Lesson Objective:

In this lesson, the students are a mixed of students in Kindergarten and 1st grade. Due to

the class being at various levels, the students mainly practiced different drills and writing. There

were no lesson objectives that were provided for students. These drills are repetitive that students

work on every Monday session.

Activating prior knowledge: 

During this lesson, students had to review letter sounds of the entire alphabet. After this

drill the teacher would choose two letters that the group would focus on. They would listen to

different words that start with the given letter, in this lesson the letters were ‘e’ and ‘r’. Before

listening to words that start with the given letters, the teacher would ask students if they knew

any words that start with ‘e’ and ‘r’. The ENL teacher would use a website called Starfall. This

website allows teachers to choose a letter, you can hear the sound and words that start with the

letter you have chosen. When working with sight words, the ENL teacher would include sight

words that the group has learned already into sentences. This helps students read words they

have previously learned while also learn the new sight word that will be taught during the lesson.

For example, the students have learned ‘I’ and ‘a’ their new sight word is ‘have’. The teacher

would write the sentence ‘I have a…’ accompanied with a picture.

Key Vocabulary:

In this lesson a new word that was introduced was ‘have’, this word was the new sight

word that students worked on.

Materials:
 Students and teachers used the following materials for the lesson: Teachers and students

used technology to Zoom since the lesson was virtual. Whiteboard and dry erase marker for

students to write their new sight word and sentences. Starfall.com for students to follow along

with main letters they are practicing for the Zoom session. Frog and Toad All Year by Arnold

Lobel, a book that the ENL teacher read to the group to relate to the snow day the students had.

Google slides to present what the students are learning including the sight word for students to

visually see.

Strategies used to motivate and engage student:

The ENL teacher hooks the students in by reviewing their fundations letter review with

flashcards that are presented to them through Google slides. Which will then will quickly move

into Starfall a website that presents music, motion pictures and words for students to hear and

watch.

Lesson Plan Procedures: 

The teacher starts out the lesson by asking students what they have done over the

weekend. Students are then to repeat after the ENL teacher when she recites the letter, letter

sound and the picture. The teacher will then transition into having students practice and echo her

when repeating diagraph sounds (-sh, -ch, -th, -ck) and glued sounds (-all, -am).

Next, the ENL teacher will introduce to the students the two letters that they will be

focusing on, ‘r’ and ‘e’. The teacher will practice writing the letter ‘e’ and makes sure that the

students know that when writing the letter, it goes between the ‘plane line’ and ‘grass line’ (the

lines are lines that students refer to on their practice sheets). After writing the letter the teacher

would ask if the letter is a lower case or upper-case letter and ask what does the letter sound like.

Students will then write on their own boards. The teacher would ask the entering level students
to repeat the letter five times when writing and keeps asking them what letter they are writing.

The teacher would repeat the directions again for the letter ‘r’. She repeats again it goes between

the ‘plane line’ and ‘grass line’. Students show their work to the teacher when they are done

writing. The teacher does a countdown for students to write their letters faster.

After writing their letters the teacher would ask again what the letter sounds are. Then the

Teacher transitions to the Skyfall website for students to think about and hear what other words

start with the given letter. Before listening to different words, the teacher would say several

different words for the students to reply if the word starts with ‘e’ or ‘r’ or neither. For example,

“Does dog start with the letter ‘e’?” The ENL teacher would also ask if the students know any

words that start with ‘r’. While going through the website she makes sure to ask the entering

level students repetitively what letter they are on. If an entering level says the letter incorrectly,

she will make sure to correct the student. The ENL teacher would also ask students if the letters

are lower case or upper case. The same steps are repeated for the letter, ‘r’.

After letters, the teacher would transition back to slides and present students with

sentence starter with their sight word of the day. Their sight word was ‘have’. On the slide will

be ‘I have a…’ with a picture for students to fill in the blank. Students would write the sentence

down on their whiteboard and try their best to spell the word out that matches the picture by

sounding out the word slowly. The teacher would remind the students about finger spaces. The

teacher would repeat the word that the students have to spell. The teacher would repeat the

activity again with the same sentence, ‘I have a…’ but with a different picture. While doing this

activity the teacher would also share her own board of what her expectations are.

With the students having to work really hard with their letters and words, the teacher

rewarded the students with a story that was related to the snow day the students were having that
day. The teacher read Frog and Toad All Year by Arnold Lobel. During the story the teacher

would ask about what they see in the picture and asking if the students can relate. After the story

the teacher would have students express what they thought of the story before they were able to

log off.

Differentiated Instruction: 

With this group there are learners across all levels. The teacher includes fundations letters

to make sure that the entering level students are getting practice with their letters even though the

other students were already confident with their letters. When working on sentence sight words,

for the students that are transitioning, the teacher would ask them to create their own sentences

using the same sentence frame. The teacher uses Starfall a platform for students to visualize, and

hear how the letter sounds and looks like with pictures that matches the word and letter.

Opportunities for Practice:

The ENL teacher allows the students several ways to practice the skill they are learning.

As this is a virtual class, the practice is done as a whole group. Students practice by writing on

their own whiteboards and also having to echo the teacher when she asks them to repeat after

her.

Comments: 

During this lesson, the teacher did not conclude the lesson asking students what they have

learned for the day. As she has made sure to ask the students. After each section of the different

activities she has planned about what they have worked on before transitioning to the next

activity.

Assessment: 
 The way the teacher assesses if students is understanding each activity she had planned,

she asks students questions like: ‘What letter is this?’, ‘Who can tell me what sight word am I

writing?’. Students are also asked to show what they have written on their own whiteboard to

show their best spelling.

Classroom Management: 

With this class being virtual, the teacher gives out many positive compliments on how

students are doing and if they answer any questions correctly.

Promoting an environment where diversity is celebrated: 

The teacher has spoken about how depending on which students attend the lesson, the

lesson would differentiate by either reviewing letters or not. The teacher does make sure to ask

students if they are able to make text to self-connections when reading the book.

Implication for future practices: 

If I were to adapt this lesson to meet student needs for my classroom, I would like the

activities to be more hands on. For example, when students work on spelling words, I would

have letters spelled out but mixed up for students to be more interacting of directing the teacher

on how they will spell. I would also have the students read a book instead of reading to them.

This can also help students practice their fluency.