UNLV/Department of Teaching & Learning

Elementary Lesson Plan Template

UNLV Student: Kayla Gooding PSMT Name: Lindsey Weall

Lesson Plan Title: Becoming better Lesson Plan Topic: ELA
readers and writers
Date: 2/11-2/15 Estimated Time: 1 hour
Grade Level: Kindergarten School Site: Steele Elementary

1. State Standard(s):

 RF.K.2- Demonstrate understanding of spoken words, syllables, and sounds

(phonemes).
 RF.K.2a- Recognize and produce rhyming words.
 RF.K.2b- Count, pronounce, blend, and segment syllables in spoken words.
 RF.K.2c- Blend and segment onsets and rimes of single-syllable spoken words.
 RF.K.2d- Isolate and pronounce the initial, medial vowel, and final words
(phonemes) in three-phoneme (CVC) words.
 RF.K.2e- Add or substitute individual sounds (phonemes) in simple, one-syllable
words to make new words.

2. Teaching Model(s):

 Direct
 Kagan
 Questioning: DOK

3. Objective(s):

 Monday (Day1): Students will be introduced to the book, D is For Dragon Dance to
celebrate Chinese new-year.
 Tuesday (Day 2): Students will count words in a spoken sentence, recognize
rhymes, produce a rhyme, and blend single syllable onset-rimes.
 Wednesday (Day 3): Students will segment single syllable onset-rimes, syllable
blending and pronouncing, syllable segmenting and counting, and phoneme
alliteration and discrimination.
 Thursday (Day 4): Students will isolate phoneme initial sounds, isolate phoneme
final sounds, isolate phoneme medial sounds, and blend phonemes.
 Friday (Day 5): Students will phoneme segment, phoneme addition, phoneme
substitution, and phoneme deletion of initial sound.
4. Materials and Technology Resource
Monday (Day 1)
 Jennifer Jones
 Dragon craft
 Lively Letters PowerPoint
 Whiteboard
 Whiteboard markers
 Explicit phonics words
 Elmo

Tuesday (Day 2)
 Jennifer Jones
 Lively Letter PowerPoint
 Whiteboard
 Whiteboard markers
 Explicit phonics words
 Phonological Awareness sheet for teacher
 Elmo

Wednesday (Day 3)
 Jennifer Jones
 China Acrostic Poem
 Lively Letter PowerPoint
 Whiteboard
 Whiteboard markers
 Explicit phonics words
 Phonological Awareness sheet for teacher
 Elmo

Thursday (Day 4)
 Jennifer Jones
 Lively Letter PowerPoint
 Whiteboard
 Whiteboard markers
 Explicit phonics words
 Phonological Awareness sheet for teacher
 Elmo

Friday (Day 5)
 Jennifer Jones
 Lively Letter PowerPoint
  Whiteboard
 Whiteboard markers
 Explicit phonics words
 Phonological Awareness sheet for teacher
 Elmo

5. Instructional Procedures:

Monday (Day 1):

Motivation/Engagement:

1. Lively Letters-
 TW state the purpose of the lesson: “the reason we do Lively Letters every
day is so we can practice out letter names and our letter sounds.
 Then we will go through the Lively Letters PowerPoint and ask S the names
and sounds of the letters that we have learned thus far.
 TW ask about the super start vowels (a,e,i,o,u)
 TW introduce the new letters and sound created by the letters OU “the scary
ghost”; the sound that is in words like boot, cool, and food.
 TW say the letter OO and TW tell the S the sound they make.
 TW tell the S the story of the letters OO; “we know that the letter O usually
say ‘o’ but when two O’s get together they act like a scary ghost. This is the
scary ghost. His eyes are the two O’s. Let’s make O’s out of our fingers. (with
both hands, make O’s by connecting tip of the pointer finger to the tip of the
thumb on each hand. Put them up to your eyes, like glasses, and say ‘oooo.’)
Lets both make the scary ghost sound, ‘oooo.’ This sound is in words such a
boot, cool, and food.
 TW teach S the Lively Letter OO song. SW sing the song twice then review the
last two letters learned. (WH/ZH)
 T and SW create a graphic organizer in the form of a bubble map to
brainstorm words that begin with, or contain the OO sound.

