Spring 2016

ECED372

LESSON PLAN OUTLINE

JMU Elementary Education Program

Mattie Thomas
Mrs. Truslow, Kindergarten, Clymore Elementary School
March 23, 20016 8:30am
Submitted March 16, 2016

TITLE OF LESSON - Apple Sound Game

CONTEXT OF LESSON
This activity provides children with a review on phonemic awareness,
through the association of letter and sound recognition. Furthermore, by
making connections between the letters, each letter sound, and words, the
students are able to make stronger connections to their own vocabulary.
During this time, in the Kindergarten school year, it is important to review
and refresh students on letter sounds so that they may make the
connections those sounds have to words. Furthermore, for the higher
reading levels, in reviewing sight words the students can become more
comfortable using them and vocalizing them in everyday language.
In preparation for this activity, I have observed and noted the
characteristics of the classroom in which I will be working in. Within the
class, the students have been working on each alphabetic letter and their
sounds, the various ways in which that letter can be used in different words,
as well as sight words. Furthermore, in accordance with the lesson plan for
the intended presentation week, the cooperating teacher will be introducing
plants as a main topic, therefore giving my group and me a theme of nature
in which to house our literary activities on. I chose my activity so that I may
provide the students with a interactive review of their alphabet and sight
words. Having children participate and 'pick' their letters and words, gives
them a sense of ownership and choice in their learning, while also being
educationally beneficial.
OBJECTIVES AND ASSESSMENT
Developmental Objectives
For Lower Reading Level/Group:
1. The student will identify the letters on
the provided apples and make the correct
sound of that letter.
2. The student will use each letter
provided on the apple to create a word
beginning with said letter.

Assessment
I plan to have a small basket that contains paper pictures of apples with a letter from the
alphabet on them. I will then sing the corresponding rhyming "apple song" for them, after
which they will "pick an apple" from the basket. Being sure the children are taking turns
appropriately, the children will make the sound of the letter of the apple they are holding. I
will be listening for correct letter-sound recognition. I will record this information on the
attached data collection instrument.
After each child has been given a turn to provide a letter sound, I will repeat the cycle,
however, this time asking they provide a word that begins with the letter and sound. I will
listen for appropriate responses, ensuring that the student's answer follows my
instructions. During this process I will also take notice in the amount of time in which it
takes the students to respond, as well as, the interjections or comments of other students at
the table. I will record this information on the attached data collection instrument.

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For Middle Reading Levels/Groups

1. The student will identify the letters on
the provided apples and make the correct
sound of that letter.

2. The student will use each letter

provided on the apple to create 2 words
beginning with said letter.

For Upper Reading Levels/Groups

1. The student will identify the letters on
the provided apples and make the correct
sound of that letter.

2. The student will read and correctly state

the sight word on the apple they pick
from the basket.

I plan to have a small basket that contains paper pictures of apples with a letter from the
alphabet on them. I will then sing the corresponding rhyming "apple song" for them, after
which they will "pick an apple" from the basket. Being sure the children are taking turns
appropriately, the children will make the sound of the letter of the apple they are holding. I
will be listening for correct letter-sound recognition. I will record this information on the
attached data collection instrument.

After each child has been given a turn to provide a letter sound, I will repeat the cycle,
however, this time asking they will provide 2 words that begins with the letter and sound.
I will listen for appropriate responses, ensuring that the student's answer follows my
instructions. During this process I will also take notice in the amount of time in which it
takes the students to respond, as well as, the interjections or comments of other students at
the table. I will record this information on the attached data collection instrument.

I plan to have a small basket that contains paper pictures of apples with a letter from the
alphabet on them. I will then sing the corresponding rhyming "apple song" for them, after
which they will "pick an apple" from the basket. Being sure the children are taking turns
appropriately, the children will make the sound of the letter of the apple they are holding. I
will be listening for correct letter-sound recognition. I will record this information on the
attached data collection instrument.
After each child has been given the turn to provide a letter sound, I will replace the
alphabet apples currently in the basket with apples that have sight words written on them.
The student will then read and state the sight word on the apple. If they are correctly they
may keep the apple. Students will try and collect as many apples as possible. However, if
the student picks the apple stated BOOM, all the students must return their apples to the
basket and begin the process again.

