Candidate:MonicaChavez

LESSON PLAN FORM

Teacher Education Department CSUDH
Subject:ELA
Gradelevel:
Kindergarten

Date:4/25/16

Standard(s):Single/MultiDay:
Language Arts: Kindergarten
Single
Literacy. RF.K.3
Know and apply grade-level phonics and word analysis skills in decoding words.
Literacy.RF.K.3.A
Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the
primary sound or many of the most frequent sounds for each consonant.
ELD: Kindergarten
Part I: Interacting in Meaningful Ways
A. Collaborative
1. Exchanging information and ideas with others through oral collaborative conversations
on a range of social and academic topics.
B. Interpretive
5. Listening actively to spoken English in a range of social and academic contexts
I.DESCRIPTIONOFCONTENT&CONTENTTYPE(Fact,Procedure,Concept,orPrinciple):
StudentswillbeabletowritelowercaseanduppercaseB.Studentswillbeabletoidentifythesound/b/by
sortingpicturesthatbeginwiththesound/b/andthepicturesthatdonot.
II.LEARNINGOUTCOME(Objective):
StudentswillbeabletowritetheletterBandidentifythesoundforB.
III.CURRICULUMCONNECTION(Howthislessonfitsintolessonplan):
Unittopic:WritetheletterBandidentifythe/b/sound.
PreviousLesson:LetterE
NextLesson:Blendingwordswith/b/.
IV.INSTRUCTION
A ENGAGEMENT(MotivationalActivity):
StudentswillsingABCsongasaclass.
B INSTRUCTIONALSEQUENCE(TeachingMethodologywithStudentActivities):

STEP1:Teacherwilltellthestudentstheobjectiveoftheday.
Studentswillrepeattheobjectiveoftheday.
Teacherwillaskstudentstotalktosharewiththeirpartnertheobjectiveoftheday.
Studentswillbecalledontoshare.
STEP2:TeacherwillintroducetheletterBbyshowingthestudentstheletterBcard.Teacherwilltellstudents
thattheletterbmakesthesound/b/.
Studentswillrepeat/b//b//b/.
STEP3:TeacherwillwriteuppercaseBandlowercasebandaskstudentstodiscusshowthesearedifferent.
Studentswilldiscusswithapartnerandsharetheirresponses.
STEP4:TeacherwilldemonstratehowtowritetheuppercaseB.
Teacherwillsinggostraightdown,backtothetop,aroundandaroundandstop.Thesoundforbis/b//b//b/.
Teacherwilldemonstrateamodelandnonmodel.
Studentswillsharewhyitisanonmodel.
Studentswillpracticeintheairwiththeirindexfingerastheysing.(3x)
STEP5:Teacherwillpracticehowtowritethelowercaseb.
Teacherwillsing,gostraightdown,backupandaroundandstop.Thesoundforbis/b//b//b/.
Teacherwilldemonstrateamodelandnonmodel.
Studentswillsharewhyitisanonmodel.
Studentswillpracticeintheairwiththeirindexfingerastheysing.(3x)
STEP6:Teacherwilldemonstratethe/b/soundcards.(Bee,blue,ball,bike,bat,baby,bowlingball)
STEP7:TeacherwilldemonstrateonElmohowtheywillsorttheirpicturesandpracticetheiruppercaseand
lowercasebintheirredjournals.
Studentswillworkwithapartnerontheirapplicationactivityintheirredjournal.

C APPLICATIONACTIVITY(Practiceand/orReflection):
StudentswillwriteuppercaseandlowercaseB.Studentswillsortthepicturesbyidentifyingiftheybegin
withthesound/b/ornot.
D MATERIALS&RESOURCES:
LetterBcard
PictureCards
RedJournal
Elmo
Picturesinplasticbag
Glue
V.ASSESSMENTSTRATEGIES(MethodsforObtainingEvidenceofLearning):
SummativeAssessment:Applicationactivity.
VI.ACCOMODATIONSFORINDIVIDUALLEARNERS(CONTENT,INSTRUCTION,PRACTICE):
Groupworkwillbeassignedtohelpstrugglingstudents.Studentsareassignedseatsandpartnersstrategically

basedontheirlevelofskills.Oneononeassistancefromtheteacherwillalsobeprovidedtothestruggling
learners.Visualsareprovidedforthestudentstoreferbacktoifneeded.Songorchantisperformedforauditory
learnerstohelpthemrememberhowtowritetheuppercaseandlowercaseb.