Kindergarten Lesson Plan

Lesson Topic: nonsense words, blending

Date: 5/20
Group and K Class: KC Rotation Group
Iowa Core Standard:

● RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

● RF.K.3 Know and apply grade-level phonics and word analysis in decoding words.

Learning Targets: I CAN read nonsense words. I CAN blend sounds to make words. I CAN segment words into their sounds.

Procedures: (describe what you will do) Time Oral Directions and Guidance Given to Materials/Supplies Needed
Allotted: Students

Introduction: 3 minutes. ● Do you remember what we learned None

Review actions from yesterday, introduce together yesterday? We learned some
nonsense words. actions for our digraph sounds! Do you
remember the action for sh? ch? th?
wh?
● Today, we are going to learn about
something called nonsense words. We
can also call these silly words, because
they aren’t real words! Nonsense words
are words that we can still read, but they
don’t mean anything. Nonsense words
will help us with our letter sounds!

Learning Activity:
Nonsense word sort on Google Slides.
5-7 minutes. ● Let’s practice some silly words! I want Nonsense Word Sort
you to read the word on each gumball,
and decide if it is a real word, or a silly
word. Then, we will move the gumball
to the side that says real words, or the
 side that says silly words.

Conclusion: 3 minutes. ● Let’s play a game! This game will ask Blending Sounds Spelling
Play blending sounds spelling game. you to spell some words to help the kids Game | Game
cross the bridge to school.

Differentiation: Say sounds for students and have them blend, say sounds and blend word for students, have students use the word in a
sentence, include phoneme manipulation, only have students sort a few words

Assessments: Was the student able to read each nonsense word? Was the student able to differentiate between real and nonsense words? Was the
student able to blend sounds to make words? Was the student able to segment words into their sounds?

Post-Lesson Reflective Evaluation:

Annabelle: Annabelle did a great job with sorting our nonsense words, and she was able to read each
word and differentiate whether or not it was a silly word or real word. She was confused on a few
medial sounds, but after I prompted or gave her the sound, she was able to say the word. She also
benefited from a few examples of blending to make a real or nonsense word. She was also able to
remember our digraph actions from yesterday. We had a little time left over at the end, and Annabelle
really loves to play the Spaceman game. I could tell she was trying to spell one of her sight words,
because she kept looking at something off to the side when trying to figure out the letters. Overall, I
think this lesson with Annabelle went really well, and she was able to understand the concept quickly.

Grant: Grant was able to say the sounds in the nonsense words and blend them to make words very
well. He also enjoyed talking about his legos and his dinosaurs in the beginning of our lesson. Most
of the time, Grant didn’t even need to sound the word out in order to say it, and he was quick to tell
me if it was real or silly. He did get confused by the nonsense word “hab” and thought it was “had”,
as did another student. We made sure to differentiate between the b in hab and the d in had. The
words not and nut also confused him a little, because he tried to say the medial sound o each time.
Overall, this was a really engaging lesson for Grant, he had fun trying out our silly words, and it was
really able to help him with his letter sounds.

Margo: Something that surprised me was that Margo was able to remember almost all of our digraph actions from yesterday. Most of the
students could remember maybe one, but she surprised me with all of them. Margo was also very
excited for this lesson because she had gotten a gumball machine for her birthday. Margo’s
strategy to differentiate between real and silly words was to say each sound, blend them together,
and then think about the word. She did an excellent job with this, and was able to read and
identify each of the silly and real words correctly and fairly automatically. We finished our
nonsense words pretty quickly, and Margo wanted to play the digraph game that we had found
yesterday. She did a great job identifying the real and nonsense words during this game, as I
blended and read the words aloud to her and asked her to pick out the real word. Overall, this
was a successful lesson with Margo, and she benefited from sounding out each nonsense and real
word.

Ezra: Ezra had a fairly difficult time with this lesson. She was able to say many of the sounds in our
real and nonsense words, but was not able to blend them together. Even when I tried continuous
blending with her, she was not able to identify the words. When I blended the sounds and read the
word to her, she was still not able to differentiate between real and silly words. Most of the time, I
could tell she was guessing. She did recognize a few real words, such as bus and red. She was not
able to tell that sad was a real word, which was surprising to me. I couldn’t tell if Ezra was just
distracted today, or if she did not know real vs. nonsense words. After this lesson, I think that Ezra
could probably use some more work in blending sounds to make words.