Source of Evidence: Lesson Plan

Name: Courtney Isaacs

Cycle: N/A
# of Students: 20
0

Date:
#IEP:

Age/Grade Level: Kindergarten

Unit Title:
N/A
Recognition
1. Lesson Context

#Gifted:

2/26/15
0

#ELL:

Content Area: Reading

Lesson Title: Phonics and Word

PILOT

Objective for this lesson: Students will read sight words by sight and will develop skills
in isolating and pronouncing letter sounds in words.

RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words.
RF.K.2.d Isolate and pronounce the initial, medial vowel, and final sounds in threephoneme words.

Students will listen to the teacher read the book Great Day for Up by Dr. Seuss. This
will introduce their newest sight word, Up. They will then break out into 3 group
rotations. One group will be practicing their new sight word by writing it, stamping it,
and forming it with play dough. The Second group will be working with the teachers
paraeducator, practicing phonics with alphabet flashcards. The Third group will be
practicing beginning letter sounds with the Fire Bunnies activity.

PILOT
One student has mutism. She will be accommodated in the second group with the
flashcards. Instead of having her say the sounds that it makes, the paraeducator can ask
her Does A say ahh like in apple? Or does it eh like in elephant? She can then point
to the picture of the apple because it makes the A sound. No other accommodations
needed.
Students will correctly identify sight words that the teacher asks them to locate on the
twister board. When the teacher says a word like on, the student will look to find the
word on the board. Once they find it, they stand on it.

2. Lesson Outline:
Lesson
Formative Assessment
Objectives/Learning Process
Targets

Instructional
Strategies/Activities

Objective/Target

Assessment Description

Target: Read high- frequency

words by sight.
Target: Pronounce letter
sounds at the beginning,
middle and end of a word.

Students will be pulled individually

Students will hear, see and
during group rotations. The teacher
practice writing their new sight
will say one of their sight words. The word up in the story and in
students must look for the word on the group 1. They will review their
twister board, and stand on it whenever Phonics skills in group 2 with
they have found it. They will be
alphabet flash cards. In group 3,
prompted and supported if they have students will practice beginning
difficulty or answer incorrectly.
sounds of words with the Fire
Bunnies activity game.

I am learning to:
Read my sight
words.
Say letter sounds at
the beginning, middle and
end of a word.

Critical Vocabulary
-

Up
Is
So
To
A
On
In
No
Go

Differentiated
Assessment:

Strategies/Activities:

Differentiated

Strategies/Activities:
The words on the twister board can
easily be removed and switched with No differentiated strategies will
be necessary for this lesson.
other words to make the assessment
more challenging or more simplified.
The board can also be folded to give Media/Technologies/R
students less options to choose from if
esources:
they are struggling.
Book: Great Day for

Up by Dr. Seuss
Student Self-Assessment
Practicing Up
Students must independently find the
worksheet
sight word the teacher has given them.
Play dough

The teacher will be observing them.

Stamps/Stamp pads

They will be prompted and supported

Twister board

if they have difficulty or answer

Sight Word Flashcards

incorrectly.
Alphabet Flashcards

Fire Bunnies activity

set

PILOT
3. Lesson Procedures:

Students will use their listening skills to listen to the teacher read the story Great Day for
Up. The teacher will introduce the word up at this time to the students. The phonics of the word
up will also be reviewed by the teacher.
In their group rotation, group 1 will be practicing their new sight word up. On the

worksheet, students will practice their writing skills by writing the word up three times. They must
then stamp the word up by selecting the two correct stamps from the alphabet stamps and stamp
them in the correct order. Last, they will practice their fine motor skills and build the word up with
play dough on top of the worksheet.
In group 2, children will review phonics. The paraeducator will show flashcards of the

alphabet to the students. The students will respond by saying the correct letter sound for the letter
that is being held up. The paraeducator will prompt and support if a child has difficulty or answers
incorrectly.
In group 3, students will practice beginning sounds in words with the Fire Bunny activity.

This will help develop their phonics skills.

Closing:

Once students complete the activity in each group, they will be asked to sit quietly
until it is time to rotate groups. If they are in group 2 or 3, they can go through the
activity again until it is time to switch. Before switching to the next group, students
must clean up their area.

PILOT
Students will be introduced to a new sight word today, Up. We will introduce this
word by reading the book Great Day for Up by Dr. Seuss. Students will have a
worksheet that allows them to practice spelling this word. Students will also be
practicing their letter sounds. Flash cards of letters will be held up, in which they
must respond with the correct letter sound. An activity that practices beginning
sounds in words will allow them to work towards their phonics skills that will
eventually lead to the students reading. Students will be individually assessed on how
well they can recognize their sight words. Sight words will be given to them verbally.
They must then look at a twister board on the floor and find the sight word
mentioned. When they find the word, the must stand on it. This shows the teacher if
students are quickly recognizing these words or what each student needs work on.