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Early Childhood Special Education Lesson Plan

Word Study
Teacher Candidate: Ayasha Bista

Grade Level: Kindergarten

Lesson: Letters and Sounds
Unit of Study: Myself and Others
Goal of Lesson (Common Core State Standards/Division of Early Childhood where appropriate)
RF.K.3a: Know and apply grade-level phonics and word analysis skills in decoding words.
Objectives:
1.) SWBAT will be able to sound out three letter words and put them the sounds together to form words showing words can be
segmented into sounds and that sounds can be blended into words.
2.) SWBAT sound out the beginning and ending sounds of their names.
3.) SWBAT recall important details from the book, Chrysanthemum by Kevin Henkes such as the sequence of events, characters
and settings, after having been read and discussed this book before twice before to look at Chrysanthemum’s beginning and
ending sound.
4.) SWBAT sound out the letters of some three-letter words and practice their combination as a group then write down the letter
when they hear the sound during the smaller group activity with prompting from the teacher.
Pre-Assessment:
The teacher will have gone through the letters in the alphabets and the sounds the letters make. The teacher will do an informal
observation during group time by pointing at the alphabets and asking the students to sound the letters out.
Post-Assessment:
The teacher will check to see if the students are able to sound out the letters of the words discussed during the group lesson and in
small groups in their activity paper after hearing the word.
The student’s understanding of the beginning, middle and ending sound will also be observed as they write the words down.
The teachers will check to see if the students will be able to distinguish between beginning sound and ending sound in their names.
Materials:
Chrysanthemum by Kevin Henkes

Easel
Handouts for students
Communication device
Visual alphabet card set for students who need to use it
Use of Technology:
For students who may have a difficult time in creating the sound, they can be provided with a communication device with recorded
sounds that they can use in order to show their understanding of the sound and letter combination. This can be used for whole group as
well to go over the sounds of the alphabets using the smart board as the students sound it out as well.
Differentiation:
Higher – Students will be asked to sound out and spell words that are not part of the lesson, during small group activity along with the
three-letter word. These students will work on familiar words that are part of the word wall, which may be longer than the three letter
words they practiced during the whole group lesson. They can work on not only identifying beginning and ending sound of their
names but other names in the classroom as well.
Across – Students will be working in smaller groups of eight with one teacher who will read a word that they will then sound out and
write the letters down to spell the words. They will also sound out the letters, mainly focusing on the beginning and last letters, and
spelling out their own names.
Lower – Students will be provided with only the three letter words discussed during the whole group lesson. The words will be
separated for the students in order for them to hear the sounds individually. Instead of the word, the teacher will sound out the letters of
the word. The students who have difficulty writing can use visual cards to show the alphabet when they hear the sound. They can also
work on each alphabet rather than combining and making the words.
Seating Configuration/Use of Physical Space:
In the whole group lesson, the students will be seated at the rug in rows of 6 with four students in each row. The children will be seated
at different tables in three different groups. They will each be working at individual desks in the group. The teacher in each group will
be rotating in order to work with all the students. When children are done with their activities, they will return to the rug for closure
and a whole group share.
Teaching roles and collaboration:

The head teacher will be part of the whole group lesson. During small group time, the head teacher will work with one group, the
special education teacher in a different group and the assistant teacher will lead the third group.
Classroom Management:
1. At the rug, the students will be reminded of the rules that are placed on the rug. These include right posture; back straight,
hands on lap, raising hands, eyes on the teacher who is speaking and listening ears. The rug consists the chart that displays rug
behavior where the students can see the visuals while the teacher reviews them.
2. Students in different groups will be placed away from others who may initiate behavioral problems.
3. The teachers will also walk around within the group to make sure everyone is on task.
Engagement of students/anticipatory set/Motivation:
The head teacher will introduce the lesson as a game on the rug where the students will have to guess the letters after hearing the
sounds. Their job will be to listen and see if they can guess the sounds and then the words. Students also enjoy talking and learning
about themselves, which will get them excited about sounding out the letters in their names.
Connection to Previous lesson/Prior Knowledge:
The students will have gone over the sounds of each letters without combining them together. The students will also have been talking
about their names and others during various Chrysanthemum lessons.
Lesson Presentation:
Estimated Time: 35 minutes
1. The students will meet on the rug as a whole class activity.
2. The teacher will ask the students what they remember from the book, Chrysanthemum. The questions will include; what was
the name of the main character? Does she have a long name or a short name? What does beginning mean? What does middle
mean? What does end mean?
3. The teacher will ask the students to now listen to the words that were being said and then raise their hand if you can guess the
beginning sound. The first word will be “bat”, which will be repeated three times before the teacher picks on a student who has
their hands raised. The students should respond with /b/.
4. The students will then be asked what the middle sound in “bat” is. THE response should be /a/.
5. This will continue on till the ending sound in “bat”. The response is /t/.
6. The word will then be repeated with individual sounds - /b/, /a/, /t/. Finally chanting the three sounds and then the word “bat”.
7. The teacher will repeat the procedure for many words; tree, sun, tie, back, rip, rag and take.
8. The teacher will write down Chrysanthemum’s name at the easel by the rug. The students and teacher willgo over the

beginning and end sound of Chrysanthemum.
9. The head teacher will tell the students that the teachers in the group will tell them a word; the students will sound out the word
and write down the letters.
10. Then the group will be divided into three smaller groups with eight students in each group.
Guided Practice/Active Involvement/Small group work/Independent Practice:
Estimated Time: 15 minutes
1. In small groups, the students will be working on sounding out the word and then writing it down as the teacher sounds them
out.
2. The same words used during the whole class group discussion will be included.
3. The teacher will add an additional word, which will be each student’s name.
4. The students with the help of the teacher will sound out the letters in their names.
Final Summary/Closure:
Estimated Time: 5 minutes
The students will meet at the rug as the teacher asks them about their names and the beginning, middle and ending sounds. The teacher
will ask students to raise their hands if she makes the initial sound of their names or ending sound of their names after looking at the
list.
Extension:
The students can practice simple phonemic awareness through other songs and poems in the classroom.