This lesson plan template outlines a kindergarten English lesson on letter recognition, rhyming, and segmenting compound words. The lesson involves 5 phases: 1) stating the learning target and activating prior knowledge through rhyming examples; 2) teacher demonstration of segmenting compound words; 3) guided practice with partner work and a read aloud; 4) independent practice tracing letters; and 5) restating the target and having students locate letters in a book. Modifications for ELL and special education students include individual teacher help. The assessment plan involves checking for understanding of concepts through examples in each phase.
This lesson plan template outlines a kindergarten English lesson on letter recognition, rhyming, and segmenting compound words. The lesson involves 5 phases: 1) stating the learning target and activating prior knowledge through rhyming examples; 2) teacher demonstration of segmenting compound words; 3) guided practice with partner work and a read aloud; 4) independent practice tracing letters; and 5) restating the target and having students locate letters in a book. Modifications for ELL and special education students include individual teacher help. The assessment plan involves checking for understanding of concepts through examples in each phase.
This lesson plan template outlines a kindergarten English lesson on letter recognition, rhyming, and segmenting compound words. The lesson involves 5 phases: 1) stating the learning target and activating prior knowledge through rhyming examples; 2) teacher demonstration of segmenting compound words; 3) guided practice with partner work and a read aloud; 4) independent practice tracing letters; and 5) restating the target and having students locate letters in a book. Modifications for ELL and special education students include individual teacher help. The assessment plan involves checking for understanding of concepts through examples in each phase.
This lesson plan template outlines a kindergarten English lesson on letter recognition, rhyming, and segmenting compound words. The lesson involves 5 phases: 1) stating the learning target and activating prior knowledge through rhyming examples; 2) teacher demonstration of segmenting compound words; 3) guided practice with partner work and a read aloud; 4) independent practice tracing letters; and 5) restating the target and having students locate letters in a book. Modifications for ELL and special education students include individual teacher help. The assessment plan involves checking for understanding of concepts through examples in each phase.
Grade & Subject Area: Kindergarten and English Date for Planned Lesson:
Lesson Title Foundations and Routines
MN/CC State Standard(s) MN Standard: Foundational Skills 0.3.0.2: Demonstrate
- direct quote from MN understanding of spoken words, syllables, and sounds (phonemes): standards (a) Recognize and produce rhyming words. (b) Count, pronounce, documents blend, and segment syllables in spoken words. (c) Blend and - if only focusing on one part segment onsets and rimes of single-syllable spoken words. (d) of a given standard, underline Isolate and pronounce the initial, medial vowel, and final sounds the part being focused upon (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) (e) Add or substitute individual sounds (phonemes) in simple, one- syllable words to make new words.
MN Standard: Speaking, Viewing . Listening and Media literacy
0.8.1.: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
Central Focus Students will be able to recognize and write their letter. Students - derived from standard, will be able to recognize rhyme and segmenting compound words. - communicates general goal Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups
Learning Target for this Producing rhyme, segmenting compound words, turn and talk Lesson using a sentence frame. Recognize and write upper-and lowercase - concisely says what students T,t,U,u. will be able to know and do - start with appropriate language function (active verb) Academic Language (AL) a. Domain-specific academic vocabulary : constructive, Rhyme, a. Domain-specific Acad Segmenting compound words. vocabulary b. General Academic vocabulary b. General academic vocabulary : Recognize (words used in school c. Sentence Frame : I thought Kindergarten would across many subject areas) be____________. c. Syntax Sentence Frame: d. In Lesson Part 2 Assessment (below), students will be asked to Example sentence that give the answer to the second part of the word. students can use to accomplish target d. Point in lesson where students will be given opportunity to use Academic Vocabulary (Note: It is important that this appear in TPA videotape segments Needed Students who are in ELL or special ed will have the teacher helping modifications/supports them individually when needed. a. Identify how some form of additional support will be provided for some aspect of the lesson for given student(s) - visual, graphic, interactive - reduced text, rewritten text, fill-in the blank notes, word banks - graphic organizers, sentence frames Resources & materials pencil, Letter T and U paper. needed
Lesson Part Activity description / teacher does Students do
Phase 1 Teacher will say “today our learning target Students will repeat State Target & Activate for this lesson is producing rhymes, after the teacher “the Prior Knowledge segmenting compound words, learning word that rhymes a) Post the learning target how to turn and talk, and learning the with look is book”. statement and indicate letting T and U.” whether the teacher or Teacher will tell students “think of two student(s) will read it aloud words that rhyme.” b) Engage students in Teacher will tell them one word and then activity to elicit / build give them a clue for the other word. prior background Teacher will say “ I know a word that knowledge rhymes with look and is something you read. What is my word? the word is ‘book’”. Phase 1 Assessment Assessment: Teacher will say “seat rhymes Students will listen to Explain the plan to capture with what and the clue is things with ten the teacher and they data from this phase of the toes. Rug rhymes with what and the clue is will say feet rhyme lesson insect.” with seat. bug rhymes with rug. Phase 2 Teacher Input / Teacher will show and demonstrate the The student will Inquiry - Explain segmenting compound words. listen as the teacher procedures Teacher will say “ I am going to take away demonstrates. - Demonstration the task the first part of the skateboard.” the teacher - Teacher think aloud will have the word in hand and break it apart. Teacher will then say “tell me the second part of the word. The second part is board.” Phase 2 Assessment Assessment: Teacher will have the students Students will say the Explain the plan to check say the following words. Pausing briefly following words and for understanding of between parts. Then have students say only do as the teacher steps / procedures the second part of each word: Flagpole, demonstrates. demonstrated in this eyebrow, baseball, mailbox. phase
Phase 3 Guided Practice Teacher will read “It’s Time For School, Student will listen - Paired/collaborative Stinky Face” by Lisa McCourt. work - Teacher(s) may roam & assist
Phase 3 Assessment Assessment: Teacher will say “now let’s Students will turn Explain the plan to check practice, turn and talk with your partner. and talk and use the for ability to apply use this sentence frame: I thought frame “I thought demonstrated Kindergarten would be________. Kindergarten would steps/procedures during remember to have constructive be_____. guided practice conversations.
Phase 4 Independent Teacher will move to letter formation. Students will copy practice Teacher will display the letter Tt and the teacher writing T - Individual student work explain that the name T is upper T and the and U. name of t is lowercase t. Teacher will describe the movement of the letter Tt. Teacher will say “an uppercase T is pull down, lift, straight right across the top. A lowercase t is pulled down, straight right across in the middle. Teacher will repeat for uppercase U and lowercase u. Teacher will say “an uppercase U is pull down, curve forward, push up. A Lowercase U is pulled down. Phase 4 Assessment Assessment: Teacher will hand out tracing Students will write Explain plan to check for letters for students to do individually. their letter T and U ability to apply on their own. demonstrated steps/procedures during independent practice Phase 5 Restatement & Assessment: Teacher will ask students to Students will be able Closure a) Restate learning locate the letter Tt and Uu in the big book. to locate the Tt and target Uu in the big book. b) Explain a planned opportunity for students to self-assess their perceived level of mastery for the target. Phase 6 Summative Next Assessment Steps Attach a class roster (first names only) with space to indicate for each student the needed next steps of instruction.
