Reading Lesson Plan Overview:
When I first heard about this assignment two students in my kindergarten class that immediately popped into my head; Kyle and Dan both struggle with literacy. They are the two bottom students (according to my CT and her assessments) in terms of literacy and fluency. I knew both students would benefit from having one on one instruction time. Kyle is a young kindergartner, still only five years old who seems to have trouble staying focused. I have watched Kyle for an entire year now and can tell he gets distracted very easily, and has a hard time starting his work. I constantly have to have conversations with him and offer to help him for him to work. When he does do his work, it seems he usually only finishes about half of the assignment when the rest of the class has finished it. Kyle is not an ELL student, nor has he been tested for special education placement. Even though Kyle struggles he is a happy student who enjoys being around friends, and is very social. When I asked my CT about what type of lesson I should conduct with Kyle she thought it would be very beneficial to work on letter-sound knowledge. My CT said this would be a great target area for me to work with Kyle and Danny on. Like Kyle, Dan has a hard time staying focused and often takes a very long time to complete assignments. If students don’t finish their work my CT makes them finish it at the end of the day during their choice time. Dan is constantly doing work during choice time simply because he takes longer to do his work then the other students. Kyle and Dan are both at the lowest level for their reading in their class; which is why I choice to focus both of my lessons on phonemic awareness.
Reading Lesson Plan # 1
Your Name: Rose Gabriels Grade Level: Kindergarten
Date lesson was taught: April 13, 2011 Number of Students: 2
1) Rationale (What evidence do you have that your focus students need to learn this skill/strategy?):
I know Kyle and Dan both need more work with phonemic awareness through my CT’s assessments that she has performed with them when testing phonemic awareness. I have also seen how the students perform in class when my CT goes over letters and their different sounds. Both students delay their answers until they have heard what their classmates say, or they simply do not respond. I have also worked with both students during their writers workshop time, and they both have trouble writing words because they don’t know what every letter sounds like, especially when it comes to vowel sounds.
2) List which reading skill/strategy is the main focus of your lesson (select ONE area):
Phonemic awareness
3) Objective for this lesson (performance, condition, criteria):
Performance: Students will state the first thirteen letters of the alphabet, express the sound each letter makes and be able to state a word that begins with that letter/sound.
Condition: Students will express each letter as their alphabet card is presented in front of them. They will not interrupt each other while they are telling me their word, and the sound the letter makes. They will work together in a respectful and peaceful manner.
Criteria: Students will be respectful of each other’s thoughts and ideas. They will express orally to me the letter, its sound, and a word that begins with that particular letter.
4) Materials & supplies needed:
Paper, pencils, 5x7 note cards with each letter of the alphabet on it, and the letter worksheet.
5) OUTLINE OF LESSON PLAN (Provide a bulleted list of ideas):
• Introduction to the lesson (What will you say to help children understand the purpose of the lesson? How will you help them make connections to prior lessons or experiences? How will you motivate them to become engaged in the lesson?)
I will ask Kyle and Dan to go out in the hall with me where there is a table that all three of us can sit at and work. I will begin by talking to them about how reading is fun and is easy if you know the right tricks. I will then go into detail about all you have to know is what sounds the letters make, and they will be able to read anything and everything. Kyle really loves anything that has to do with Mario, I will talk to Kyle about all the things he can read that has to do with Mario. This should spark his interest and make him more eager to learn the letter sounds. Dan really loves sports, I will talk to Dan about all the books and magazines he will be able to read about sports. Relating reading to the boys interest will make them see that reading isn’t always just reading the books they have to in class. I want them to see that reading can be fun, and be a part of something that they already love.
