This lesson plan template outlines a kindergarten lesson on letters and sounds. The lesson will involve students matching uppercase and lowercase letters to pictures using a candy corn matching game. Students will also participate in a foam letter hunt in pairs to locate letters around the classroom. The goal is for students to be able to match letters to pictures and identify letters, sounds, and items with 100% accuracy. The lesson aims to teach students that letters combine to form words and represent sounds.
This lesson plan template outlines a kindergarten lesson on letters and sounds. The lesson will involve students matching uppercase and lowercase letters to pictures using a candy corn matching game. Students will also participate in a foam letter hunt in pairs to locate letters around the classroom. The goal is for students to be able to match letters to pictures and identify letters, sounds, and items with 100% accuracy. The lesson aims to teach students that letters combine to form words and represent sounds.
This lesson plan template outlines a kindergarten lesson on letters and sounds. The lesson will involve students matching uppercase and lowercase letters to pictures using a candy corn matching game. Students will also participate in a foam letter hunt in pairs to locate letters around the classroom. The goal is for students to be able to match letters to pictures and identify letters, sounds, and items with 100% accuracy. The lesson aims to teach students that letters combine to form words and represent sounds.
This lesson plan template outlines a kindergarten lesson on letters and sounds. The lesson will involve students matching uppercase and lowercase letters to pictures using a candy corn matching game. Students will also participate in a foam letter hunt in pairs to locate letters around the classroom. The goal is for students to be able to match letters to pictures and identify letters, sounds, and items with 100% accuracy. The lesson aims to teach students that letters combine to form words and represent sounds.
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SETON HILL UNIVERSITY
Lesson Plan Template
TOPIC Name Subject Grade Level Date/Duration Big Ideas
Bloom's Taxonomy
DETAILS Vanessa Hadley English Language Arts Kindergarten One class period Upper and lower case letters combine to make words. Letters represent sounds. Why does letter order matter? What sounds are in a letter? What sounds are in words? Pennsylvania Core: CC.1.1.K.C Demonstrate understanding of spoken words, syllables, and sounds (phonemes). Pennsylvania Learning Standards for Early Childhood (Kindergarten): 1.1.2 Word Recognition Skills: Identify upper and lower case letters, associate the name of letters with their shapes and sounds, create words and letters, and segment and blend sounds into words. A = Individually kindergarten students B = match upper and lower case letters to pictures C = given a candy corn matching game D = 4 out of 4 times with 100% accuracy.
Webb's Depth of Knowledge (DOK)
Statement: Individually, kindergarten students will be able
to match letters with a corresponding picture given a matching game 4 out of 4 times with 100% accuracy.
Essential Questions PA/Common Core/Standards
Objective
A = In pairs, kindergarten students
B = locate and identify alphabet letters, sounds, and item C = given a foam letter hunt D = 1 out of 1 times with 100% accuracy.
Formative & Summative Assessment Evidence
Statement: In pairs, kindergarten students will be able to
locate and identify alphabet letters, sounds, and items given a foam letter 1 out of 1 time with 100% accuracy. Formative Assessment: Student responses during the alphabet hunt on what letter he/she found along with saying the sound of the letter. o Whats that? o Is it upper or lower case? o What are two things that start with this letter? o What sound does this letter make? Observations focusing on the students way of matching the letters and pictures. (See suggestions below).
CK
ISTE Standards for Students Framework for 21st Century Learning Accommodation s, Modifications
o Are they saying the sounds of the letters?
o Do they say the picture and focus on the beginning letter sound to identify? o Do they know the difference between upper and lower case letters? Summative Assessment: Completed candy corn match with one upper case letter, one lower case letter, and one picture. Framework for 21st Century Learning Learning and Innovation Skills: Creativity and Innovation/Communication and Collaboration Keys Subjects and 21st Century Themes Reading/Language Arts For a student who is visually impaired/partially blind: Have foam letters with braille markings for the student to identify. Have a second set of candy corn matching with letters in braille. When it is time to match pictures, the student will work with either a partner or teacher to feel the object and the helped can also state what the picture is of.
