SHORT LESSON PLAN

SUBJECT: ___CKLA Centers (Tricky Words)___ TEACHER: __Mr. Joel Werner__

TIME: __10:45 - 11:35 AM (50 minutes)__ DATE: __March 30, 2021__

STANDARDS:
 CC.1.1.K.B - 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.

OBJECTIVES BODY CLOSURE

- The kindergarten students
will be able to spell tricky
words that don’t follow
regular letter-sound
patterns by writing four
tricky words from memory.
(Procedures, Activities)
1. Give directions for all 3 centers. 1. Quickly review the four
tricky words.
- Center 1 (Me): Tricky Word review - - of
students will be practicing tricky words (of, - out
down, look, out). - look
- demonstrate correct paper folding - down
Part 2 of Center 1: Word Reading Sprints 2. Have different
- place picture cards around the hall volunteers (1 for each
- divide small group into two teams (3 vs. 3) word) spell out the tricky
- show first student in both lines a word card words.
- have both students pronounce the word
- give a point to the team that obtains the 3. (Higher-level thinking)
corresponding picture card the fastest (x8) Ask students if they can
think of any other tricky
- Center 2 (Miss Deedee): Chick diagraph words.
Booklet - students will fill in the blanks to
complete the sentences (diagraph practice).

- Center 3 (Mrs. Schlegel): CVC Bunny Egg

Hunt - students will be finding bunny cards
(already hung up) in the hallway. They will
match the number on the card to the correct
area on their paper. On that line, they will
write the CVC word.

MOTIVATION MATERIALS
(Introduction-Hook)
1. Preview the lesson. Teacher Materials:
- oral segmenting - CKLA Skills 7 book
- centers with tricky words (teacher edition)

2. Segmenting multi- - Lesson 17 Skills

syllable words (with PowerPoint
fingers).
- stamp, thrill, trash, bench, - Lined writing paper for
things, crush, frogs, stars, tricky word activity (x16)
shelf, clinch
- Word Reading Sprint
3. Sounding out individual cards (x16)
letter sounds.
- CVC Bunny Hunt Cards
(x12)
- CVC Bunny Hunt
recording sheet (x16)

- Chick Diagraph Booklet

(x16)

Student Materials:
- Pencils

- Erasers

ACCOMMODATIONS:
 ESL / lower-level students - supply these students with picture cards that also display the
corresponding word (Word Reading Sprints).

 Struggling writers - write each word with a highlighter and allow students to trace the highlights.

EVALUATION OF STUDENTS:

 Formative Evaluation - Tricky word activity page (writing 4 tricky words).

 Summative Evaluation - CKLA Skills end-of-quarter assessments.

SELF-EVALUATION
 Will these centers be at an instructional level for the students?
- The writing tricky words center was definitely at the instructional level for two of the groups.
The higher-level group was able to complete this with ease, which allowed them to play the
Word Reading Sprints activity. However, the other two groups needed a little more time on this
material, so they were unable to participate. Although these two groups had a productive struggle
 with the material, they were able to spell most of their tricky words correctly. The Bunny Hunt
activity seemed to be very easy for almost every student in the class. All of the students were
able to record the correct word that corresponded with the picture. However, there were many
spelling errors that I needed to correct (by underwriting). Overall, I believe the bunny hunt to be
at an independent level. Although there were multiple spelling errors, the students were still able
to list each word that the pictures displayed. My chick diagraph booklet was a breeze for almost
every student. The only students who struggled with this activity were the ESL student and two
others who may possibly be unidentified. Surprisingly, there were almost no spelling errors with
this activity. I believe Miss Deedee probably assisted the students when it came to the spelling
(which is completely fine). In the end, I would only consider increasing the difficulty of the chick
diagraph booklet.

 STUDENT PERFORMANCE
- My “write the tricky words” center was incredibly easy for the above-level group of students in
Mrs. Schlegel’s class. However, the other two groups had a bit of a productive struggle. Sadly,
they were unable to play the Word Reading Sprints game because they needed extra time to
complete the activity. I was pleased to see that many of the on-level students were able to
remember almost every tricky word that was listed on the paper. The lower-level students also
surprised me with this activity, mostly because two or three of them spelled every word
correctly. Unfortunately, one of the students kept turning the paper over, which revealed the
correct spelling of the tricky words. The way I see it, this one student was completely unable to
spell the tricky words off the top of his head. I made sure to have him spell me some of the words
on the whiteboard because he did not cooperate with the activity. This was also because I wanted
to see what he really knew when it didn’t come down to writing the words on his own piece of
paper. Overall, I would say that at least three-fourths of the class was able to meet the objective I
had set for them. Only a small handful of students were unable to spell all four words correctly. I
also had to count out the one student who kept peaking on the back. In the end, I would say that
almost every student in Mrs. Schlegel’s class met my objective and the state standard I had
applied to the lesson.

SEE WORD READING SPRINTS CARDS DOWN BELOW

Word Reading Sprints Cards