Developmental Activities or Learning Experiences:

1. Explicit Phonics:
 TW explain why it is important to learn explicit phonics.
 TW ask S why they think it is important.
 TW remind students that sounds should only be said when T gives the cues
(sound *tap*, blend *tap*, word *tap*).
 Words: (Like/bike/spike) (Cool/fool/tool/pool) (Chat/fat/pat/mat)

2. Reading and Analysis of Text-

 TW go over CHAPMS and call S to the carpet.
  TW state the purpose of the lesson "Today we are reading "D is For Dragon"
by:Ting Chang Compestine.
 I want you to listen to the story carefully so you can tell me about the
vocabulary, or the words that you hear, what happens throughout the story,
and key details of the story such as: main character, other characters,
setting(s), and the problem and solution.
 At the end of the story I will be asking you to help me re-tell the story.
 TW tell S that re-telling the story is important because it shows me, and
yourselves, that you are paying attention to the story and you are
understanding the key details (character, setting, and problem/solution)."
 TW ask students about the parts of the book (front cover, back cover, spine,
and title page).
 TW also ask about the things that we find of the front cover of a book, the
title page, and the purpose of the spine.
 TW then ask about the 3 components of a story (main character, setting, and
problem/solution).
 TW say "now turn to your talking partner; when I tell you to, I want the
students to tell their listening partner if they think "D is For Dragon" by: Ting
Chang Compestine is a fiction book (not real), or a non-fiction book
(something that can happen in real life) and WHY you think it. The person
with the lighter shirt is our speaker."
 TW give students 1:30 minutes to discuss what they think and why they
think it.
 TW call S attention back to the teacher and have a few S share what their
partner told them.
 TW ask students to put a thumbs up is they agree, and a thumbs down if they
disagree.
 SW then defend their reason for agreeing or disagreeing. **REMIND
STUDENTS WHAT GOOD LISTENERS LOOK AND SOUND LIKE**
 TW go over vocabulary terms they will hear throughout the story; TW tell the
S the definitions of the words.
 TW read the "D is For Dragon" by:Ting Chang Compestine.book and ask S
questions throughout the story (i.e.: character names, setting, why certain
things are happening/happened).
 After reading, SW turn to their talking partner and the former listener will
tell their tell their partner whether the story is fiction or non-fiction and why
they think that.
 SW share what their partner said and either agree or disagree with the
speaker.
 TW revisit vocabulary words.
 TW explain that vocabulary is important because it give us more words to
use when we write, and because it helps us understand what we are reading.

3. Phonological Awareness-
 No phonological Awareness on Monday’s.
Review and Closure:

1. TW have students share their additional ideas about the story we read with Kagan
partners. (Kagan: Think-Pair-Share)
2. TW have class repeat new vocabulary words and their definitions.

Extension:

 SW make sentences for the vocabulary words that were in D is for Dragon book.
 SW start their paper bag dragon craft.

Tuesday (Day 2):

Motivation/Engagement:

1. Lively Letters-
 TW review oo sound that we learned yesterday.
 TW state the purpose of the lesson: “the reason we do Lively Letters every
day is so we can practice out letter names and our letter sounds.
 Then we will go through the Lively Letters PowerPoint and ask S the names
and sounds of the letters that we have learned thus far.
 TW ask about the super start vowels (a,e,i,o,u)
 TW introduce the new sound created by the letters OO “the scary ghost”; the
sound that is in words like boot, cool, and food.
 TW say the letter OO and TW tell the S the sound they make.
 TW tell the S the story of the letters OO; “we know that the letter O usually
say ‘o’ but when two O’s get together they act like a scary ghost. This is the
scary ghost. His eyes are the two O’s. Let’s make O’s out of our fingers. (with
both hands, make O’s by connecting tip of the pointer finger to the tip of the
thumb on each hand. Put them up to your eyes, like glasses, and say ‘oooo.’)
Lets both make the scary ghost sound, ‘oooo.’ This sound is in words such a
boot, cool, and food.
 TW teach S the Lively Letter OO song. SW sing the song twice then review the
last two letters learned. (WH/ZH)
 T and SW create a graphic organizer in the form of a bubble map to
brainstorm words that begin with, or contain the OO sound.

