RedTPA-Style Technology & Literacy Lesson Plan (Modified for EDU 276)
Name(s)​: Molly Hourihan, Claire Mancarella
Lesson Title​: Phonics Fun
Age or Grade Level​: Kindergarten ​Number of Students​: 20
Central Focus
Essential Strategy
Prior Academic
Knowledge
What knowledge, skills, and
concepts must students
already know to be
successful with this lesson?
Common Core State
Standards or New York
State Standards
Include # and text
http://www.corestandards.or
g/
Learning Objectives
Instructional Materials
What do you need in order
to teach this lesson? Be sure
to provide citations to
anything that you did not
create.
Date​: 2/17/2020
Subject​: Phonics
​Length of Lesson​: 30 minutes
The central focus of this lesson is phonics. (correlating sounds with letters or
groups of letters in the alphabetic writing system)
We will teach students to make associations between letters and their sounds
through referencing familiar images/symbols. (ex. “A” for Apple, “B” for Bug,
etc.) This can be further encouraged through teaching tools such as letter tracing
worksheets and games.
● Students must have an underlying phonemic awareness and understand
that words are made up of sounds.
● Students must understand that different sounds are represented by written
letters.
CCSS.ELA-LITERACY.RF.K.3.A
Demonstrate basic knowledge of one-to-one letter-sound correspondences by
producing the primary sound or several of the most frequent sounds for each
consonant.
(For example the different sounds the letter “a” can make)
Students will be able to:
1. Name each letter of the alphabet when shown a picture of each letter.
2. Discriminate between different sounds at the start of words (ex. dog and
dish start with the same sound, ball and toy start with different letters).
3. Sort letters into uppercase and lowercase categories.
For this lesson we will be using the book Chicka Chicka Boom Boom, by Bill
Martin Jr. and John Archambault, letter tracing worksheets, the Starfall ABC
website, and an alphabet chart with upper and lowercase letters.
 Assessments
Describe how you plan to
monitor student learning
(formally and/or informally)
Technology
Describe how technology is
used in both teaching and
learning.
Introduction to Lesson
Write short descriptions
here
[Example:
Introduction to Key
Vocabulary Words]
Instructional Activity
Write short descriptions
here
Formally​- Provide independent activities to assess students individual progress
and performance and gauge the level of understanding.
Informally​- Ask general questions about the sounds letters represent as a class.
​Starfall ABC website
This website will be used as an example to instruct students on which letters
represent which sounds and how to correctly produce the sounds.
Later in the lesson, students will then have the opportunity to explore the page
and go through the sounds on their own, and interact with the site. There are
tasks and little games the students can complete, including sorting uppercase and
lowercase letters.
Description of What Teacher and Students Do:
Describe how you will introduce the lesson. What will you do to activate prior
knowledge and/or to assess background information? Be explicit and clear.
● Introduce the book, ask to raise their hand if they’ve read it before.
● Ask students to give examples of words they can spell already.
● Tell students that as we read the book they should pay attention to the
different sounds letters, or groups of letters can make.
Description of What Teacher and Students Do:
Describe how you plan to explicitly teach the skill or strategy of your lesson
objectives. Write instructional strategies that are detailed enough that a substitute
teacher could walk in and teach from your plan if need be.
 Read the book to the class and ask questions about the different letters and what
they notice as you read. After completing the book, have students talk to an elbow
partner about the book to quickly summarize. After recalling parts of the story we
can start to introduce the activity.
Go over each letter from the alphabet by pointing to the alphabet chart and go one
by one. Point to the letter, and produce the sound associated with the letter, have
students repeat after you after modeling when they should repeat. (this allows
students to start connecting phonemic awareness to print letters)
Students will then be asked to go on Starfall ABC to start recognizing differences
between sounds and how they are represented by letters. They can use
headphones to work individually or work with a partner quietly.

Extension/Closure Activity
Description of What Teacher and Students Do:
Write short descriptions What will you have students do in order to practice the skill that you taught them in
here the instructional activity above? Describe in detail how you will instruct them and
exactly what they will be doing during this work time. How will you assist students
who need more support? This activity should have students showing directly how
they have met your learning objectives. You may describe how you plan to assess.

To practice recognizing letters and their relationship to sounds, students will be

asked to do worksheets where they will trace letters and practice matching the
letters to the proper sounds. We will instruct them through letter chart visuals and
direct instruction with examples about how to complete the task, during this work
time we will be walking around the classroom assisting any students who are
confused and offering encouragement. To assist students who need more support
we will address them one on one and provide direct assistance. After the activity,
we plan to assess the students by doing short one on one sessions where they will
be asked questions about what they have learned and will be able to provide
answers through an assessment worksheet monitored by the teacher.
 Appendix

[This is where you will provide your Handouts and your Assessments as attachments. Make sure everything
you need is in order to teach your lesson that is attached.]
 EDU 276 Lesson Plan Commentary

Molly Hourihan and Claire Mancarella

EDU 276
Instructor: Carrie Davenport
Due date: 2/25/20

Central Focus
● The central focus for this lesson is phonics, the main purpose of this focus is to assist
students in making associations between letters and their corresponding sounds. By
accomplishing this, students will acquire a foundation on which to build future reading
and writing skills.

