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Grade: Kindergarten
Subject: Reading/Writing
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Kindergarten Lesson Plan
Fun With Letters
Rebecca Robles
rjrobles@bisd.us
Brownsville Independent School District (BISD)
Seventh Grade Reading Teacher
A. Intended Grade Level and Age
I have created a lesson plan specifically designed for Kindergarten (5-6 year old) students.
Population Served
This lesson plan is designed for Kindergarten students. Students with speech or language impairment, Autism, or hearing impairments will also benefit from this lesson plan, as will English language learners and gifted and talented learners.
B. Special Education
Autism: Characteristics
Autism is defined as "a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age 3 that adversely affects a child's educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences" (Council for Exceptional Children, 1998).
How this Population Will Benefit from This Lesson
An autistic child will benefit from the design of this lesson because of the repetitive nature of the lesson. The lesson also incorporates individual and shared activities.
Hearing Impairment: Characteristics
A hearing impairment is defined as "an impairment in hearing, whether permanent or fluctuating, that adversely affects a child's educational performance but that is not included under the definition of deafness" (Council for Exceptional Children, 1998). A hearing impaired child will benefit from this activity because of the specific hand gestures that are used throughout the lesson.
How this Population Will Benefit from This Lesson
These hand gestures and constant teacher modeling will help the hearing impaired students to learn the specific letter/sound correspondence. In addition, the child will learn how to vocalize the sound by modeling after the teacher.
Speech Impairment: Characteristics
Speech or language impairment is defined as "a communication disorder such as stuttering, impaired articulation, language impairment, or a voice impairment that adversely affects a child's educational performance" (Council for Exceptional Children, 1998).
How this Population Will Benefit from This Lesson
The speech or language impaired student will benefit form this lesson because he/she will receive implicit language instruction. The child will learn to identify letter/sound correspondence and how to properly articulate the specific sound being taught.
C. Gifted and Talented
Giftedness: Characteristics
Gifted and talented students are defined as, "Children and youth with outstanding talent who perform or show the potential for performing at remarkably high levels of accomplishment when compared with others of their age, experience, or environment" (US Department of Education, 1993).
How this Population Will Benefit from This Lesson
This lesson addresses the needs of gifted and talented students. The lesson offers opportunities for practice of fine motor skills, language skills, and memorization skills, which are areas where the gifted and talented student thrives. The lesson also offers the gifted and talented student opportunities for hands-on activities. Gifted and talented students will also have the opportunity to mentor English language learners.
D. Emergent Bilingual
"The beginner phase of second language development starts immediately on exposure to the new language. Early on, the child may neither understand nor speak a word of English" (Peregoy & Boyle, 2013).
How this Population Will Benefit from This Lesson
This lesson addresses the needs of English language learners. The lesson offers opportunities for students to practice speaking, listening, reading, and writing skills.
Time
The lesson takes approximately 45 -- 60 minutes.
Topic
The topic is objects we find at school.
Learning Domains
This lesson addresses the cognitive domain by introducing explicit instruction on the articulation, pronunciation, and rules for specific letters of the alphabet. The lesson includes opportunities for discussion amongst students, which involves the social domain. The lesson also addresses the affective domain because the students are given a riddle, which they are supposed to solve. The psychomotor domain is addressed when students cut, and paste pictures from a magazine.
Objectives
A. Texas Essential Knowledge and Skills (TEKS)
K.1) Reading/Beginning Reading Skills/Print Awareness. Students understand how English is written and printed. Students are expected to:
(A) recognize that spoken words can be represented by print for communication;
(C) demonstrate the one-to-one correspondence between a spoken word and a printed word in text;
K. (3) Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students are expected to:
(A) identify the common sounds that letters represent;
K. (18) Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:
(A) use phonological knowledge to match sounds to letters;
B. Backwards Lesson Planning Goals
At the end of the lesson students should recognize the letter C in text, produce the /k/ sound, write the letter C, and say words that start with the /k/ sound.
C. Language Objectives
TLW listen to the teacher's explanation about the letter C; and listen to words in order to identify the initial /k/ sound.
TLW will share their pictures with the class and explain why they chose each picture.
TLW read "C, cat, /K/; identify objects that begin with /k/sound.
TLW write the letter C.
Materials
Flashcard, toy cat, cup, coins, cotton balls, comic book, scissors, glue, magazines, one large letter C cut out per student.
Strategies
Realia
Manipulatives
Lesson Steps (Activities)
A. Hook
I will begin the lesson by showing the students a series of objects that begin with the letter C. I will ask students to name the objects (toy cat, cup, coins, cotton balls, and a comic book). I anticipate that the students will call the coins, money. I will ask them for alternate words until they use the word coins. Next, I will ask students to identify the first sound they heard as they named each object.
B. Teacher Input
Once students have identified the initial sound they heard when they named each object, I will read them a riddle. Once they guess the riddle. I will show them a flash card with the letter C and the picture of a cat. I will tell the students that each of the objects they named started with the letter C. I will point to the letter C on the flashcard and say, "C", I will make a letter C shape with my hand. Next I will point to the picture of the cat and say, "Cat". Finally, I will put place two fingers under my mouth and say, "/k/". I will ask the class to watch me and I will repeat the process three times.
Next, the students and I will repeat the same process three times.
C. Check for Understanding
I will check for understanding by observing students. If need be I will ask pairs of students to repeat the process. Next students will turn to a partner and take turns modeling the process. They will say "C, cat, /k/", while using the hand gestures taught.
D. Grouping (we do)
The students will buddy up and take turns identifying objects in the classroom or objects they can recall that start with the letter C sound. They will say "C, _____, /k/." I will circulate to each group to observe students and clarify any errors. Next, students will share the names of the objects they identified which begin with the C sound.
E. Independent Practice (You Do)
Each student will receive a large letter C cutout made of construction paper, scissors, glue and a magazine. Students will find, cut out and paste at least 5 pictures that begins with the /k/ sound.
F. Closure
Each student will show their letter C to the class and explains why they chose each picture.
References
IDEA (1998). Idea's Definition of Disabilities.(1998). City, ST: Publisher. Retrieved
from National Center for Learning Disabilities (2013). Types of LD. Retrieved from
http://www.ncld.org/types-learning-disabilities
National Society for the Gifted & Talented (2013). Giftedness Defined. Retrieved from
http://www.nsgt.org/giftedness-defined
Peregoy, S. F., & Boyle, O. F. (2013). Reading, Writing, and Learning in ESL: A
Resource Book for Teaching K-12 English Learners.(6th ed.). Boston, Columbus,
Indianapolis, New York, San Francisco, Upper Saddle River, Amsterdam. Cape
Town, Dubai, London, Madrid, Milan, Munich, Paris, Montreal, Toronto, Delhi,
Mexico City, Sao Paulo, Hong Kong, Seoul, Singapore, Taipei, Tokyo: Pearson.
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