Name Aisha Langham

Class Section__READ 3224-004_______________

EdTPA Lesson Plan Template
Grade & Subject:
Kindergarten Literacy
Essential Standard/Common Core Objective:

Central Focus:

RF K.3.A
Demonstrate basic knowledge to one-to-one
letter sound correspondences by producing the
primary sound or many of the most frequent
sounds for each consonant.

Date submitted:

Date taught:

Daily Lesson Objective: The learner will identify letter-sound correspondences and match pictures to its beginning
consonant sound with 80% accuracy.
21st Century Skills:

Academic Language Demand (Language Function and

Vocabulary):

Prior Knowledge:

Activity

Description of Activities and Setting

1. Focus and Review

2. Statement of Objective
for Student
Define concept:

Today we are going to learn how to identify the beginning consonant

sounds with the letters B, M, and T. We will do this by matching
pictures to its initial (or beginning) consonant sounds. We are doing this
to make sure we know what sounds the letters of the alphabet make in
words.
Model strategy:
3. Teacher Input

4. Guided Practice

For example, this is a picture of a cat. What sound do I hear at the

beginning of this word? I hear a (make B) sound. Because I hear the
B sound I am going to place the picture of the cat under the letter
B. This is a picture of a hat. What sound do I hear at the beginning of
this word? I hear a (make M) sound. Because I hear the (make M)
sound I am going to place the picture under the letter M. This is a
picture of a pig. What sound do I hear at the beginning of this word? I
hear a (make T) sound. Because I hear the (make T) sound I am
going to place the picture under the letter T.
As a class it is your turn to join me. Now I will hold up a picture.
Students will raise their hand if they feel that they know what the
picture is and its appropriate letter-sound correspondence.
This is a picture of a (student says ball.) What sound do we hear at
the beginning of this word? We hear a (let student make B) sound.

Revised 1/8/14

Time

Because we hear the (let student make B) sound, we are going to

place the picture under the correct letter-sound correspondence.
This is a picture of a (student says mouse.) What sound do we hear at
the beginning of this word? We hear a (let student make M) sound.
Because we hear the (let student make M) sound, we are going to
place the picture under the correct letter-sound correspondence.

5. Independent Practice

6. Assessment Methods
of
all objectives/skills:

7. Closure

8. Assessment Results of
all objectives/skills:

This is a picture of a (student says tiger.) What sound do we hear at

the beginning of this word? We hear a (let student make T) sound.
Because we hear the (let student make T) sound, we are going to
place the picture under the correct letter-sound correspondence.
So before we wrap this lesson up, I am going to pass out a worksheet
that I want you all to take home and work on for homework. The
worksheet will have six pictures. Each picture will be of something that
has a beginning consonant sound starting with B M and T. It is
your job to match the appropriate picture with the correct letter-sound
correspondence. Before we start tomorrows literacy assignment we
will go over the worksheet to check for understanding.
Students must get 5 out of the 6 questions correct in order to be able to have met
todays objective on letter-sound correspondence. A correct answer is appropriately
matching the B sound with the picture that starts with a B letter, etc.
An example would be matching a picture of a basket to the B letter.
So who can tell me what we learned today? (we learned the consonant letter
sounds for B, M, and T) What do those letters sound like, what are words that
have the same consonant sound?
Students will identify letter-sound correspondences through pictures and will develop
spelling strategies and skills by analyzing sounds.

Targeted Students Modifications/Accommodations

ADHD students
-The lesson plan would be quick
-Student will be able to take short breaks
-Child will be close to me
-Lesson plan will involve hands on activity.

Student/Small Group Modifications/Accommodations

-Students will have more personal one on one time.
-Students worksheets will give more examples and
illustrations

Materials/Technology:

Rope, clothespin, pictures that match the sounds being used.

Reflection on lesson:
(See rubric for reflection prompts)
CT signature: ________________________ Date: ______ US signature: ____________________________Date: ______

Revised 1/8/14