Essential Strategy
Essential strategies are strategies that can help students to learn to read and write effectively. Some examples
include: close reading, visualization, questioning the author, comparing & contrasting, the stages of writing
(planning, drafting, revising, editing, publishing), making predictions, summarizing, sequencing, and word
study.
a. Describe the essential strategy you selected and explain how the strategy helps your students
learn the central focus.

● The essential strategy we selected to use for this lesson is to help the students
make associations between letters and their sounds through referencing familiar
images/symbols. To do this we will work with the students on visualization of the
letters they’re working on, comparing and contrasting upper and lowercase
letters, and sequencing through learning alphabet order.

b. Describe the connection to literacy (reading and/or writing) your lesson demonstrates.

● Our lesson connects to literacy by teaching the students foundational skills such
as learning the alphabet, making letter-sound association, and recognizing how
words are formed. These abilities are crucial for later reading and writing
development.

Instructional Methods
Instructional methods are ways of teaching content, not to be confused with essential strategies. Some
examples include: think alouds, modeling, read alouds, direct instruction, shared writing, guided reading,
think-pair-share, class discussion, cooperative learning (like jigsaw), reciprocal teaching, or simulations.

a. Describe the instructional methods you planned in your lesson.

● First we will read aloud “Chicka Chicka Boom Boom” as a class followed by
interactive questions and a class discussion as a whole and with partners, next we
will use letter visuals and provide direct instruction so the students can fill out
letter tracing worksheets and practice reading them aloud. Finally, we will
 introduce the Starfall website to the class and utilize the interactive games to
teach upper and lowercase letters and sound association.

b. Describe the instructional materials you plan to use in teaching. This can be handouts, slides,
web resources, books, videos, or any other materials needed.

● To begin the students will be given a handout for tracing letters to familiarize
them with the content they will be learning, we will be utilizing the book “Chicka
Chicka Boom Boom” to give a fun visual while teaching letter and sound
association and alphabet order. Finally, we will use the Starfall interactive letter
games to solidify the connection between letters and sounds in a way the whole
class can interact.

Technology Incorporation
Describe how you have incorporated technology into your lesson. How will students interact with
technology? How will the teacher utilize technology in instruction? Justify how your technology choices
enhance the lesson design.

The technology we have chosen to incorporate into our lesson is the Starfall ABC’s interactive letter
games. Each individual student will get the chance to choose a letter and accomplish small activities
related to it to understand the letter-sound association. We as teachers will first use traditional
teaching methods such as worksheets and a book, and solidify the information by helping the students
make connections between the letters they’ve chosen and the sounds they represent. Our technology
choice enhances the lesson design by giving the students an entertaining way to understand the phonics
concepts while facilitating those important connections needed for further literacy advancement.

Supporting Student Learning

Describe and justify why your planned instruction is appropriate for all learners. Describe how you plan to
help students who need more support.

The planned instruction is appropriate for all student learners because it is interactive and lets
students explore letters and the corresponding sounds at their own pace. The letter tracing worksheets
can be used with hand-over-hand assistance if needed and the technology used is interactive for all the
students as they simply need to click the prompts. To help the students who need more support we will
do more one-on-one exercises with them and if necessary provide resources for parents to practice
with their child at home as well.

Assessment
Describe your planned assessment. Explain how your assessment will provide evidence that students can use
the strategy you taught.

The assessment we plan to use is a worksheet that shows multiple random letters in upper and
lowercase form. Each student will have a short one-on-one assessment where they will be asked to tell
us the name of the letter and the sound that letter makes. If the student does not know the letter, the
“L” square is marked, if the student does not know the sound the “S” square is marked. This
assessment provides evidence students can use the strategies we taught because it has them identify
both upper and lowercase letter forms, if they can identify the name and sound for both they have
developed an understanding of the content, versus just memorization.
 References

● Schutz, Stephen. “Starfall ABC's.” ​Starfall,​ Starfall Education Foundation, 27 Aug. 2002,
www.starfall.com/h/abcs/?t=287100913​.
● Archambault, John, and Bill Martin . ​Chicka Chicka Boom Boom​. Simon and Schuster
Publications, 1989.
● Capital & Small Letter Tracing Worksheet / FREE Printable Worksheets – Worksheetfun
● Jane, Emily. ​Letter and Sound Assessment. ​EmilyJane Creates, 2020.
https://emilyjanecreates.blogspot.com/2017/08/letter-and-sound-recognition-assessment.h
tml?m=1#more