BKs II & III Lesson Plan Format A

Name: Emilie Colwell

Date Taught: 9/30/15

MT: Lora Nolen

MTs Initials:

Subject: Reading

Grade Level: Kinder/2nd

LEARNING OBJECTIVE
A (Audience)
B (Behavior)
C (Condition)

Date Submitted to MT: 9/28/15

US Initials:
Setting: Small Group

Given visual prompts, the students will be introduced to the letter

Mm and will be able to identify the letter and the sound that it makes,
correctly identifying the letter four/five times needing two or less
prompts with 100% accuracy.

D (Determining Criteria)
E (Ending)
IEP OBJECTIVE(S)
J will verbalize the names of the uppercase and lowercase letter with 100% accuracy when they are
presented in random flashcard format.
Within 36 instructional weeks and given 5 to 10 seconds of wait time, M will verbally identify 20/26
uppercase letters and 20/26 lowercase letters during 80% of opportunities within two 6-week periods.
TEKS STANDARDS
(7) Reading/letter-sound relationships. The student uses letter-sound knowledge to decode written
language. The student is expected to: (A) name and identify each letter of the alphabet
MATERIALS/EQUIPMENT/TECHNOLOGY
ABC wall cards, ABC Wall Cards corresponding CD, CD player
MODIFICATIONS & ACCOMMODATIONS (may include these in each section)
Lengthened time to respond.
PREINSTRUCTIONAL SET
Attention-Getting Strategy Good morning everyone! Were going to add a new letter to our
alphabet chant today! We all need to be sitting in our seats and on
our pockets for this lesson, but we will get to stand up when we do
our Boogie Woogie ABCs. If I ask a question, please wait until I call
on you and it is your turn to talk, so that everyone can have a turn to
think.
Student Objective (By the By the end of this lesson, you will be able to recognize our new
end of this lesson you will letter on the wall, trace it, and you will also know the new verse of
the chant.
be able to)
The purpose of this lesson is because we want to know all of the
Purpose of Lesson
verses for each letter of the alphabet. By knowing the verses, it will
help us to remember each letter and what sound the letters make.
INSTRUCTION
Relate to Prior Knowledge We have done several letters so far. A, E, H, and K. Lets review
the verses of the chant for each of those letters. Speak through
each letter.
I speak through each letter verse on my own to remind
Direct Instruction (incl.
students of each verse. Now lets sing through the Boogie Woogie
modeling: I do)
ABCs together! I point to each wall card throughout the song.
Guided Practice (We do) Were going to play the new sound game today! Were going to
guess what picture is on the other side of the card. Our new letter
today is m. We are going to be adding m to our alphabet cheer!
Listen: m says mmmm. What does m say? Now, lets play the new

Independent Practice
(You do)

sound game. I wonder whats on the picture. I think it might be a

moon because mmmmoon begins with /mmm/. What do you think is
on the picture. Ask each student individually. Redirect any
guesses that do not begin with m. Lets see if any of our guesses
were right! Turn card over. Point to the monkey. Everyone, what
do you see? (a monkey) Where is the monkey? (on a mountain)
Listen to me say the m verse of the Alphabet Cheer. M says mmm.
Monkey on a mountain, /m/, /m, /mmmm/. Your turn, say each line
after me!
Lets say the verses of the Alphabet Cheer that weve learned so far.
A, E, H, K. Finish with the verse for M.
I will then review the beginning sounds in random order.
Sing the Alphabet Cheer.
Introduce the Unit 5 poem.
Everyone, look at the poster. What do you see? How many
monkeys? Lets count. How many monkeys? (5) Where are the
monkeys? (mountain) The title of the poem is Slow Letter M. Say the
title with me. What kind of letter is m? (slow) Remember, that means
you say the sound slowly. Listen to my slow letter m. Say it with me.
I will then have the students repeat each line of the poem after
me.
Were going to practice writing capital letter M. What sound does m
make? Imagine your hand is on mine. When youre writing a capital
letter M, youll start at the hat line. Then you go down to the shoe
line. Lift your hand up and go down to the belt line, then back up to
the hat line. Then you start again from the hat line down to the shoe
line. Lets trace the letter on the table. We just traced M. M says
/mmm/. Now lets do the small letter m.
How are the capital M and the smaller m different?

Higher Level Questions

CLOSURE (objective restated, link to future learning; incl. students)
Today, we learned about our new letter M. We learned a new verse for our ABC chant and we also
worked on tracing the letter. Remind me again, what is the new verse for our chant? Student
response. Tomorrow, youre going to continue to practice on writing the letter M with Mrs. Nolen.
Thank you for working so hard today and for staying on task! Nice job!
LESSON EXTENSION (extend learning deeper)
If time permits, I will have students give me examples of words that have the beginning sound
/mmm/.
ELABORATION (elaborate further)
If time permits, the students will be given a white board and Expo marker to practice writing out the
capital and small letter Mm.
ASSESSMENT (how you will know students learned the information)
I will be able to assess the students in their ability/inability to identify the letter Mm, recite the Alphabet
Cheer and tracing of the letter.
RESOURCES
Read Well Alphabet Routines.