Developmental Activities or Learning Experiences:

1. Explicit Phonics:
 TW explain why it is important to learn explicit phonics.
 TW ask S why they think it is important.
  TW remind students that sounds should only be said when T gives the cues
(sound *tap*, blend *tap*, word *tap*).
 Words: (Scoot/floot/boot) (cash/bash/flash) (date/skate/late)

2. Reading and Analysis of Text-

 TW go over CHAPMS and call S to the carpet.
 TW state the purpose of the lesson "Today we are reading "D is For Dragon"
by:Ting Chang Compestine.
 I want you to listen to the story carefully so you can tell me about the
vocabulary, or the words that you hear, what happens throughout the story,
and key details of the story such as: main character, other characters,
setting(s), and the problem and solution.
 At the end of the story I will be asking you to help me re-tell the story.
 TW tell S that re-telling the story is important because it shows me, and
yourselves, that you are paying attention to the story and you are
understanding the key details (character, setting, and problem/solution)."
 TW ask students about the parts of the book (front cover, back cover, spine,
and title page).
 TW also ask about the things that we find of the front cover of a book, the
title page, and the purpose of the spine.
 TW then ask about the 3 components of a story (main character, setting, and
problem/solution).
 TW say "now turn to your talking partner; when I tell you to, I want the
students to tell their listening partner if they think "D is For Dragon" by: Ting
Chang Compestine is a fiction book (not real), or a non-fiction book
(something that can happen in real life) and WHY you think it. The person
with the lighter shirt is our speaker."
 TW give students 1:30 minutes to discuss what they think and why they
think it.
 TW call S attention back to the teacher and have a few S share what their
partner told them.
 TW ask students to put a thumbs up is they agree, and a thumbs down if they
disagree.
 SW then defend their reason for agreeing or disagreeing. **REMIND
STUDENTS WHAT GOOD LISTENERS LOOK AND SOUND LIKE**
 TW go over vocabulary terms they will hear throughout the story; TW tell the
S the definitions of the words.
 TW read the "D is For Dragon" by: Ting Chang Compestine book and ask S
questions throughout the story (i.e.: character names, setting, why certain
things are happening/happened).
 After reading, SW turn to their talking partner and the former listener will
tell their tell their partner whether the story is fiction or non-fiction and why
they think that.
 SW share what their partner said and either agree or disagree with the
speaker.
  TW revisit vocabulary words.
 TW explain that vocabulary is important because it give us more words to
use when we write, and because it helps us understand what we are reading.

3. Phonological Awareness-
 Counting words in a spoken sentence
 Rhyme recognition
 Rhyme production
 Single syllable onset-rime blending

Review and Closure:

1. TW have students share their additional ideas about the story we read with Kagan
partners. (Kagan: Think-Pair-Share)
2. TW have class repeat new vocabulary words and their definitions.
3. S will share something new they learned about from the story.

Extension:

 SW continue to work on the vocabulary words from the book D is for Dragon.
 SW also continue to work on their paper bag dragon craft.

Wednesday (Day 3):

Motivation/Engagement:

1. Lively Letters-
 TW introduce new oo sound.
 TW state the purpose of the lesson: “the reason we do Lively Letters every
day is so we can practice out letter names and our letter sounds.
 Then we will go through the Lively Letters PowerPoint and ask S the names
and sounds of the letters that we have learned thus far.
 TW ask about the super start vowels (a,e,i,o,u)
 TW introduce the new sound created by the letters OO “the ghost with
books”
 TW say the letter OO and TW tell the S the sound they make.
 TW tell the S the story of the letters OO; “Sometimes the two O’s make a
different sound. It’s in words like look, took, and book. This is another ghost.
He doesn’t like to scare people; he likes to look at books. One day he was
walking in the halls at school carrying a stack of books. All of a sudden, he
turned the corner and someone crashed right into him! The books got
pushed right into his stomach, “oo”. There were books all over the floor when
he made that sound. Try making that sound. Push your hands into your
tummy and say ‘oo’.”
  TW teach S the Lively Letter OO as in (book/cook) song. SW sing the song
twice then review the last two letters learned. (WH/ZH)
 T and SW create a graphic organizer in the form of a bubble map to
brainstorm words that begin with, or contain the OO sound.