(_5__ minutes)
• OUTLINE of key events during the lesson (Include specific details about how you will begin and end activities; how you will teach students what the strategy is, how to use the strategy, and when to use it; what questions you will use; how you will help children understand behavior expectations during the lesson; when/how you will distribute supplies and materials)
The first thing I will do with Kyle and Dan is ask them to sign with me the alphabet song. This will get them to think about the letters and a nice warm up to phonemic awareness. After we sing, I will explain to them what our first activity will be and what I want them to do. I will have 5x7 note cards prepared with one letter of the alphabet on each card. I will keep all the cards, and lay one card down on the table in front of them and ask them to say the letter out loud and tell me the sound it makes. After they tell me what letter it is, I will ask them to both come up with a word that start with that letter/sound. The cards will be in alphabetical order, and only the first 13 letters will be gone over during lesson one. Lesson two will involve using the other 13 letters. After each letter card is put down Kyle and Dan will have to go back and start with letter A and tell me the sound it makes and a word that sounds with that sound. Having them repeat the letter and sound over and over will increase chances of learning the letters sound. I will use a beat to go along with the sounds (example: A, a, a, apple, B, b, b, baby, C, c, c, cat. Ect.) After we go through all 13 letters I will explain to them that when you see words with these letters you can think back to the song we just sang and use the sounds to help you sound out the letters in the word. I will tell them there are some words that I have trouble reading and this always helps me sound out the word.
While I am explaining to them that I use this strategy when I read I will give them a worksheet that has 6 boxes on it. Each box has enough room from them to draw a picture of an object that starts with a letter that we went over during the activity. Students will be able to pick whatever 6 objects they want as long as it starts with one of the first 13 letters of the alphabet. Allowing students to choose what letter they want give them the freedom to express their learning in a creative and personal way. I don’t want to tell them what to do, and hinder their creativity. I believe having them draw and write the letter that the object starts with is a good review and assessment of the letters we just covered. This will also tell me if they can take what we just did and apply it. I will only step in and help students if they ask for it, other than that I will simply sit and watch.
(30___ minutes)
• Closing summary for the lesson (How will you bring closure to the lesson and involve children in reflecting on their experiences? How will you involve them making connections to prior lessons or prepare for future experiences? What kind of feedback do you want from them at this time?)
To close the lesson I will have Kyle and Dan share with each other their pictures and explain the sound and letter each of their pictures start with. After they are done sharing with each other and myself, I will ask them what they liked about doing this activity with me, and ask them what they didn’t like about it, and have them explain themselves. I will also ask them what other times did they do something like this in the class, and how they felt about it. During this time I’m looking for honest responses from Kyle and Dan. If I didn’t like the lesson we just did, I want to know about it so I can adjust lesson 2. I also hope to hear how they can connect this activity to other ones they did with their CT that also involve phonemic awareness.
(_7-10__ minutes)
6) Ongoing-Assessment: (How will you know the students are progressing toward your identified objective? What will you observe for and/or take notes on to help you plan follow-up instruction?)
I will be able to see if my lesson plan has helped students with their phonemic awareness when during their reading and writers workshop time. Students have time every day to work on their reading and writing, and I will be able to tell their progress when I walk around during center time and look at their work. One of their centers is to walk around the room and write down words that start with a particular letter. I have noticed that Kyle and Dan hate doing this center and often only write down one word. My lesson directly relates to this center, and it will be easy for me to tell if my lesson plan has helped with their phonemic awareness and their writing.
7) Based on what you know about your focus students, what Academic, Social and/or Linguistic Support will be needed during the lesson?
The main support both Kyle and Dan will need is staying focused on the activity and staying actively involved in it. Both students tend to go off on tangents and tell me stories during one on one time; however, I believe that because I will be working with only two students at once I think they will stay focused longer, and not become as distracted as quickly. To redirect their attention I will ask them to questions like “what word did he just come up with for this letter?” I will need to be able to see if they are paying attention to one another. I do believe they will stay engaged because they will be asked to respond orally for every letter. They will not able to become invisible during this lesson. Besides for staying focused and on task, through my experience in the class neither of them need extra support.
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