UNLV/Department of Teaching & Learning

Elementary Lesson Plan Template

UNLV Student: Vianne Perez PSMT Name: Mrs. Leppert

Lesson Plan Small Group Day 1 Lesson Plan Topic: Words Their Way
Title:
Date: 1/29/2017 Estimated Time: 30min
Grade Level: Kindergarten School Site: Triggs Elementary

1. State Standard(s):
 CCSS.ELA-LITERACY.RF.K.3
Know and apply grade-level phonics and word analysis skills in decoding words.
2. Teaching Model(s):
 Indirect instruction
3. Objective(s):
 Students will be able to decode words
 Students will be able to bled letters together
4. Materials and Technology Resources
 Sorting mats
 Differentiated Words Their Way sorts
5. Instructional Procedures:
a. Motivation/Engagement:
 Teacher will ask students to meet at the teacher table
 Teacher will pass out their new word sorts from Words Their Way
 Students will look over pictures and words for a few minutes
 Students will cut out words
 After looking at the words students will sort in any way they chose (prior
knowledge)
 Students will explain their thinking (why they sorted the way they sorted)
b .Developmental Activities or Learning Experiences:
 Teacher and students will go over pictures
 Teacher and students will go over pictures one last time quickly before moving on
to the words
 Teacher and students will now go over words
o Students will first stretch out word
o Students will then blend word together to decode
 Teacher will say “I say you say” to go over words quickly
 Students will help teacher sort the first 5 the correct way (We do)
 Teacher and student will read their words and explain the sound/word family and
sort according to the rule (you do)
 c. Closure:
 Students will now do it independently while teacher observes
 When time is up students will place their word sort in their baggie
d. Extension:
 If time allows students will be able to take out their white bored and practice
writing their words

6. Accommodations, Modifications and Differentiations for Diverse Learners:

 Lesson will have
o Visual (letter cards)
o Auditory (giving specific instructions, echo back the teacher)
o Kinesthetic (sorting words)
o ELL (echoing)
o IEP ( allow more time if needed)

7. Assessment and Evaluation of Learning:

a. Formative:
 Teacher will observe students work
 Teacher will ask students questions throughout the sort
b. Summative:

8. Homework Assignment:
 Teacher will send students home with homework packet since Monday

Reflection:
I believe that the lesson was very effective. In the part one of the video you will see the students
and I going over the pictures. The students did very well on decoding the pictures. As a teacher, I
believe I need to work on getting our little “shy” student to speak up. (The little girl in the first
video). Some way I need to get her more engaged as the rest of her group. In part two of the
video you will see a big difference in energy between students. Stretching out the words and
putting our sound dots helped the student remember how many different sounds they hear to
make the word. An example that was not seen in the video was the word “pill” as you see the
word “pill” has four letters but the word itself only has three sounds. The students will then make
three sound dots on the bottom of the word, one sound dot for the double l. The will help the
students remember that the double L, “ll”, makes one sound and not two. While going through
the words we also gave real like examples. For the word “mill” I talked about going mini golfing
and they might have seen one. With this group, lowest, they need the constant reputation and
stretching the words out as a group. I believe at the end of the lesson they did an amazing job.