Learning
Segment Focus or “Big Idea”:
Naming
the letter “A” and knowing its sound |
Grade:
Kindergarten |
Content
Area:
Reading/Writing |
Time
Allotted:
Approximately
30-45 minutes (10-15 minutes per activity)
|
Classroom
organization:
Lesson
begins with whole class instruction then will switch to group work
that will involve independent work.
|
Resources
and materials:
For
Teacher
Handouts
(Check blog-Letter recognition/sounds-Letter A)
Easel
Markers/Sharpies
Projector
For
Student
Pencil
Twistables/Crayons
Scissor
Glue
Sticks
Eraser |
Content
Standard(s):
Phonics
and Word Recognition: (a)Demonstrate basic knowledge of
one-to-one letter-sound correspondences by producing the primary
or many of the frequent sound for each consonant. (b) Associate
the long and short sounds with common spellings (graphemes) for
the five major vowels.
Comprehension
and Collaboration: 1 Participate in collaborative
conversations with diverse partners about kindergarten topics and
texts with peers and adults in small and larger groups. (a) Follow
agreed-upon rules for discussions (e.g., listening to others and
taking turns speaking about the topics and texts under
discussion). (b) Continue a conversation through multiple
exchanges.
Print
Concepts: 1. Demonstrate understanding of the organization
and basic features of print: (a) Follow words from left to right,
top to bottom, and page by pages. (b) Recognize that spoken
words are represented in written language by specific sequences of
letters. |
Specific
Academic
Learning Objectives:
What
do you want students to learn in this lesson? Students will
learn:
I
want the students to be able to begin recognizing that letters
have sounds and names. Students will begin to develop strategies
that will help them work as a group, work individually, and learn
from their peers.
What
should students be able to do after the lesson? Students
will be able to:
The
students will gain experience recognizing letter names with their
sounds. Developing their fine motor skills. Working as a group.
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Prerequisites:
What
skills, knowledge and prior experience do students need for this
lesson?
-The
students will need to know how to rotate table groups, share
materials, and have developed some independent work skills. The
students should be shown how table stations work in order to
obtain this. (When you hear the bell that means you have one
minute to finish. When you hear the bell again that means you
need to rotate to the next station.) The students should also
have experience working at a table independently doing something
simple such as finishing a picture or a cut-out.
How
will you determine whether students have these?
-Informal
assessments-listening to students responses, making sure to
politely correct incorrect responses, watching them work, and
asking them what their thinking is.
-Formal
assessments-collecting handouts at the end of the lesson to
assess individual level of understanding.
How
will you connect to students' interests, backgrounds, strengths
and needs, including their
cultural, ethnic, and
socio-economic differences?
-The
student will be randomly called on to answer questions to help
the students stay motivated and to keep paying attention by using
popsicle sticks with their names on them. The students will have
the lessons modeled to them during explicit instruction on the
carpet to help fix any misconceptions or confusion. These
activities allow the students to work and interact with others
and learn from each other.
|
|
Academic language demands:
What
academic language is used in the lesson? (Vocabulary, language
structure and conventions, genres, symbols, etc.)
-
Recognizing the letter “A”, letter name and sound that this
letter makes (like in the beginning of the work apple).
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Accommodations
(to ensure all students have access to the curriculum):
How
will you make the academic language accessible to all students?
-Each
step will be modeled. The activities that will be completed
throughout this lesson build upon each other to help students
develop a deeper understanding of the objective of the lesson.
How
will address the specific needs of your English learners?
-Each
activity builds upon each other to help familiarize the student
with the objective. The students who need further practice will
be given the opportunity to grow upon what they already know to
develop a deeper understanding and the students will be given the
opportunity to speak to one another in hopes that they can learn
from the students who have a deep understanding.
How
will you address the specific needs of your students with special
needs?
-Allowing
plenty of time for students to process the information and work
time. Working with a small group assists them in their learning.
The teacher will need to be walking around the room listening to
the students and correcting any misunderstands and working with
the students that need more individual assistance.
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Assessment:
-INFORMAL-
Listening to student responses.
How
will you use this evidence?
-If
the student does not yet recognize the letter name and sound the
student(s) will be given further worksheets and reading to
practice at home or during class time. After assessing the
handouts and determined how well the class as a whole has
understood the lesson will determine if it seems appropriate to
move to other letters in the alphabet.
What
criteria will you use to interpret the evidence?
-Correct
items that begin with the letter A. The letter A was colored in.
The correct word was highlighted (the word that has the letter A
in it).
How
will the evidence affect your next steps in teaching?
-How
much review will be given other the letter A before moving on to
the other letters in the alphabet that need to be taught to them
before the school year ends.
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| Instructional Sequence: |
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Set
or introduction:
How
will you begin the lesson? How will you engage and motivate
learners, connect to prior experience, activate prior knowledge
and/or share learning outcomes?
- The
lesson will begin with whole class instruction on the carpet. The
teacher will show the students how to complete handouts 2 and 3
for Station 1. “Say it, Find it, Read it, Write it!” The
teacher will say the letter A, say its sound, read the apple,
astronaut, and alligator. Then the teacher will pick a crayon
color and color in the circles that have the upper case A and
lower case “a”in them. Then the teacher will show the
students how to write the upper case A and lower case “a” in
the space provided. For worksheet 3 the students will be told
that if they have time, after they finish worksheet 2, to pick
another color and find the circles that have the letter Aa in
them. For Station 2 the students will need to use a highlighter
and highlight the words that have Aa in them. The teacher will
read each sentence and ask the students which picture goes with
the sentence. The students are then to cut out each square and
glue the picture that matches the sentences in the space provided.
(This station will need to be monitored closely to help the
students reread the sentences) Then the students will need to
follow the teacher with tummies while staying in their assigned
spot on carpet to the easel. For Station 3 the students will need
to practice writing the letter A and draw things that begin with
the letter A. The students will brainstorm on the carpet and the
teacher will draw the things that begin with the letter A on the
easel. The students will then be told to go their table and begin
the activity at that station. Each station will last 10-15
minutes. If students finish early and have cleaned up their area
they may go read quietly on the carpet until it is time to rotate.
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|
Developing
Content/Body of Lesson:
What
instructional strategies and learning tasks will you use in the
main part of the lesson?
-Repeat
after me, modeling, interaction with others and partner work. |
|
Checks
for Understanding / On-going informal assessment:
How
will you know what students are understanding? (questioning and
observing throughout the lesson)
-I
will determine how well the students are listening during
instruction and the answers they provide. I will have them
explain their thinking and having the students share their work
with me. |
|
Closure:
How
will learners summarize or reflect on what they learned (for
example, share work, share a strategy, share a process, discuss
what they learned, raise a new question)?
-Once
the students have visited each station they can share their work
on the projector or with a partner. |
|
Extending
the Lesson/Homework (optional):
-Practice
the same worksheets or worksheets that are similar at home. |
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Reflection,
Next Steps:
-After
reflection has been done on the students level of understanding
will be determined if further practice with the academic terms is
needed or if it seems appropriate to move on with new and
different activities that provide them with exposure to new words
and sounds.
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