SUPERVISING TEACHERS SIGNATURE
Seton Hill University Lesson Plan Template Step-by-Step
Procedures RATIONALE for the Learning Plan Introduction
Explicit Instructions
CK Activating Prior Knowledge Play the Alphabet Song to refresh students on the alphabet and the shapes of letters (https://www.youtube.com/watch?v=36IBDpTRVNEP) Hook/Lead-In/Anticipatory Set Students will quickly do an alphabet hunt. There will be foam letters around the room and each student has to find a specific letter. Students will be broken into pairs. Once every pair has a letter, they will sit in a circle to talk about the letters. The teacher will ask the following questions: Whats that?, Is it upper or lower case?, What are two things that start with this letter?, and What sound does this letter make?. Big Idea Statement Upper and lower case letters combine to make words. Letters represent sounds. Essential Questions Statement Why does letter order matter?
Lesson Procedure
What sounds are in a letter?
What sounds are in words? Objective Statement Individually, kindergarten students will be able to match letters with a corresponding picture given a matching game 4 out of 4 times with 100% accuracy. In pairs, kindergarten students will be able to locate and identify alphabet letters, sounds, and items given a foam letter 1 out of 1 times with 100% accuracy. Transition Kindergarteners will go from the carpet to their desk when they hear the first letter of their names called. For example, the teacher will say, everyones name who starts with an A can go back to their desks. This will be repeated until all students are back at their desks. Key Vocabulary Alphabet letters that can be either upper or lower case that have sounds and make up words. Upper case letters Capital letters, the letters are big. Lower case letters small letters, the letters are smaller compared to capital letters. PreAssessment of Students Students will be preassessed on how well they identify the letters during the opening song. Modeling of the Concept During the opening song, the teacher will help students identify which letters are upper and lower case by drawing letters on the board to ask whether it is upper or lower case based on the song. During the song, students will see both upper and lower case letters. During the sounds part of the song, the teacher will pause after each letter to have the students repeat after her. Once the song is played twice saying the alphabet, fast forward to the sound portion of the song. Guiding the Practice The teacher will draw and say the sounds of the letter first before the student. She will also have a copy of the candy corn game to model to the students before the complete the project at their tables. Providing the Independent Practice Each table of students will be given the candy corn matching game. Each student will pick four letters from the alphabet to find matches to. The goal is to match an upper case letter with its lower case letter counter part and a picture of an object that matches it. When all the matchers are completed, a candy corn image should appear. Transition Kindergarteners will go from the carpet to their desk
when they hear the first letter of their names called. For example, the teacher will say, everyones name who starts with an A can go back to their desks. This will be repeated until all students are back at their desks. iPad/SMARTboard to play alphabet songs Foam letters (a-z) Candy corn matching game Circle area
Reading
Materials
Technology
Equipment
Supplies Evaluation of Formal Evaluation the The completed candy corn match game with completed Learning/Master matches. The teacher will notice how long and areas y of the where students struggled. Concept Informal Evaluation The students verbal responses during the alphabet hunt. How well the students repeat and identify the sounds of letters. Observations during all activities. Closure Summary & Review of the Learning Play ABC Phonics Song from LittleBabyBum (https://www.youtube.com/watch?v=UQthLMdsQak). Students will need to identify what set of letters come first upper or lower case. When the letters appear, the students need to repeat the sounds with the song. Homework/Assignments For the next in class project, students need to choose one letter and bring in objects that start with that letter. A note is sent home to guardians explaining so appropriate items will be chosen and sent in. Teacher Overall my lesson went fairly well. The strengths of my lesson Self-reflection were it was well planned and organized, the letter hunt is a great hook to get students engaged into the lesson, and the candy corn activity was easy to adapt to small or large group instruction. As I was teaching the lesson, I noted that I needed to guide the activity more and I did this during the lesson. I want from just handing the candy corn activity to the group and doing it with them. My peers noted that the alphabet hunt would be a great way for students to get their wiggles out before activity and get the kids excited for the lesson. The major weakness I noticed with my lesson was the pictures and some of the letters on the candy corn. A couple of the pictures could have been interpreted as a few letters not just one. Knowing this, the next time I would teach the lesson, I would go back and change some of the confusing pictures. Also some of the letters looked confusing because I hand wrote them, in the future I would type the letters out so they can be distinguished easily. My peers noted that I need to work on my big idea. Going back to my big idea I realize it does not really cover what is addressed in the lesson and maybe make it
more board. All in all, the lesson went very well and by making these minor changes my lesson could run smoothly without errors. I would definitely reteach this lesson to a class.
