LESSON PLAN

Name:

Jocelyn Cox

Date: 2-17-2016

Grade Level: K

1. Content Objective(s)/State Standards: Reading: Foundational Skills Standard

3Know and apply grade-level phonics and word analysis skills in decoding words. A:
Demonstrate basic knowledge of letter-sound correspondences by producing the
primary or most frequent sound for each consonant.
Behavioral Objectives: During this lesson we will be working in small groups.
When
students are not working at a table with Miss Cox or Mrs. Haslam, they are
expected to be working quietly and independently in their seats on the assigned work.
While in small groups, students are expected to sit nicely in their chairs at the table and
participate in the activities. Students are expected to listen and follow along with each
activity. When asked to answer, students will answer by responding only when prompted
or by raising their hands.
2. Instructional Focus: For this lesson we will be focusing on literacy. We will be focused
primarily on reviewing letters and sounds for the low group, as well as making nonsense
words in the higher group. We will also practice sound-by-sound blending in the high
group. By the end of the lesson I want my students in the low group to be able to
recognize and say the sound for letters B, F, J, M, and P. For the higher group, I would like
my students to be able to write all letters in the alphabet and be able to blend sounds
while making mystery or nonsense words.
3. Interesting Texts/Materials for Instruction: For this lesson I will be using white
boards and markers and erasers for each student. In the low group we will also be using
the Alphabet Bingo game. In the higher group we will be using the paper bags filled with
letters in order to put together nonsense words.
4. Student Engagement: Students will be engaged by listening directly to the teacher
and then following my steps. I will model exactly what I expect each student to do.
Students will be engaged by writing letters on their white boards, and by writing three
letter words on their boards (high group). Also in the high group students will each have a
turn to pull a mystery letter from the bag in order to put three letters together and make
a word.
I will engage students in this lesson by: Students will be constantly engaged and
moving in this lesson. Each student having their own white board will encourage them to
try and be able to show what they are capable of.
5. Student Activity/Differentiation.
Before this lesson students will have already learned all of the letters and letter sounds.
In the low group, we have two ELL students who are struggling to pick up the letters and
sounds and need extra practice and repetition. For our higher group, these students will
also have already learned all letters and letter sounds. They have also had practice
making nonsense words and writing them on the white boards.
During this lesson students will be grouped by their ability level. Using strategic grouping
helps to pair students will peers who are on the same level as them. During this lesson we
will be working in very small groups, allowing more one on one attention and help to those

students who are struggling, but also helping to challenge the students in the higher
ability level group.
After this lesson students will continue to go to their groups four days a week. With this
we hope to see large improvement with the low learners. Every few days I change the
specific letters we are working on with the small group to help them catch onto all letters
and letter sounds. We also go back and review the letters and sounds that we have
worked intensely on.
I am differentiating instruction by changing the lesson and activities for each ability level
group. Each group will be working on something different in order to help the struggling
learners and challenge the high learners.
6. Writing/Communicating/Assessment: I will know that my students are
understanding by working closely and one on one with each student. When students are
writing on their white boards, I am able to watch and see who is writing down the letters
right away, and who is looking at their neighbors white boards to see the answers. I can
take note of this and see which students need more help. I will be asking a lot of questions
and using a lot of repetition to see which students and catching on to the letters and letter
sounds. We do letter and letter sound testing often to see how students have improved
with this need grouping strategy that we are doing four days a week.