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USF Elementary Education Lesson Plan Template (S 2014)
USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught: Subject/Content: Reading Group Date of Lesson: February
Kindergarten Size: 2 16th
groups of
4
Lesson Content
What Standards (national
or state) relate to this
lesson?
LAFS.K.RF.1.1
(You should include ALL
applicable standards. Rarely Demonstrate understanding of the organization and basic features of print.
do teachers use just one:
theyd never get through a. Follow words from left to right, top to bottom, and page by page.
them all.)
b. Recognize that spoken words are represented in written language by specific sequences of
letters.
d. Recognize and name all upper- and lowercase letters of the alphabet.
LAFS.K.RF.4.4
Read emergent-reader texts with purpose and understanding.
LAFS.K.RI.1.2
With prompting and support, identify the main topic and retell key details of a text.
in the past or present tense, well as simple repetitive language. Students will be able to read this text with purpose
A: the student B: will be able and understanding.
to re-write the sentence in
future tense D: with no errors
in tense or tense contradiction
(i.e., I will see her yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)
Level B:
The formative evidence I will use is that students will be able to follow along with one
another as we popcorn from student to student to pick up and read each page on their
own.
The summative evidence I will collect is the activity that my students will complete after
USF Elementary Education Lesson Plan Template (S 2014) Name: __Hannah Seamans____
Grade Level Being Taught: Subject/Content: Reading Group Date of Lesson: February
Kindergarten Size: 2 16th
groups of
4
the reading. They will draw a picture of something the moose may like to do and then
label. Under it, they will write about why he likes to do it. This will show me that my
students were able to comprehend the text. In the other activity I have provided, my
students will be able to circle the correct word answer that represents something that the
Moose in the story does NOT like to do. Then, they will draw a picture of something they
like to do and label it.
Lesson Implementation
Step-by-Step Plan Time Who?
(What exactly do you plan to
do in teaching this lesson? Be 2 min Teacher I will call the group of 4 students to my table where I will be
thorough. Act as if you needed introducing the book I Can Do It to my level A group and Things I
a substitute to carry out the Can Do to my level B group.
lesson for you.) 5 min Teacher
Group A: Explain that this book shows activities that children can
Where applicable, be sure to do. We will then do a picture walk. Students will raise their hand
address the following: and tell me what the child is doing on each page. On Page 2 we will
How will materials be identify the word play. What letter would you expect to see at the
distributed? beginning of play? Then, my students will find the word, put their
How will students 5 min Teacher finger under it, and say it. On page 4 we will identify, point to, and
transition between &Student say the word I. On page 6 we will recognize what the girl is doing in
activities? the picture. I will remind them that they can use the pictures to help
What will you as the them understand the story. Do you think the girl will get wet? What
teacher do? does the girl in the picture say? The sentence reads: I can wash
What will the students do? the dog. Say the. The begins with the letters th. Find the, put your
What student data will be finger under it, and say it.
collected during each
phase? I will then have my students turn back to the beginning and read to
What are other adults in find out all the things children can do.
the room doing? How are
they supporting students Group B: Explain that this story tells about things a moose can do
learning? and likes to do. The moose in this story acts like a person. He tells
What model of co-teaching the story so he uses the word I.
USF Elementary Education Lesson Plan Template (S 2014) Name: __Hannah Seamans____
Grade Level Being Taught: Subject/Content: Reading Group Date of Lesson: February
Kindergarten Size: 2 16th
groups of
4
are you using? The title of this book is: Things I Can Do. Say the word do. What
letter would you expect to see first in the word do? Find the word Do
on the cover of the book and put your finger under it. And you can
see that the word has an uppercase D because it is in the title.
We will then begin our picture walk.
On page 2 we will notice what the moose is doing. Students will
mention that he is playing the piano. Yes, he says: I can play the
piano. Say the word play. What sound do you hear first? What letter
makes the /p/ sound? Find the word play and put your finger under
the first letter, p.
On page 3 we will notice what the moose says and then focus on the
word like. My students will find the word like in the second
sentence and put their finger under the first letter, l.
On page 4 I will remind my students that they can use information in
pictures to help them read. Look at the picture on page 4. What can
the moose do? What does he like to do? So what will he say here?
5 min Student
I will then have my students turn back to the beginning and read to
find out all the things the moose can do.
Group A: I will ask my students to tell what details they can share
USF Elementary Education Lesson Plan Template (S 2014) Name: __Hannah Seamans____
Grade Level Being Taught: Subject/Content: Reading Group Date of Lesson: February
Kindergarten Size: 2 16th
groups of
4
I will provide both Group A and B with the printout activities that I
have explained in the summative assessment section of this lesson
plan. This will show me that they have grasped an understanding for
the readings, my standards, and objective.
Meeting your students If applicable, how does this lesson connect to the interests and cultural
needs as people and as backgrounds of your students?
learners This lesson connects to the interests and cultural backgrounds of my students by
discussing different activities that children, (and a moose) can and like to do. This will
allow for my students to make connections to themselves. They will be able to use their
imagination and creativity after the story to show me what THEY like to do at home. This
will provide me with some background knowledge on the interests of my students. Some
USF Elementary Education Lesson Plan Template (S 2014) Name: __Hannah Seamans____
Grade Level Being Taught: Subject/Content: Reading Group Date of Lesson: February
Kindergarten Size: 2 16th
groups of
4
students may show diversity or different cultural backgrounds through their drawing and
writing.
My A group will be following along with their finger through choral reading
whereas the students in Group B will individually read their own page.
During the book walk, Group A is pointing and saying a specific word whereas
Group B is pointing at, saying, and recognizing the sound and letter of the first
letter in the word.
Relevant Psychological It is important to take in consideration the background of my students! When choosing
Theories and research these two books, I wanted my students to be able to make text-to-self connections! I
taken in consideration think that this made the activities more engaging for my students because they were
when planning this lesson able to draw pictures of what THEY like to do outside of school! It was also helping me to
get to know them more which will help me in planning future instruction.