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Group
Size: 5
Lesson Content
What Standards (national
or state) relate to this
lesson?
LAFS.K.L.3.5- With guidance and support from adults, explore word relationships and
nuances in word meanings.
LAFS.1.RF.2.2- Demonstrate understanding of spoken words, syllables, and sounds
(phonemes).
1. Given a pile of words with corresponding pictures, students will be able to sort the
pictures into the appropriate column based on ending letter blends without error.
2. Students will be able to recognize ending letter sounds and write words that have
similar endings in a coherent sentence without error.
3. Given an anchor chart, students will recall and reflect on previously taught letter
blends.
I will walk the students through the sorting activity and monitor their progress while they
place the cards in the correct places. They will be given a worksheet that requires them
to write a sentence with one of the words they have sorted. I will use this worksheet to
assess their ability to write and spell the words correctly.
Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)
Time
9:40
am
Lesson Implementation
Who is
responsibl 1. This activity will take place during the Daily 5 activity.
e (Teacher 2. The instructor will gather a group of 5 students and ask them to
or
sit at a back table for a group activity.
Students)? 3.. The instructor shows the sorting chart to the group of students
and explains the purpose of the activity. The purpose is to sort the
words/pictures into the correct column based on ending letter
Teacher
blends. Some The two columns will be labeled yes and no.
4. There are 18 cards and each card has a word on it that has an
9:45
am
10:00
am
Students
Students/
Teacher
Group
Size: 5
If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
This lesson is designed for many types of learners. The words that have been chosen for
the sorting are often said by the students, and they use it in everyday conversation.
Group
Size: 5
There is also a designated time within the lesson/ activity where the students will reflect
on the words and discuss when they use them in their day-to-day life. I also chose reallife pictures for some of the words so that the students will connect the words visually.
Differentiationbased on
the needs of your students
how will you take
individual and group
learning differences into
account.
Relevant Psychological
Theories and research
taken in consideration
when planning this lesson
This lesson was specifically designed for a differentiated group of learners. Each card has
a typed word, followed by a picture that relates to the word. The pictures were added so
that students who are struggling with reading or sounding out words will be able to sort
the words verbally rather than relying only on reading. I will also be aware of the group
atmosphere and keeping a respectful and appropriate discussion when we reflect on the
words we sorted. Some students may be more comfortable being quiet and letting their
peers dominate the conversation. The lesson is designed to be a group discussion rather
than a strictly instructional lesson.
I have observed the learners in my classroom and used my own notes when designing
this lesson. I have also observed and made note of my CTs lessons and way of teaching
that works well with the students.
Differentiating instruction based on individual learners course.