Advanced Lesson Plan

Teacher Candidate: Kendall Hagar

Title of Lesson: Making Words
Grade Level(s): Pre K, Kindergarten
Subject Area: Literacy
Location of the lesson (specify if in general or special education
class):
Grouping (highlight: 1:1, small group, large group)


Preparing for the Lesson

1. Lesson Topic: What are the big ideas? How does this relate to what
students are currently learning in general education?

This lesson will introduce sound blending to the students. The students
are becoming emergent readers and this is an important step in their journey to
learn how to read.

2. What are your learning targets for the lesson (i.e., what are your primary
and supporting objective of instruction)? What do you want the student(s)
to learn and be able to do at the end of the lesson?

Students will be able to understand that putting letters together can make
a word. They will begin practicing the skill of blending sounds together to
read a word. Other students will continue their practice of letter and letter
sound identification.

3. What Content Standards(s) and/or EEOs will this lesson address? How
does this lesson relate to the 21
st
Century skills?

Kindergarten: Reading for All Purposes
B. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). (CCSS:
RF.K.2)
iii. Blend and segment onsets and rimes of single-syllable spoken words. (CCSS:
RF.K.2c)
iv. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in
three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs
ending with /l/, /r/, or /x/.) (CCSS: RF.K.2d)
vi. Identify phonemes for letters.


4. List specific IEP goals that will be addressed during lesson:

By July 2014, student will imitate writing all 26 of the uppercase letters
weekly 4 out of 5 times.

By July 2014, student will be able to read the first 10 words on the Dolche
Sight Words list with 90% accuracy.


By July 2014, student will identify letters all of the alphabet with 80%
accuracy.

5. Describe Specific Strategies to be taught/modeled during the lesson. How
will you incorporate the strategies, which have been taught/modeled into
the students content courses (math, literacy, behavior).

- sound blending
- making words

6. What background (prior) knowledge do the students need to have to be
successful? If the students do not have this knowledge how will they get
it?

Students will need to have knowledge of letter identification and letter
sounds. For those who have not yet mastered that knowledge, this lesson
will serve as practice for them.


7. How will you address classroom and behavior management/grouping
issues during the lesson?

Students who are not following directions will be given the choice to take a
break or complete what they were asked to do. Some students will be
given a countdown after given the choice. According to the current
intervention for one student, her loud outbursts will be ignored.


8. Materials and Resources (What do you need? How/where will you get it?)

Bluebirds Nest school library
Nest and letter eggs made
Letter/sound blending activity - made
Writing practice sheets made
Letter matching - classroom




Teaching the Lesson

1. Anticipatory Set
a. How will you get the student(s) attention?
b. Review and relate prior learning/lessons.

I will begin by reading Bluebirds Nest. I will keep the students engaged
by asking questions about the story.

2. Teaching: Is this an informal presentation or direct instruction? Please
circle/highlight.
a. What are the specific steps you will follow when teaching this
lesson. Be sure to include the following:
i. what the teacher will teach or model,
ii. how the students will be engaged in the lesson, and
iii. how the students will demonstrate their learning (Guided
Practice)?

After we finish reading the book, I will introduce the students to sound
blending. I will use words that were in the book. (sat, was) The words will
be separated by letter and on eggs. As a group we will place the letters
(eggs) in the nest and talk about what sounds the letters make. We will be
using the Zoo Phonics movements that correspond with each letter to add
another modality to their learning. Once there is a word in the nest we will
discuss that putting letters together can make a word. We will go through
the sounds again and I will begin to say the sounds faster. I will ask the
students if they know what the word is. We will do the same thing for the
other word. While some of the students will not be working on this
independently during centers I think it is important to expose them all to
the concept. I will then explain the different centers that are set up for
them. There are three centers that the students will participate in: writing
practice, independent book reading, literacy practice based on individual
student ability level. I will be stationed at the literacy practice center in
order to help students. It is my plan to only have 1 or 2 students at that
center at a time. Students will either be working on blending practice, letter
identification practice, or PECS. I will guide the students through their
specific activity. They will not be required to do anything independently,
unless a student is ready to do so.

3. What, if any, scaffolding and/or additional
accommodations/modifications are needed for specific student(s)?

I will be guiding each student through the blending process. Since
this is the first time they will be introduced to this topic I anticipate
students will need time and repetitions. For the student who is
working on letter identification, all materials will be provided. During
the writing center she will also be given a specific letter to practice
writing.

1. Checking for Understanding- How will you check for understanding?
Using Blooms Taxonomy, what questions might you ask your students?
Knowledge What can letters make?
Comprehend
Apply What sounds do you hear in the word bag?
Analyze
Synthesize
Evaluate

4. Re-teaching: What will you do differently if the student(s) do not
understand the concepts in the lesson?

If students are having a difficult time with this concept I will break down the
steps and keep it as simple as possible. If I feel the students are not ready after
this lesson I will give the students more practice with letter sounds.


5. How/where will students integrate (generalize) this learning into
future lessons/activities? This is your PURPOSE (how will this relate to
real life?).

The information taught in this lesson will be information that is crucial to
the students future in reading.

6. Closure:
a. How will you review the content covered during the lesson so
students can demonstrate learning of the lesson concepts (this
should be tied to the main objective).
b. How will you formally END the lesson (e.g., Students show/tell what
they learned, answer an exit question as their ticket out the door,
list 2 things you learned, and one question you still have).

At the end of the lesson I will bring the students back to the circle and we
will review the two words we practiced earlier. (sat, was) I will ask the
students what words are made of, and we will have a short discussion
about the relationship between letters and sounds.

7. Independent Practice: What will this look like? Is there homework?
Completion of a product? Practice a skill learned in class?

Students will continue to practice their sound blending or letter/sound
identification for the rest of the week.

8. Evaluation: How will you evaluate/assess student learning (this must be
more than completing classroom work)?

At the end of the week the students working on sound blending will be
asked to read a short decodable with words they practiced during the week. I will
be able to assess student learning based on their success with the decodable.
Students working on letter/sound identification will be asked to identify letters and
provide their corresponding sounds in order to gauge their growth.