William Ellis, student number 21277707

Lesson Plan

Year Level/s: Kindergarten
Curriculum Area:
(e.g. Mathematics)
Literacy – guided reading
Date: 26th/29th May pm Time Period:
30 minutes
Specific Lesson Learning Goals (What will the students learn during this particular lesson?)
Students can identify the letter ‘E/e’ in words
Students can identify the letter ‘E/e’ in a text, plus some of the sight words studied so far (I, and, the, a, to, he)
Relevant EYLF areas:

Outcome 3: Children have a strong sense of wellbeing
Children become strong in their social and emotional wellbeing (song and dance)
Outcome 5: Children are effective communicators
Children interact verbally and non-verbally with others for a range of purposes
Children engage with a range of texts and gain meaning from these texts

Relevant Department of Education WA Draft Curriculum for Kindergarten areas:
(Guided reading)

Begin to understand
how symbols and
pattern systems
work
(Connects to the
English Curriculum)

Develop concepts of print

Investigate symbols and
patterns systems


(The letter E dance):

• Participate in positive experiences that allow them to feel significant in their peer group and social circles
(connects to the Health & Physical Education Curriculum)
• Build knowledgeable and confident self - identities
• Develop positive attitudes to physical movement and exercise
Move to tempo of music and develop motor movements to the rhythm of music such as trot or gallop
(connects to The Arts Curriculum)


Take increasing
responsibility for their
own health and
physical wellbeing
(connects to the
Health & Physical
Education
Curriculum)
Build knowledge, skills
and positive attitudes
to physical movement
• Willingness to participate in energetic physical activity including dance, drama, movement and games (connects to The
Arts Curriculum)


Students’ Prior Knowledge:

Students have had ‘he’ as a sight word in week 4 too

Sight words already covered:
I
and
the
a
to
he

Differentiation for levels and behaviour:

XXXXX to be encouraged to sit apart form XXXXX if possible
XXXXX on an IBP – rewards charts for sitting on the mat – ask EA to supervise this
XXXXX sometimes needs reassurance too regularly – pen marks on hand if superfluous questions are asked

Preparation: (classroom layout, resources, groupings)
E song on youtube: https://www.youtube.com/watch?v=Cm4OnFLl5Uw
Words taken from the song (Find) appendix 1
rest
slept
bed
best
sleep


Time
(minute
s from
start):



0 to 5






6 to 15















16 to 30
Lesson Progression
(Include: Introduction, Lesson Steps, Focus Questions and Conclusion)



Introduction:

Watch J Krasinski version the Gingerbread Man

https://www.youtube.com/watch?v=7NjDUMeBaUo


Lesson step 1: GUIDED READING

Ask students to read the laminated sight words - find
ask one student each time to stick it to the bottom of the Smartboard (not
on the screen or on the buttons)

Play the clip again, but pausing it

Ask students to identify the sight words. Only ask students who are sitting
beautifully are asked up to do this


Lesson step 2: letter of the week

Students on mat – standing

Letter ‘e’ song on youtube
https://www.youtube.com/watch?v=Cm4OnFLl5Uw

– watch once (again if they love it), with movements

Letters from the song on the board
rest
slept
bed
best
sleep

Students take turns to come up and circle the ‘e’, then write a letter e on the
board (lower case/upper case/both?)


Transition to tables

2/3 Fine Motor Skills tables set up, plus roll overs from morning lesson and
teacher’s assessment activity






Comments/notes






















Standing from the
start. (If there is a
problem with them all
seeing it, play it once
with them seated, then
repeat with them
standing. However, it
worked fine standing
with Kindy A)
- Use named pop
sticks

































Informal Assessment of Student Outcomes

What will you assess?

Students’ ability to identify the letter ‘e’ in words or in
the text
Student’s ability
How will you assess? What evidence will you collect?

Informal assessment (it’s a mat session lesson)

Lesson Reflections
Students Self
a. To what extent did students meet the specific
lesson learning goals?
b. How will I use this information to plan future
lessons?







a. Did the lesson go as I expected?
b. What did I do well?
c. What did not go well?
d. What would I change?


Appendix 1:
rest
slept
bed
best
sleep

Appendix 2:

Once long ago in a
little old house
lived a little old
man and a little old
woman. The little
old woman worked
in the house all day,
polishing and
dusting and baking
wonderful cakes
and pies and
cookies. The little
old man worked all
day in the garden.
In the evening he
ate the wonderful
cakes and pies and
cookies that the
little old woman
had baked.

One day the little
old woman said to
herself, “What can
I bake for a
surprise? I am tired
of the same old
cakes and cookies.
I know, I’ll bake a
gingerbread man!”


Answer sheet: letter e, Sight words
Once long ago in a
little old house
lived a little old
man and a little old
woman. The little
old woman worked
in the house all day,
polishing and
dusting and baking
wonderful cakes
and pies and
cookies. The little
old man worked all
day in the garden.
In the evening he
ate the wonderful
cakes and pies and
cookies that the
little old woman
had baked.

One day the little
old woman said to
herself, “What can
I bake for a
surprise? I am tired
of the same old
cakes and cookies.
I know, I’ll bake a
gingerbread man!”