Mini Lesson Plan 7 (25-Sorting Activities)

Lesson Plan Title: Words with r

Name: Amanda Forbes
Grade Level: K

Date: 3/9/2015

ELD Objectives: What do you want students to be able to do as

ELA Language Standards for Grade Level

a result of this lesson? Include academic language and vocabulary

objectives. Objectives must be measurable.

Decoding and Word Recognition

1.15 Read simple one-syllable and high-frequency words
Vocabulary and Concept Development
1.17 Identify and sort common words in basic categories.
Listening and Speaking Strategies
1.1 Understand and follow one- and two-step oral directions.

ELD Language Objective:

Students will use phonic knowledge to sort words beginning
with the letter r.
ELD Content Objective:
Students will learn words beginning with the letter r by
reading them and in groups, putting only r words on a
word wall using a word sort activity.
Cog. Taxonomy
Remember, apply, analyze
DOK Levels
Level 1 Recall
Level 2 Display

ELD Standards (2014) that apply

1. Exchanging information and ideas.
Emerging
Contribute to conversations and express ideas by asking and
answering yes-no and why- questions and responding using
gestures, words, and simple phrases.
Expanding
Contribute to class, group and partner discussions by listening
attentively, following turning-taking rules, and asking and
answering questions.
Bridging
Contribute to class, group, and partner discussions by listening
attentively, following turn-taking rules, and asking and answering
questions.

Collaborative
1. Exchanging information and ideas with others through
oral collaborative conversations on a range of social and
academic topics.
Interpretive
5. Listen actively to spoken English in a range of social and
academic contexts.
Productive
10. Expressing information and ideas in oral presentations
on academic topics.
Materials
Word Wall pages
r word cards
Random word cards
Glue sticks
Tape

Pre-Assessment: How will you determine

prior knowledge?
Can anyone think of a word that begins
with the letter r? Write these words on
the board.

Key Academic Vocabulary

Roof
Ring
Red
Robot
Rat
Rose
Rain
Robe

Research Based Learning Strategies

(provide text chapters/reference)

Motivation Strategy: How will you catch

attention of students and focus their minds
on the learning goals?

Real World Connection: How are learning

goals relevant to students lives?

The teacher will open the lesson by playing

a YouTube video about r words for kids.
This interactive video will catch students
attention and introduce the topic.
https://www.youtube.com/watch?
v=dh6SP0ZXxbM

Horwitz Chapter 4 pg. 94

Krashen Stages of Listening Process and
Appropriate Teaching Approaches
-listening to songs
Diaz-Rico Chapter 7 pg.265
A word wall or word bank is useful for
English learners, providing a visual
representation of words they many need to
draw on while writing.

This lesson focuses on vocabulary and

phonics skills that students will use on a
daily basis. Students learning a new
language or a first language must be able
to distinguish words beginning with
different letters.

All strategies will be research based and from one of

the texts. Please provide reference for each.
Teacher: Presentation/ Learning Activities (Strategy
Steps)
(includes language and content objectives, comprehensible
input, strategies , interaction, feedback. Use bullet points in
each of the three areas below.
Interpretative (comprehension and analysis of
written and spoken texts)
Identify Skills to Practice in Sorting Mode
For this lesson, students will be practicing their phonics
skills, by identifying words that begin with the same first
letter, r.
Collaborative (engagement with others)
Explain the Activity
Students, you will be in groups of 4-5 at tables. Each group
will be given words in a bag and a word wall paper for your
words. In your group you will be sorting to find ONLY words
that begin with r. You will use glue and paste the r
words on your groups word wall. Remember to work
together, and talk to your group members respectfully.

Students: Practice and Application

Note meaningful activities, interaction, strategies, practice
and application, feedback in each of the three areas below.
Collaborative (engagement with others)
Students will use collaboration while completing their word
walls with their group members. They must read the words
aloud, discuss their opinion on whether it goes on the wall,
and make decisions as a group.
Interpretative (comprehension and analysis of
written and spoken texts)
Students must listen to and comprehend the verbal
instructions given by the teacher. They must also read and
comprehend the vocabulary words for their sort.
Productive (creation of oral presentations and
written texts)
Students will create their word wall from their word sort and
present it to the class in groups.

Productive (creation of oral presentations and

written texts)
Set up the Routine and Requirements
When you are done with your sort, your group will go up to
the board and tape your word wall up.
Assess the Students Progress and Understanding
The teacher will review each of the groups word walls and
make sure that only words that begin with r are on the
sort. If there are other words present, the teacher will
conference with that group and ask for explanation and
make gentle correction to the error.
Review and Assessment: What specific assessment tools
are being used?

Student Reflection: How will you provide for student

reflection on learning?

The teacher will review each groups word wall/word sort to

be sure only words beginning with r are pasted on the
sheet.

Class discussion at the end of the lesson in which students

will reflect on what they learned, including any new words
they did not know before. The teacher should also ask what
letter they think they will learn next. Students should go
through the alphabet and decide that the next letter they
will learn is the letter s.

The teacher will also assess student involvement by

observing individuals as they work in groups.

Teacher Reflection
What do you anticipate to be a problem for specific
students?

Extension:
Based on data/evidence, what are the next steps for future
lessons? Provide evidence for your answer.

ELD Objective
Some students may struggle with the instructions to
complete the sort and word wall chart. The teacher should
create groups with native and ELL students so that
collaboration allows for EL students to gain better
understanding of the instructions.

The next lesson should be similar, but move on to the letter

s, and so forth progressing through the entire alphabet. This
helps students learn the alphabet in order, and use their
phonics skills.

Content Objective
Students enter kindergarten with differing background
knowledge, so some students may have a hard time with
different vocabulary words.

What would likely go well? Why?

Students will enjoy learning about new words, learning
how to do the word sort, and will enjoy working in groups
and collaborating to complete their groups word wall.
What theory or theorists would most strongly
support use of this strategy?
Krashen Horwitz pg. 94

Attach copy of student work