COLLECTION OF ASSESSMENT DATA

* See attached Data Collection Sheet
RELATED VIRGINIA STANDARDS OF LEARNING (K & 1) OR FOUNDATION BLOCKS
(Preschool)
Kindergarten - English

K.6 The student will demonstrate an understanding that print makes sense.
c) Read ten high-frequency words.
K.7 The student will develop an understanding of basic phonetic principles.
a) Identify and name the uppercase and lowercase letters of the alphabet.
o recognize and name rapidly and with ease uppercase and lowercase letters in sequence
and in random order.
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b) Match consonant, short vowel, and initial consonant digraph sounds to appropriate letters.
o use basic knowledge of one-to-one letter-sound correspondences by producing sounds
for each consonant.
MATERIALS NEEDED
Instruction Card - 3 segments/steps - Sing. Pick. Say. (All segments and words accompanied by
picture) -Mattie
Camera - Mattie
Small table - CT
4-5 chairs - CT
Small Bucket or Basket - Mattie
Cut out Paper Apples with Letters from the Alphabet printed on them - Mattie
Printed out Lyrics to the Apple Song (2-3 sheets) - Mattie
PROCEDURE

Preparation of learning environment

The classroom set up will be composed of 4-5 rectangular tables all in an
single aligned row at the front of the classroom, with 4-5 chairs
encompassing its sides.
For my individual activity, I will be seated at one of the 4-5 tables with a
small group of students in the surrounding chairs
In preparation, I will have printed and cut out paper apples that are each
labeled with a different letter of the alphabet, as well as a separate stack of
paper apples that are labeled with different sight words.
These printed apples will be further placed in a provided basket and remain
on the designated table
I will also print 2-3 copies of the "Apple Song" lyrics and have them set out
of the designated table for which the children can used to point read or
simply follow and sing along to.
o "Apple, apple

nice and round.

pick an apple and
make its sound!"
Engagement and introduction of the lesson
To begin the lesson, I will have each child have a seat in the chairs
surrounding the designated table. From here I will gather their attention by
introducing myself and asking them collectively how their morning is going.
This will help the students to relax and not stress over the task at hand.
Implementation of the lesson
After which, I will give verbal instructions on the activity in which I am
presenting. "Okay, so now what we're going to do is work on our letter
sounds. I'm going to go one by one, so each person will get a turn. I'm going
to sing you a song, and if you want you may point to the words on the paper
in front of you and try to sing along with me. (Pointing to each paper laid on
the table containing the lyrics to the song) In my hand I have a basket full of
letters, when it is your turn, I will sing the song and you will 'pick an apple'
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from the basket. (Showing the children the basket and the apples inside) You
may mix up the letters before you pick if you'd like, once you have picked a
letter you will tell me and your fellow classmates at the table what sound the
letter on the apple makes. Does everyone understand?"
o Once individual students perform their task I will ask that they
return their letter to the basket where I will mix up the papers to
ensure the same letter is not picked twice in a row.
After each child has had a turn producing the correct sound in coordination
with the letter they picked from the basket, I will implement a new task or
rule to the activity.
"Good job guys, I liked how you enunciated those letter sounds. Now, were
going to go back around the table, except after you say the sound that each
letter makes, I want you to say a word that begins with that same sound and
letter."
o This task will be differentiated in accordance with the student's
reading levels
Once again singing the short song for each child's turn, encouraging those
who's turn it is not to follow along by point reading or singing the song on
the piece of paper in front of them.
In the occurrence that each child has been given a turn in letter
pronunciation and word identification, I will encourage the children to go
around again, however, using new words and not repeating what has already
been said.
Closure After each child has completed their turn at pronouncing the letter sounds
and in stating a word that corresponds with that letter, I will congratulate
them on their knowledge of the alphabet and their letter sound
pronunciation.
From this point, as long as the allotted time provided for each activity has
been completed, each group will be told to stop what they are doing - using
the transition "Class Class, Yess Yess" to move to the next table in a
clockwise rotation.
Clean-up - Between each group transition, I will collect any loose letters and return
them to the basket. At the end of the workshop, I will again collect all loose letters and return them to the
basket as well as collect printed lyrics and push in chairs at the table.
DIFFERENTIATION

