Jillian Hochuli

Phonics Lesson
November 9, 2015
1. Overview
a. Title: Say hello to letters S and D!
b. Topic of the Unit/Theme: Phonics
c. Teacher: Miss Hochuli
d. Grade: Kindergarten
e. Grouping:
i. Input/Modeling: Whole group
ii. Guided Practice: Whole group
iii. Independent Practice: Whole group/individual scale
f. Enduring Understanding: Students will be able to produce the letters of the
alphabet in proper form, name the sound each letter makes, and start to decode
words with those sounds
g. Materials and Technology and preparation in advance:
h. Reference/Sources: Fundations Wilson Language Training, Pinterest
2. Objectives/Standards/Assessment:
a. Objective: Students will be able to produce the letters S and D, listen and
repeat each sound, and use the keyword to determine the beginning sound of a
word
b. Matching NJCCCS Indicators:
i. Main Targeted Indicator:
1. LK.1: Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking
2. LK.5: With guidance and support from adults, explore word
relationships and nuances in word meanings
3. SL.K3: Ask and answer questions in order to seek help, get
information, or clarify something that is not understood
4. SL.K.6: Speak audibly and express thoughts, feelings, and ideas
clearly.
ii. Integrated Indicator:
1. LK.1A: Print many upper- and lowercase letters
2. LK.5C: Identify real-life connections between words and their use
c. Essential Questions and Expected Answers
i. What letter is this?
1. S
2. C
3. K
ii. What letter is this?
1. D
2. B
3. O
iii. What sound does the letter ___ make?
iv. What is the keyword for the letter ___?
d. Assessment of Student Learning:

i. Pre-Assessment: Students will be observed during the time with Big

Echo and Little Echo to determine if they are correctly identifying the
letters and sounds of each letter. Letters that need to be repeated for clarity
will be done during instruction.
ii. Check for Understanding: During the whiteboard activity, students are
asked to form one example of the letter, while teachers walk around to
check the formation of the letter. Students are only able to erase once their
letter is checked and approved. If the letter is not approved, teacher will
work one-on-one with the student to create the proper formation of the
letter.
iii. Post-Assessment: A weekly post assessment is conducted at the end of
each week during the magnet board activity. Students are monitored for
their knowledge of all the letters and sounds that they have learned thus
far. Students are also monitored for their listening skills and ability to
repeat the sounds or letters that the teacher is saying.
3. Learning Experience:
a. Introduction: The lesson begins with the students finding out who filled the
bucket. This student is one who is sitting quietly, following all directions, and
looks eager to learn. That student stands up from his or her seat and gets the Big
Echo puppet. The students review the Letter-Sound-Keyword cards that they have
learned previously.
b. Input and Modeling: After the known letters are reviewed, students are introduced
to the letters S and D. Students echo the letter, keyword, and sound of the
letter a few times before the card is placed in the pile with the other cards. The
cards are then reviewed one more time for practice. A student is chosen to hold
little Echo, and the magnets are reviewed.
c. Guided Practice: The student holding little Echo places him back on the hook and
returns to his or her seat. In front of the students are whiteboards and whiteboard
markers. The students turn their attention to the large whiteboard at the front of
the room. Students watch and listen as the first letter is made. Once the students
have seen the letter made, they practice it with sky-writing. After sky-writing,
students are permitted to use their whiteboard markers to form the letters on their
own personal whiteboards. Teachers walk around to monitor success and take
note of any outstanding information like crossing the midline, ways of holding the
marker, etc.
d. Independent Practice: After the teachers have monitored the work, students are
asked to erase their whiteboards. They are asked to write one copy of the letter
they have just learned. They are not permitted to erase the letter until the teachers
have walked around the approved the letter. If the letter is not approved, one-onone attention is given. These steps are repeated for the second letter, as well.
e. Closure: At the end of the whiteboard activity, students are asked to put the tops
on the markers and erase their whiteboards. They again turn their attention to the

whiteboard where there are posters with rhymes on them. These posters are used
to differentiate between a B and a D. Discussions are had over the difference
between the letters. Once those discussions are done, students sing the alphabet to
get to a carpet square. By the time the song reaches Z, all students should be
sitting in ready to learn position.
f. Adaptations and Modifications:
i. Slow learner: Students who are struggling with letter formation are given
one-on-one attention during the whiteboard activity. Also, as a result of
having enough teachers in the classroom, each table is monitored by a
teacher, which aids in giving one-on-one attention if needed.
ii. Advanced Learner: As a result of this being an important skill, advanced
learners are required to complete the same activity at the same rate as the
rest of the students. However, during down time, advanced learners may
be encouraged to write a word that starts with the letter that is being
reviewed, instead of just the formation of the letter.
g. Back-Up Activities: If time is permitting, students stand in a circle around the
room. The teacher starts with the letter A and the next student must say the next
letter of the alphabet. This continues until the students get to the letter Z. This is
then repeated in the opposite direction.
h. Involving Parents: Homework dealing with the formation of the letters is sent
home weekly. Parents are encouraged to help their students with the formation of
their letters. Parents have received a sheet discussing the proper way to form the
letters so there should be limited confusion.