Documente Academic
Documente Profesional
Documente Cultură
Name:
Kristen Chonka
Grade:K-2
Lesson
Letters Help Me Write
Title:
CCGPS Standard(s):
ELACCKRF1d. Recognize and name all upper- and lowercase letters of the
alphabet.
PEK.1: Demonstrates competency in motor skills and movement patterns needed
to perform a variety of activities.
Individual Education Plan Goal(s) and Benchmarks for the Focus Learner(s):
Goal: The student will demonstrate improved communication skills.
Goal: B will improve visual perceptual, visual motor integration, and fine motor coordination to
improve ability to completer classroom activities.
Benchmark: B will correctly print 13/26 uppercase letters with 75% accuracy 4 out of 5 times.
Benchmark: B will correctly print 13/26 lowercase letters with 75% accuracy 4 out of 5 times.
Academic Language
--What is the key Language Demand (e.g.,
reading, writing, listening/speaking,
demonstrating/performing)?
Language Demand
Demonstrating
Language Function
Students will demonstrate they can identify the
letter Dd in letter and image form by using a
graphic organizer.
Materials
What resources are required for this lesson
in order to engage students?
Uppercase, Lowercase
Opportunities for students to practice using
this language/vocabulary to develop fluency:
Students will identify each letter as uppercase or
lowercase.
Promethean board
Packets
Markers
Crayons
Youtube
glue
Why is it important to understand what sound the
letter Dd makes?
What is the difference between uppercase and
lowercase letters?
Activating Thinking
--How will you introduce the lesson? What
is your hook?
--Include a statement about how todays
lesson relates to what students learned
previously. This should tie into the lessons
objective and standard.
https://www.youtube.com/watch?v=ekfFbEH3ilA
Accommodations:
Certain students will need one-on-one assistance
as well as hand over hand. L may be permitted to
use a tilted board if he needs to.
Modifications:
Some students glue may be put on their paper for
them, by the teacher. Some will try to eat the glue
or abuse their glue stick.
Differentiated Instruction
--To differentiate instruction is to recognize
students varying degrees of
background/prior knowledge, readiness
levels/abilities, language, preferences in
learning, and interests/talents and to work
with these differences in designing your
instruction.
--How will you differentiate instruction by
content (what you will teach), process (how
the material will be taught and learned),
product (what the students produce at the
end of the lesson to demonstrate mastery),
and/or learning environment (physical
layout of the classroom, use of space,
groupings, etc.) to account for the diversity
in your classroom?
Differentiated Instruction:
Certain students will have to be explicitly shown
where to glue their image.
***Credit for this template belongs to Tennessee State University and Columbus State
University.
***Adapted by Nicole M. DeClouette August 27, 2014