In order to differentiate among reading levels:

For the lower levels - Reading Level B/Group 1 - after the first rotation in which the students
pronounce the sound of the letter on the apple, I will ask that in the next rotation the students
again state the sound each letter makes and state one word they may think of that begins
with that same letter.
For the middle levels - Reading Level C /Groups 2 and 3- after the first rotation in which the
students pronounce the sound of the letter on the apple, I will ask that they state two words
that begins with their letter.

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For the higher levels - Reading Level D/Group 4 and 5- after the first rotation in which the
students pronounce the sound of the letter on the apple, I will switch out the paper apples
which have the alphabet on them and replace them with apples that have higher level sight
words on them. I will play this like a game they are already familiar with called BOOM. If
the students pronounces their given sight word correctly, they get to keep it, if they do not
they must put it back. For the child that picks an apple that has the word BOOM on it, every
child must put their collected apples back into the basket.
In the case that there are students with limited English language proficiency or have health
or physical limitations, I will incorporate more examples in pronouncing letter sounds, or
words that begin with each letter sound. Through these examples I will strongly enunciate
each letter sound and word as well as use sight word examples that may be more
recognizable to the child.

WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?

In the case that something went wrong:

o If a student will not remain seated, and begins to move around the classroom, I will encourage
the student stay seated and to personally help me sing the song or provide them with a turn to
pick a letter from the basket. If this does not work, I may ask the teacher to step in to talk to
him/her.
o If the students do not take turns properly and blurt out answers, I will re-inform the students of
the instructions and that this is a turn taking activity. Emphasizing and that it is not polite to
speak over someone and to take away their opportunity to share. If this again doesn't work, I
may ask that the child skip a turn in our group rotation, and if he or she can do so without
interruption, than he or she may again gain the right to participate in the group.
o If the students find the activity boring and not stimulating enough, I might encourage the group
to split into teams and once a letter is pulled from basket, each team must think of words
beginning with that letter, the team with the most correct and accurate words, gets a point.
o If the students become too rowdy or too loud when singing the song or stating their word, I will
remind the students that we are inside and must use inside voices, as well as there are other
groups in the room trying to do their group activities and we must not yell or shout so that they
can hear instructions.

Lesson Plan Reflection

As soon as possible after teaching your lesson, reflect on the experience. Use the questions/prompts below to
guide your thinking. Be thorough in your reflection and use specific examples to support your insights.

A. How did your actual lesson differ from your plans? Describe the changes you made & explain why
you made them. Be thorough & specific in your description. (3 pts)

B. Evaluate the impact of the lesson based on your plan for assessing learning and the individual data
you collected on each objective. Cite multiple examples of student behavior & language that document
your conclusions. (8 pts)

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C. Describe at least one way you could incorporate developmentally appropriate practice in a better or
more thorough way if you were to present this lesson again. (2 pts)

D. If you were the teacher in this classroom, what follow-up experiences would you plan? (Develop
your answer based on the data that was collected and your observations during the lesson.) (2 pts)

E1. Share something you learned about young children as a result of planning and conducting the
activity. Relate this new knowledge to principles of child development or appropriate curriculum from
your ELED 308 and ECED 372 courses. (2 pts)

E2. Share something you learned about teaching as a result of planning and conducting this activity.
Describe how you will apply this new knowledge to upcoming opportunities for developing learning
experiences for children. (6 pts)

E3. Share something you learned about yourself as a result of planning & conducting this activity? (2
pts)

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