Gabriels lesson Plan 2

Reading Lesson Plan # _2__

Your Name: Rose Gabriels Grade Level: Kindergarten

Date lesson was taught: April 15, 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. Students will also be able to state words that have the sounds of the long vowel A and the short vowel A. They will be able to express what the magic e does for these words, and if it makes the vowel long or short.

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. They will also express words with the long and short sounds of the vowel A.

4) Materials & supplies needed:
Paper, pencils, alphabet note cards, letter worksheet, magic e poster, marker


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?)

To start the lesson I will ask Kyle and Dan to think back to the lesson we did on Wednesday, and tell them we are going to do that again, but this time finish the alphabet. Then after we go over every letter we will then talk about the magic e. I will then ask them why we should learn the letters and the sound they make is important to know. This is a good review of the lesson previously done, and if they comprehended the importance of phonemic awareness.
(_3-5__ 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)

To start the lesson I will lay the first 13 letter note cards on the table and ask Kyle and Dan to just tell me the sounds the letter makes when I point to it. This is a good review and gets students back into the mind set of letter sound knowledge. I will then put down the 14th letter of the alphabet and ask them to tell me what letter it is, and what sound it makes. Again, students will have to tell me a word that starts with this letter. This lesson is a continual of the previous lesson. I wanted to break the lesson up into two parts because I felt having students go over all 26 letters would be a bit overwhelming, and Kyle and Dan would grow tired and become unfocused. After students finish the alphabet note cards they will go through the entire alphabet again, using the same beat and rhythm as the first lesson.
Again, students will have a worksheet where they are asked to draw 6 objects that start with the letters we just went over. Kyle and Dan will once again share their pictures and explain why they drew what they did and go over the letters that they represent. After students share I will then transfer their attention to the “Magic e”. I will ask them what they know about the magic e, and explain to me how it works and what it does. I know Kyle and Dan have been exposed to the magic e, I have seen my CT work in small groups with students with the vowel I. I will explain to the that the magic e also works with different vowels, not just I. I will have half a poster board ready with the letter A at the top and ask Kyle and Dan to come up with words that have either the short A, or long A. When they tell me words I will either right the word on the side of the poster board that says short A or long A. This will allow students to visually see the words they are orally saying. They will tell me if their word uses the long A or the short A. We will then have a discussion about how the magic e makes words have a long A.
(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?)

After Kyle and Dan come up with at least 5 words for both long and short A, I will ask them to draw me a picture of an object that has the sound of the long A and a picture that has the sound of a short A. Kyle and Dan will work individually on this task and then they will have a chance to share and explain their illustrations. After they share students will be able to ask me or each other any questions they have about the letters and the vowel we covered during the lesson.
(8-10 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. Also, I will be able to tell if they comprehend the magic e concept by observing how they react when my CT covers more vowels and the magic e, especially when she covers the vowel A.

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.