Word Study Lesson Plan Format

JMU Student Name: Erica Blaine Grade Level: Preschool Date/Time you plan to teach the lesson: 11/28/18

Describe how and provide a rationale for the way you have grouped students for this lesson:
This is a small group lesson taught to a group of two students. I have decided to only teach this lesson to a small group
because only 2 students wished to play it with me and stuck around to finish and they were the few students able to
grasp rhyming words at this point in time. The two students who I had work in a group still had a variety of rhyming
ability, one girl understood rhyming and the other was beginning to.

Word Study Focus: Rhyming word picture sort

Objectives:
The students will…find the matching picture using their knowledge about rhyming words.

Materials needed/preparation of the learning environment:

5 sets of rhyming cards (pre-cut)

Before
Part 1: Introducing Ask: “Can any of you tell me what it means when words rhyme?”, if no Time
the focus of the one answers ask: “What is the rhyming word to ‘star’?”, hoping that one of 3 min
word work the students will answer “are”. If none of the students answer again, I will
have them finish the rhyming sentence: “Twinkle, twinkle, little star” with
 Begin with a
“How I wonder what you are”. I will then point out that the words “star”

1
 Word Study Lesson Plan Format

JMU Student Name: Erica Blaine Grade Level: Preschool Date/Time you plan to teach the lesson: 11/28/18

conversation and “are” are rhyming words.

about words.
 Write examples
of words on the
board or create
an Anchor Chart.
 Invite students
to brainstorm
words that
match the
lesson’s focus.

During
Part 2: Connecting Next, I will go through each picture on the rhyming cards and tell them Time
Word Work to what each picture represents. I will group the two girls together to make 5 min
Reading the word sort game-like. I will make these pairs by having one student
who understands rhyming words pair up with a student who is not yet
 Students should confident with rhyming words.
actively listen to
a short text,
signaling when
they hear or see
a word that
matches the
focus of the
lesson.
 You can assess
student

2
 Word Study Lesson Plan Format

JMU Student Name: Erica Blaine Grade Level: Preschool Date/Time you plan to teach the lesson: 11/28/18

understanding
based on their
ability to identify
words during the The pairs of students will work together to find the 5 pairs of matching
read aloud.
pictures. I will be there to answer any of the student’s questions about
Part 3: Guided what a picture represents and to remind them of what it means to be a
Word Work Practice rhyming word. For example, I will say “bed and king, are those rhyming 3 min
words? How about king and ring?”, I will put an emphasis on the rhyming
● Students actively words. When the pairs are done, I will have them read back to me the
examine words rhyming matches to check their work.
using a hands-on
approach.
● Students are
able to
communicate
what they know
and what they
are wondering
about the word
to deepen
understanding.

After
Part 4: Independent When each student is done, I will have them read back to me the pairs of Time
Word Work Practice rhyming words that they matched up so that they can check their work.
3 min
 Present students
with an

3
 Word Study Lesson Plan Format

JMU Student Name: Erica Blaine Grade Level: Preschool Date/Time you plan to teach the lesson: 11/28/18

independent
activity designed
to extend their
work with
specific
sounds/words

Part 5: Reflection Ask the group of students what their favorite pair of rhyming words was. Or if Time
they know of any other pairs that they like better. Ask the group where they 2 min
● Students have hear rhyming words. One student actually made this word study a game by
the opportunity turning them over and then flipping over the right matching pairs. The two
to share what switched their pairs of rhyming words and then practices making rhyming
they’ve learned pairs again but with different pictures.
with other
students.

What could go wrong with this lesson and what will you do about it?
 If any of the students are easily distracted, I will do this lesson in a space away from high trafficked areas in the
classroom, so that the students can focus on the task at hand
 If any student gives up on the activity due to its difficulty, I will step in and help them out and think through the
steps
 If any student forgets what the picture represents, I will be sitting at the table to help correct them and answer
questions

4
 Word Study Lesson Plan Format

JMU Student Name: Erica Blaine Grade Level: Preschool Date/Time you plan to teach the lesson: 11/28/18

 If there is an incorrect match, I will ask them to read it again and listen closely to the way the words sound and if
they realize it doesn’t rhyme with what they matched it to, instruct them to pull it out to the side. At the end of
reviewing we will read the ones pulled out and see if we can match them to their rhyming word.

Reflection
 Teaching Methods (what was your process to prepare for this lesson? What would you do similar next time?
Different?)
o My process for preparing for this lesson was asking my CT for ideas on how to help students in a literary
aspect. She informed me that a lot of the students are still struggling with rhyming. She did a PALs
assessment on nursery rhymes and saw that only a few students could grasp the concept. I then looked on
Pinterest to find a simple, yet effective rhyming lesson that can be easily done in small groups and did not
take a lot of time. I came across a set of rhyming cards that only had pictures, which is what I wanted
because none of the preschoolers can read yet. I was also looking for pictures of things that all of the students
could know of without a lot of explanation. I really liked the set that I found, so if I were to do this lesson
again, I would use the same set but have more students participate so that they can bounce ideas off of each
other.
 Student Learning (How did you assess your students’ progress towards meeting your objectives? How were
students engaged in the lesson and how did this impact their level of learning?)
o I assessed student learning by how confident they were in choosing the rhyming pairs. For example, the one
student was really confident in choosing pairs and liked finding the rhyming matches. The other student was
more tentative in picking out pairs and would look at me for conformation that she was right. I knew that
these two students were engaged in this lesson because they wanted to keep doing it even after they made all
of the matching pairs. They also like this lesson so much they made a game out of it by switching around
their own matching pairs to rhyme with new pictures.
 Describe your understanding of the role of assessment and instruction (specific to this assignment)

5
 Word Study Lesson Plan Format

JMU Student Name: Erica Blaine Grade Level: Preschool Date/Time you plan to teach the lesson: 11/28/18

o I believe that this lesson helped me better understand and interpret the formal PALs assessment that my CT
administered. My CT let me know that students were struggling with rhyming, but I did not know which
aspect of rhyming they struggled with. Even though I only did this assignment with two students, I was still
able to gage where students need more help and focused instruction. I also believe that if I did this same
lesson after Christmas break and closer to the end of the school year, I would be able to do it with more
students. If I did this lesson with more students, it would give me more information on assessing each
student’s ability to rhyme which is a key point to the preschool curriculum.