SETON HILL UNIVERSITY

Lesson Plan Template

Name Ms. Lawrence

Subject Afternoon Centers (English Language Arts and Mathematics)

Grade Level Kindergarten

Date/Duration February 25, 2020 (40 minutes)

RATIONALE Big Idea Statement

 Centers are used in order for students to practice their skills that they have
learned over time.

Essential Question Statement

 Why is it important to practice what we have learned?

Standards (SAS and PA Keys)

 Standard - CC.1.1.K.B
Demonstrate understanding of the organization and basic features of print. •
Follow words left to right, top to bottom, and page by page. • Recognize that
spoken words are represented in written language by specific sequences of
letters. • Understand that words are separated by spaces in print. • Recognize
and name all upper and lower case letters of the alphabet.
 Standard - CC.1.1.K.C
Demonstrate understanding of spoken words, syllables, and sounds
(phonemes). • Recognize and produce rhyming words. • Count, pronounce,
blend, and segment syllables in spoken words. • Blend and segment onsets
and rimes of single-syllable spoken words. • Isolate and pronounce the initial,
medial vowel, and final sound (phonemes) in the three-phoneme (CVC)
words.
 Standard - CC.1.5.K.A
Participate in collaborative conversations with peers and adults in small and
larger groups.
 Standard - CC.2.1.K.B.1
Use place value to compose and decompose numbers within 19.
 Standard - CC.2.2.K.A.1
 Extend concepts of putting together and taking apart to add and subtract
within 10.

Objective Statement (Audience, Behavior, Condition, Degree)

 Students will be able to complete the various centers with eighty percent
accuracy.

Vocabulary
  CVC (consonant vowel consonant)/decodable word: words that sound the
way they are spelled or can be sounded out because they have letter-sound
relationships already learned.
 CCVC words (consonant vowel consonant): blend the first two sounds
together and then say the last two sounds individually before blending
together.
 Addition: adding, plus, giving more
 Teen numbers: 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20

LESSON Pre-Assessment of Students

PROCEDURE  To pre-asses the students, the teacher will ask the students what a CVC word
is, what a teen number is, what a rhyming word is, and what subtraction is.

Activating Prior Knowledge (Hook/Lead-In/Anticipatory Set)

 As a hook, the teacher will play the video:
https://www.youtube.com/watch?v=fesicySq7EU
 This video shows the number sight words that will be included in the color
by sight word activity that the students will be completing. The teacher will
let the students sing along to the video in order to best lead into the lesson.
o This specific video was picked because the students do not know
some of the number sight words (six, seven, eight, nine, ten).
 After the video, the teacher will point out and list the number sight words
mentioned in the video on the white board along with the numerical version
as well.

Modeling the Concept

 To model the concept, the teacher will go over each center with the students
by completing an example from each center while explaining the directions.

Guiding the Practice

 In order to guide the practice, the teacher will walk around the room while
the students are completing the centers. The teacher will then assist or
redirect any student who may need any extra guidance.

Providing Independent Practice

 The students will play go to the following centers in groups of four (groups
will be assigned according to behaviors):
o CVC/CCVC center
o Color by number sight word center
o Addition chef game center
o IPads center

Closure/Summary/Review of Learning
 As a summary, the teacher will collect the worksheets from each student and
 review each center by asking the students as a whole class what they did at
each one.
 The students will then clean up and get ready for their special class.

TRANSITIONS  To transition at the beginning of the lesson, the teacher will have students go
back to their seats where the centers will be then set up and explained.
 To transition at the end of the lesson, the teacher will have the students help
clean up, turn in their worksheets, and get lined up for special class.

READING  CVC word worksheet

MATERIALS,  CCVC word worksheet
TECHNOLOGY,  Color by number sight word worksheet
AND SUPPLIES  Addition game (chef addition)
 IPads
 Crayons, markers, and/or colored pencils
 Pencils

EVALUATION OF Formative Assessment

THE  The worksheets completed at the various centers will be collected and used as
LEARNING/MASTE various types of formative assessments.
RY OF THE
CONCEPT
Summative Assessment
 There is no summative assessment for this specific lesson.

INDIVIDUALIZED Accommodations
STUDENT  To accommodate students with problems with the CVC/CCVC word
SUPPORTS worksheet, the teacher will tell those students what the pictures are and say
the word slowly so the students can hear each individual sound.
 Answer guides will be at each center in order to accommodate students who
wish to check their work and want to

Modifications
 To modify the lesson, the teacher will make students who have problems
blending words to only do what they can of the worksheets. This is because
those students struggle when overwhelmed, and it will take them the whole
time to do those two at that specific center.

Enrichment
 The teacher will allow students who finish the centers early to do extra
enrichment activities on the back of the worksheets:
o The CVC/CCVC worksheet will be used to make up their own
CVC/CCVC words and see how many they can come up with.
o The back of the color by sight worksheet will be used for students to
write the sight words.
o The students at the chef addition game, can choose higher numbers
and add to get numbers in the twenties and thirties.