Developmental Activities or Learning Experiences:

1. Explicit Phonics:
 TW explain why it is important to learn explicit phonics.
 TW ask S why they think it is important.
 TW remind students that sounds should only be said when T gives the cues
(sound *tap*, blend *tap*, word *tap*).
 Words: (Make/bake/cake) (cook/book/look) (Chin/bin/tin)

2. Reading and Analysis of Text-

 TW go over CHAPMS and call S to the carpet.
 TW state the purpose of the lesson "Today we are reading "D is For Dragon"
by:Ting Chang Compestine.
 I want you to listen to the story carefully so you can tell me about the
vocabulary, or the words that you hear, what happens throughout the story,
and key details of the story such as: main character, other characters,
setting(s), and the problem and solution.
 At the end of the story I will be asking you to help me re-tell the story.
 TW tell S that re-telling the story is important because it shows me, and
yourselves, that you are paying attention to the story and you are
understanding the key details (character, setting, and problem/solution)."
 TW ask students about the parts of the book (front cover, back cover, spine,
and title page).
 TW also ask about the things that we find of the front cover of a book, the
title page, and the purpose of the spine.
 TW then ask about the 3 components of a story (main character, setting, and
problem/solution).
 TW say "now turn to your talking partner; when I tell you to, I want the
students to tell their listening partner if they think "D is For Dragon" by: Ting
Chang Compestine is a fiction book (not real), or a non-fiction book
(something that can happen in real life) and WHY you think it. The person
with the lighter shirt is our speaker."
 TW give students 1:30 minutes to discuss what they think and why they
think it.
 TW call S attention back to the teacher and have a few S share what their
partner told them.
 TW ask students to put a thumbs up is they agree, and a thumbs down if they
disagree.
 SW then defend their reason for agreeing or disagreeing. **REMIND
STUDENTS WHAT GOOD LISTENERS LOOK AND SOUND LIKE**
  TW go over vocabulary terms they will hear throughout the story; TW tell the
S the definitions of the words.
 TW read the "D is For Dragon" by:Ting Chang Compestine.book and ask S
questions throughout the story (i.e.: character names, setting, why certain
things are happening/happened).
 After reading, SW turn to their talking partner and the former listener will
tell their tell their partner whether the story is fiction or non-fiction and why
they think that.
 SW share what their partner said and either agree or disagree with the
speaker.
 TW revisit vocabulary words.
 TW explain that vocabulary is important because it give us more words to
use when we write, and because it helps us understand what we are reading.

3. Phonological Awareness-
 Single syllable onset-rime segmenting
 Syllable blending and pronouncing
 Syllable segmenting and counting
 Phoneme alliteration and discrimination

Review and Closure:

1. TW have students share their additional ideas about the story we read with Kagan
partners. (Kagan: Think-Pair-Share)
2. TW have class repeat new vocabulary words and their definitions.
3. S will share something new they learned about from the story.

Extension:

 SW continue to write sentences for the vocabulary words for the D is for dragon
story.
 SW finish up paper bag dragon craft.
 SW start the CHINA acrostic poem.

Thursday (Day 4):

Motivation/Engagement:

1. Lively Letters-
 TW review new oo sound.
 TW state the purpose of the lesson: “the reason we do Lively Letters every
day is so we can practice out letter names and our letter sounds.
 Then we will go through the Lively Letters PowerPoint and ask S the names
and sounds of the letters that we have learned thus far.
 TW ask about the super start vowels (a,e,i,o,u)
  TW introduce the new sound created by the letters OO “the ghost with
books”
 TW say the letter OO and TW tell the S the sound they make.
 TW tell the S the story of the letters OO; “Sometimes the two O’s make a
different sound. It’s in words like look, took, and book. This is another ghost.
He doesn’t like to scare people; he likes to look at books. One day he was
walking in the halls at school carrying a stack of books. All of a sudden, he
turned the corner and someone crashed right into him! The books got
pushed right into his stomach, “oo”. There were books all over the floor when
he made that sound. Try making that sound. Push your hands into your
tummy and say ‘oo’.”
 TW teach S the Lively Letter OO as in (book/cook) song. SW sing the song
twice then review the last two letters learned. (WH/ZH)
 T and SW create a graphic organizer in the form of a bubble map to
brainstorm words that begin with, or contain the OO sound.

