Lasell College Education Department Lesson Plan Date: November 15th Grade: Kindergarten Subject: Phonics Taught by:

ID# 43531

School: _______________________

What are you teaching? Overarching question: What is the primary sound or sounds for each consonant? Note: The follow lesson may seem small this is intentional, to provide ample time during the lesson for each activity and to help cement what is learned; not just glaze over the topic. Practice makes perfect! Curriculum Framework standard:
MA.3. Knowand applygradelevel phonicsand wordanalysisskills in decodingwords. a. Demonstratebasicknowledgeof oneto-oneletter-soundcorrespondencesby producingthe primarysoundor manyof the most frequentsoundsfor eachconsonant. b. Associate the long and short sounds with common spellings (graphemes) for the five major vowels. c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

Objective: Students will be able to produce the primary sound(s) that each consonant makes Students will develop the ability to match each sound with its letter Students will be able to produce a word that begins with the sound you are working with

UDL State the guideline, write out the checkpoint and number, and give the specific example from this lesson. MM Representation 1.1 Words will be written on board and students will be shown cards with letters on them 1.3 Directions will be given verbally by the teacher 2.1 Go over all words together 2.3 Talk about alphabet poster board before activity 3.4 Game will help bring everything together MM Expression 4.1 Students will have alphabet to reference during individual activity 5.1 Some work is written down, while other assignments are verbal 5.3 Students will work as a whole class, in groups, and individually 6.1 The lesson focus (consonant sounds) will be made clear at the beginning 6.2 Lesson plan written MM Engagement 7.1 Students get to choose the words during the game 7.3 Having three smaller activities versus one large one will help students focus better 8.3 Students will work as a class and in groups 9.1 encourage students to do their best work 9.2 give extra support to struggling students during individual assignment

6.3 Monitor progress throughout the lesson How are you teaching? Beginning: Gather the class on the carpet. Tell them that they will be working on what sounds different consonants make and what words start with those sounds. Hold up a letter (printed out on a card so everyone can see it) and ask what sound that letter makes. Have the class say the sound as a group, not one child at a time. Leave out Q and X. After you have gone through all the sounds (maybe more than once if deemed necessary), show the children the poster board with the alphabet on it they will be using in their group exercise along with the ring that will circle the letter they choose. Explain the exercise BEFORE splitting them into their groups to minimize confusion, repeating the directions if necessary once they are settled in their groups. Middle: Guided Practice: Split the students into groups of three or four. Give each group a poster board with the alphabet on it in big letters (smaller version attached to LP) and a ring that fits around the letter (as if to circle it). Then ask the groups questions like What letter does dog begin with? The group should work together to agree on an answer and move the ring onto the letter they choose as their answer. The teacher(s) and aide(s) will be walking around in between the groups as the questions are asked so they know everyone is getting the right answer. If groups are having trouble figuring out which letter begins the word, the teacher can ask again, emphasizing the first sound. What letter does dog begin with? /d/d/d/dog Independent Practice: Each student should have a piece of paper (with numbers written in so the student doesnt write all over the page) and a pencil. The teacher will say a sound, such as /b/, and the student will write down which letter is said (prefacing it with Ok, kids, this is #4 so the answer will be written in the right spot on the page). The teacher can also give a word example, by saying /b/, as in bed. The students should also be reminded that they can always look at the alphabet poster on the wall in the classroom for reference if they need it. All adults will be walking around and available to help struggling students. Closure: Bring everyone back to the carpet for a closing game. To start, pick a letter, and ask the class for a word that begins with that letter/sound. For example: Can anyone give me a word that starts with G? G makes a /g/ sound. Have students raise their hands for the game, not shout out answers. Pick a student and write their word on the board. If they chose gift, write that word. Then underline the last consonant in that word. In this case, that would be t. Ask the class to give a new word, this time starting with t. Continue this way, making a new word from

the last consonant each time. Make sure each child has a chance to volunteer a new word. This is a fun way to apply what they learned/worked on this lesson and brings it all together.

Evaluation/Assessment: The observations made during the group work (such as students having trouble understanding which letter starts certain words, or allowing everyone else to choose all the letters) as well as the individual work (writing down each letter) will help determine where students currently stand. Students who have obviously grasped the concept, can give the correct answer every time without much hesitation, and got most or all of the letters correct on their worksheet may be ready to move on to vowels. Students who are able to answer correctly most of the time, but usually with more hesitation, and got a fair amount of letters correct might benefit from another day focused on this topic. Students who are having difficulties with the exercises done today and obviously do not have a good grasp on the material should be put in a group that will work with a teacher or aide the next day to focus more on where they are having issues and getting them up to speed with the rest of the class.

What special considerations do you have? Big cut-outs of the consonants, poster boards with alphabet, rings, numbered paper, pencils

B C D F

GH J K

LM N P

R S T V

W Y Z

A F K P U Z

B G L Q V

C H M R W

D I N S X

E J O T Y

1. ___ 2. ___ 3. ___ 4. ___ 5. ___ 6. ___

7. ___ 8. ___ 9. ___ 10.___ 11.___ 12.___