Literacy Lesson Lesson #: Nov 27th & Dec 3rd

Outcome(s) of Lesson: (Blooms or I can statement)

1. 2.1- 7 I can recall events and characters in familiar stories read aloud by others
2. 2.1 – 11 I can begin to make connections among sounds, letters, words, pictures and meaning

How will I know students have achieved the learning outcome(s)?

I will know my students have achieved the outcome by reviewing each student’s work from station one and two
as I will consider how each student completed the stations as a formative assessment. I will also be assessing
students by their white and green thinking hat responses during our reflection time.

Hook:
Read the story, All You Need for a Snowman, by Alice Schertle aloud to students. When reading the story,
emphasize the steps one must take to build a snowman. Have students predict what step is going to come next
by asking questions like, “what comes after the big cold well-rolled snowflake ball? Then, read the story a
second time, look for words in the story that begin with the letters: F, L, D, O, G, and X. (12 mins)

Learning Opportunities:
Time Learning Opportunity How do I check that students
understand what to do?
5 o After the story is read, ask students questions, “let’s put on Ask random students specific
mins our thinking hats. What other words start with F, D, questions about each station.
and L?” (Try to encourage students to form the words fox,
log, and dog. This uses most of the letters for our focus).
3 o Now, explain each station to students. There will be three
mins stations. Students will have 12 minutes at each station. Materials Needed
o Station One: Letter Scavenger Hunt. Students will draw a All You Need for a Snowman
picture of something that has the beginning sound, L, D, F, Story
and O. Make sure students write their name on their sheet. Letter Scavenger Hunt Sheet
Mrs. Kruger will be at this station. Beans
o Station Two: All You Need for a Snowman Sequencing. Black Marker
Using the story I read, have students cut out the different Muffin Tins
pictures that showcase the sequence of the story. Then, Muffin tray
students are to glue the pictures in order on a blank piece of
paper. Make sure students write their name on the paper.
Miss. Palichuk will be at this station.
o Station Three: Letter Matching. Students are to place a
letter bean in the correct muffin tin. Mrs. Flint will be at this
station. Students will do this activity with their elbow
partner.

o Once I have explained all the stations, I will ask upon

random students to repeat specific directions of the stations
to me. While this is happening, I will write the directions on
Literacy Lesson Lesson #: Nov 27th & Dec 3rd

the board using pictures for each station. This allows

students to be independent if they forget what to do at a
station.
o Next, I will number three tables so students know which
stations belong to each table.
o Now, I will ask the star student to pick a center in which
they want to begin at. I will then hand him the materials if
need. I will then assign three other students to go with him.
o Next, I will pick four students who are sitting quietly to go
to another station. I will pick one of the four students to take
materials to the table.
o Finally, I will pick the last four students to go to the last
center available. I will pick one of the four students to bring
materials to the table.

*** If all 13 students are at school, I will have one group of

five.****

How do I differentiate for ALL learners? Accommodations (ISP’s)

Beginning: I will show an example of each station so students can visually
see what to do.

Developing: I will provide instructions on the board using pictures.

Achieving: I will provide students the opportunity to visually see

instructions but they may choose to not at them if they understand.

Exceeding: If a peer has a question, this student can answer the question
by explaining what to do next.

Transition: (what will students do when they are finished?, how will we move to the next learning
opportunity?)
 Students will move from the carpet to the assigned station.
Time Learning Opportunity How do I check that students
understand what to do?
12 o Students have 12 minutes at their first station. After the 12 Mrs. Kruger, Mrs. Flint, and
mins minutes are up, ring the chime. Remind students to write Miss. Palichuk will ask one of
their name on their sheet if they are at Station One or Two. the four students a question on
Then, have students hand their sheet to the teacher if they the particular task they will be
are at stations 1 & 2. Then, ask students to do 10 Jumping doing.
Jacks. After Jumping Jacks, have students touch their toes.
Then, have students reach high to the sky. Now, ask them to
12 stand quietly, I will direct students to move to the next
mins station. Materials Needed
o Students will participate in the next station they are directed All You Need for a Snowman
to for 12 minutes. Once 12 minutes have passed, have Story
students write their name on their sheet if they are at station Letter Scavenger Hunt Sheet
one or two. Then, have students hand their sheet to the Beans
Literacy Lesson Lesson #: Nov 27th & Dec 3rd

12 teacher at that station. I will ask students to stand up and ask Black Marker
mins them to take 5 deep breaths in and out. Then, I will have Muffin Tins
them do stretches. After this movement break, I will direct Muffin tray
them to the final station.
o Students will participate at the last station for 12 minutes.
Once the 12 minutes are up, ask them to write their names
on the sheet if they are at station one or two. Then, have
students clean up their station and come to the carpet.
How do I differentiate for ALL learners? Accommodations (ISP’s)
Beginning: Have the teacher at the station help students write their
numbers. The teachers at the station will make sure students are gripping
their pencils properly and are cutting properly.

Developing: Have the teacher at the station help the student sequence or
draw a picture with a specific beginning sound by providing them an idea
on a sticky note. Students can look at the sticky note and use the idea to
guide them.

Achieving: Students may ask the teacher for help if they have a question.

Exceeding: Students may get a blank piece of paper and draw pictures of
the building process of our Christmas Trees at Medalta. (Sequencing)

Transition: (what will students do when they are finished?, how will we move to the next learning
opportunity?)
 Students walk quietly from their stations to the carpet.

CLOSURE:
 In a sharing circle, have students sitting crisscross and quietly. Say to students, “alright
Kindergartners, let’s put on our white thinking hat. “What do we know about sequencing?” and “what
do we know about beginning sounds?
 With your elbow partner, what did you learn at station 1, 2, 3. Make sure you listen carefully to your
partner as I may ask you what they said.
(3 Mins)

Lesson Plan Analysis: Using your lesson above, describe the following: (This information MUST be in
your learning opportunities)
Cooperative Station Three
Learning
Strategies used
Movement Breaks Jumping Jacks, Stretching, Deep breaths, moving from the carpet to stations

Modes of Visual: Story, Beans, Letters

Learning Verbal: Story, Instructions
Physical: Each Station
Literacy Lesson Lesson #: Nov 27th & Dec 3rd

Logical: Students will come to a better understanding of phonemic awareness and

sequencing.
Higher Order Let’s put on our thinking hats. What other words start with F, D, and L?
Question(s)

Reflection and Revisions:

o Use Salt Trays for students to trace the Letters First. Then they can write them on the worksheet.
Discuss expectations with Salt Trays.
o Discuss with students what a WOW Cat would look like at each Station
o Discuss Sequencing by asking students how they made their Christmas Tree at Medalta
o Say, “by 11 o’clock, you will be able to put events that happened in the story in order, write letters and
draw a picture that starts with that letter, and match uppercase letters to lowercase letters
o At the letter matching station. Say a letter and ask a student to say the sound. Then have students match
the Uppercase to the Lowercase. Say to students that the rocks are our tiny muffins and we need to
put them in the right tin so they cook properly.
o Remind students of expectations prior. Mutual Respect, Attentive Listening.
o With your elbow partner, what did you learn at station 1, 2, 3. “Make sure you show attentive listening
to your partner as I may ask you what they said.”