Developmental Activities or Learning Experiences:

1. Explicit Phonics:
 TW explain why it is important to learn explicit phonics.
 TW ask S why they think it is important.
 TW remind students that sounds should only be said when T gives the cues
(sound *tap*, blend *tap*, word *tap*).
 Words: (frame/came/flame) (shook/took/nook) (crane/plane/lane)

2. Reading and Analysis of Text-

 TW go over CHAPMS and call S to the carpet.
 TW state the purpose of the lesson "Today we are reading "D is For Dragon"
by:Ting Chang Compestine.
 I want you to listen to the story carefully so you can tell me about the
vocabulary, or the words that you hear, what happens throughout the story,
and key details of the story such as: main character, other characters,
setting(s), and the problem and solution.
 At the end of the story I will be asking you to help me re-tell the story.
 TW tell S that re-telling the story is important because it shows me, and
yourselves, that you are paying attention to the story and you are
understanding the key details (character, setting, and problem/solution)."
 TW ask students about the parts of the book (front cover, back cover, spine,
and title page).
 TW also ask about the things that we find of the front cover of a book, the
title page, and the purpose of the spine.
 TW then ask about the 3 components of a story (main character, setting, and
problem/solution).
 TW say "now turn to your talking partner; when I tell you to, I want the
students to tell their listening partner if they think "D is For Dragon" by: Ting
 Chang Compestine is a fiction book (not real), or a non-fiction book
(something that can happen in real life) and WHY you think it. The person
with the lighter shirt is our speaker."
 TW give students 1:30 minutes to discuss what they think and why they
think it.
 TW call S attention back to the teacher and have a few S share what their
partner told them.
 TW ask students to put a thumbs up is they agree, and a thumbs down if they
disagree.
 SW then defend their reason for agreeing or disagreeing. **REMIND
STUDENTS WHAT GOOD LISTENERS LOOK AND SOUND LIKE**
 TW go over vocabulary terms they will hear throughout the story; TW tell the
S the definitions of the words.
 TW read the "D is For Dragon" by:Ting Chang Compestine.book and ask S
questions throughout the story (i.e.: character names, setting, why certain
things are happening/happened).
 After reading, SW turn to their talking partner and the former listener will
tell their tell their partner whether the story is fiction or non-fiction and why
they think that.
 SW share what their partner said and either agree or disagree with the
speaker.
 TW revisit vocabulary words.
 TW explain that vocabulary is important because it give us more words to
use when we write, and because it helps us understand what we are reading.

3. Phonological Awareness-
 Initial phoneme isolation
 Phoneme isolation of final sounds
 Phoneme isolation of medial sounds
 Phoneme blending

Review and Closure:

1. TW have students share their additional ideas about the story we read with Kagan
partners. (Kagan: Think-Pair-Share)
2. TW have class repeat new vocabulary words and their definitions.
3. S will share something new they learned about from the story.

Extension:

 SW continue to write sentences for the vocabulary words for the D is for dragon
story.
 SW finish up paper bag dragon craft.
 SW continue to work the CHINA acrostic poem.
Friday (Day 5):

Motivation/Engagement:

1. Lively Letters-
 TW review both oo/oo sounds.
 TW state the purpose of the lesson: “the reason we do Lively Letters every
day is so we can practice out letter names and our letter sounds.
 Then we will go through the Lively Letters PowerPoint and ask S the names
and sounds of the letters that we have learned thus far.
 TW ask about the super start vowels (a,e,i,o,u)
 TW say the letter OO/OO and TW tell the S the sounds they make.
 TW teach S the Lively Letter OO as in (book/cook); OO as in (boot/cool)
song. SW sing the song twice then review the last two letters learned.
(WH/ZH)
 T and SW add to the graphic organizer in the form of a bubble map to
brainstorm words that begin with, or contain the OO/OO sounds.

