
riding.
o Look again! Which little
pocket did I put it in?
Identify several words from the text
that rhyme. Say the words slowly
noting that they rhyme. Ask students to
repeat the words after you say them
o Show-go
o Down-around
o Me-be
o Bear-hare
Ask students if the following words
rhyme:
o Striding-riding
o Pig-bear
o Mother-free
o Me-free
o Land-band

Routine
Mini
lesson:
Rhyming
Routine

Comments/SOLs
This routine helps students
develop an awareness of
sounds in words. All students
can participate. Teacher can
assess by asking students which
words rhyme.

Read-aloud
SOLs: K.1 The student will
demonstrate growth in the use
of oral language.
a) Listen to a variety of literary
forms, including stories and
poems.
b) Participate in a variety of
oral language activities
including choral and echo
speaking and recitation of short
poems, rhymes, songs, and
stories with repeated
word order patterns.
K.4 The student will identify,
say, segment, and blend
various units of speech sounds.
b) Identify and produce words
that rhyme.
d) Segment one-syllable words
into speech sound units
including beginning
phoneme(s) (onset) and ending
(rimes).
e) Identify words according to
shared beginning and/or
ending sounds.
K.8 The student will expand
vocabulary.
b) Develop vocabulary by
listening to a variety of texts
read aloud.

8:45

9:0010:00

Reading: Application of Skills and Strategies

Play the game Stand Up/Sit Down. The
game is like Simon Says.
Students will say pairs of words that
rhyme and pairs that dont. Children go
from one position to the next only if
the words rhyme
Students complete rhyming worksheet
that will be on their desk

Small Groups:
Time
Teacher

Big
Book
2
3
4
1

Library

Drama

9:00
1
3
4
9:15
2
4
1
9:30
3
1
2
9:45
4
2
3
Big Book Station
Students will work in pairs to
read/retell a big book story that has
been read several times in class
At the end of the book post-it notes will
be provided that have rhyming words
written on them. Students will match
post-it notes with corresponding word
in story. Students will work together to
read the rhyming word
Library Station
Student read any book they would like
for fun from class library

Drama Station
Students will work with a partner to
retell and dramatize a story that has
been read in class

Rhyming
Routine

This game allows students to

practice with rhyming words
while the teacher is able to
assess which student
understand and which students
do not understand. The
worksheet will enhance oral
language and listening skills.
ELLs may need to work with a
partner who can pronounce the
names of the pictures.
During small groups students
will spend 15 minutes in
different literacy stations.

Allows students to apply their

knowledge of rhyming words.

This allows children to practice

reading while reading for
pleasure and develops habits of
the mind
SOLs: K.5 The student will
understand how print is
organized and read.
a) Hold print materials in the
correct position.
b) Identify the front cover, back
cover, and title page of a book.
c) Distinguish between print
and pictures.
This work station is intended to
improve reading
comprehension and fluency as
well as encourage creative

Students will be given props such as

puppets and costumes to retell the
story
Small group 1:
Materials: Alphabet letters and mat, parking lot
poster, toy car
Set a timer for one minute and display a letter
card one at a time to each student; students
name as many as they can in one minute.
Students will work together to fill in the missing
letters on the alphabet mat. Students will
identify a given letter by driving their toy car to
the correct parking spot
9:15

9:30

Small Group 2:
Materials: Alphabet letters and mat, parking lot
poster, toy car
Set a timer for one minute and display a letter
card one at a time to each student; students
name as many as they can in one minute.
Students will work together to fill in the missing
letters on the alphabet mat. Students will
identify given beginning sounds and the
corresponding letter by driving their toy car to
the correct parking spot.
Materials: White boards/markers, parking lot
poster, toy car
Students draw three boxes on their boards.
Display a picture and pronounce word for
students. Students fill in the correct letters
based on the beginning, middle, and ending
sound. Say a word and students will drive car to
the correct ending sound. Say a sight word and
students will park their cars in the correct
parking spot.

9:45

Materials: White boards/markers, parking lot

poster, toy car
Students draw three boxes on their boards.
Display a picture and students fill in the correct
letters based on the beginning, middle, and
ending sound. Say a word and students will
identify ending sound. Say a sight word or other

expression

sight words and students will park their cars in

the correct parking spot