Developmental Activities or Learning Experiences:

1. Explicit Phonics:
 TW explain why it is important to learn explicit phonics.
 TW ask S why they think it is important.
 TW remind students that sounds should only be said when T gives the cues
(sound *tap*, blend *tap*, word *tap*).
 Words: (hook/snook/took) (grape/drape/cape) (ship, chip, slip)

2. Reading and Analysis of Text-

 TW go over CHAPMS and call S to the carpet.
 TW state the purpose of the lesson "Today we are reading "D is For Dragon"
by:Ting Chang Compestine.
 I want you to listen to the story carefully so you can tell me about the
vocabulary, or the words that you hear, what happens throughout the story,
and key details of the story such as: main character, other characters,
setting(s), and the problem and solution.
 At the end of the story I will be asking you to help me re-tell the story.
 TW tell S that re-telling the story is important because it shows me, and
yourselves, that you are paying attention to the story and you are
understanding the key details (character, setting, and problem/solution)."
 TW ask students about the parts of the book (front cover, back cover, spine,
and title page).
 TW also ask about the things that we find of the front cover of a book, the
title page, and the purpose of the spine.
  TW then ask about the 3 components of a story (main character, setting, and
problem/solution).
 TW say "now turn to your talking partner; when I tell you to, I want the
students to tell their listening partner if they think "D is For Dragon" by: Ting
Chang Compestine is a fiction book (not real), or a non-fiction book
(something that can happen in real life) and WHY you think it. The person
with the lighter shirt is our speaker."
 TW give students 1:30 minutes to discuss what they think and why they
think it.
 TW call S attention back to the teacher and have a few S share what their
partner told them.
 TW ask students to put a thumbs up is they agree, and a thumbs down if they
disagree.
 SW then defend their reason for agreeing or disagreeing. **REMIND
STUDENTS WHAT GOOD LISTENERS LOOK AND SOUND LIKE**
 TW go over vocabulary terms they will hear throughout the story; TW tell the
S the definitions of the words.
 TW read the "D is For Dragon" by:Ting Chang Compestine.book and ask S
questions throughout the story (i.e.: character names, setting, why certain
things are happening/happened).
 After reading, SW turn to their talking partner and the former listener will
tell their partner whether the story is fiction or non-fiction and why they
think that.
 SW share what their partner said and either agree or disagree with the
speaker.
 TW revisit vocabulary words.
 TW explain that vocabulary is important because it give us more words to
use when we write, and because it helps us understand what we are reading.

3. Phonological Awareness-
 Phoneme segmenting
 Phoneme addition
 Phoneme substitution
 Initial phoneme deletion

Review and Closure:

1. TW have students share their additional ideas about the story we read with Kagan
partners. (Kagan: Think-Pair-Share)
2. TW have class repeat new vocabulary words and their definitions.
3. S will share something new they learned about from the story.

Extension:
  SW continue to write sentences for the vocabulary words for the D is for dragon
story.
 SW finish up paper bag dragon craft.
 SW continue to work the CHINA acrostic poem.

6. Accommodations, Modifications and Differentiations for Diverse Learners:

Monday (Day 1):

 Accommodations: Allow students to sit closer.
 Modifications: After each page/vocabulary word, pause and ask if any
student needs clarification of that page/vocabulary word. Do not move on
until all students are ready.
 Differentiations: Pairing by ability

Tuesday (Day 2):

 Accommodations: Allow students to sit closer.
 Modifications: Pair students together to allow for assistance during
worksheet activities.
 Differentiations: Pairing by ability.

Wednesday (Day 3):

 Accommodations: Allow students to sit closer. Allow more time for students
who need more focus time during discussions and activities.
 Modifications: Pair students together to allow for assistance during
worksheet activities.
 Differentiations: Grouping by ability.

Thursday (Day 4):

 Accommodations: Allow students to sit closer. Allow more time for students
who need more focus time during discussions and activities.
 Modifications: Pair students together to allow for assistance during
worksheet activities.
 Differentiations: Pairing by ability.

Friday (Day 5):

 Accommodations: Allow students to sit closer. Allow more time for students
who need more focus time during discussions and activities.
 Modifications: Pair students together to allow for assistance during
worksheet activities.
 Differentiations: Pairing by ability.

7. Assessment and Evaluation of Learning:

a. Formative:
 Circulate the room to check for understanding
  DOK questioning
 Think Pair Share
 Carpet partner sharing

b. Summative:
 No summative assessment for this lesson.

8. Homework Assignment:
 Work on sight words
 Read nightly
 Complete and activity about one of the books you read one of the nights