UH COE Lesson Plan Template (Direct Instruction)

Name of Teacher Candidate Ashlee Nabors

Lesson Overview
Grade Level Prekindergarten
Estimated Time Needed 45 minutes
Lesson Description Matching words with the same beginning sound
III.B.7. Child can produce a word that begins with the same sound as a
Content Area Standards
given pair of words.
TSWBAT produce a word that begins with the same sound as a given pair
Objectives
of words.

Resources/Materials/Tools
Terms/Vocabulary Letters, letter sounds, beginning sounds
Computer/Laptop, Assessment PowerPoint. The computer or laptop will be
used to show students the assessment. Using a PowerPoint for the
Technology Resources
assessment makes it easier to see and change the images, transition to
different pairs of images, and label the images as needed.
T is for Texas by Anne Bustard
Image Cards
Other Resources Activity Sheet
Whiteboard, dry erase markers, magnets
Pencils, colors, scissors, glue

Lesson Procedures
This template is built on the
traditional “Madeline
Hunter” lesson structure.
Focus/Anticipatory Set
Step-by-Step
(5 minutes) Read Aloud with
the book T is for Texas by
Anne Bustard. The teacher will
ask students to identify the
front cover, back cover, spine,
and the purpose of the author
of the book. The teacher will
read alone during the first
reading. During the second
reading, the students will say
the letter and word for the
letter with the teacher. During
the third reading, the students
will only say the letter, the
sound the letter makes, and
the word for the letter. The
teacher will ask “What letter is
this? What sound does this
letter make? What word starts
Management Resources
The big book, T is for
The teacher will be at Texas by Anne
the front of the Bustard will be used
classroom reading the to review parts of the
book. The students will book, letters of the
be at their desks, sitting alphabet, letters’
in their seats. While sounds, and words
reading, the students that begin with that
will answer questions letter. The teacher will
the teacher asks and be holding and
read along when reading the book
instructed. while the students
read along.
UH COE Lesson Plan Template (Direct Instruction)
with this letter in the book?”
(15 minutes) The teacher will
show the students some
objects found in Texas and
place images of a lasso,
longhorn, cowboy boots,
bluebonnets, pigs, plains,
horse, cowboy hat, the Texas
flag, a farm, and Texas outline
on the whiteboard. The
teacher will identify the images
with the students and teach
them to enunciate the
beginning sounds and a
motion that corresponds with
the word. Afterward, the
teacher will teach students to
sing the Texas Phonics song.
The teacher and students will
sing the phonics song twice,
first while the teacher is doing
the motions with the students,
then while the teacher is
Content-input pointing to the images while
the students sing them.
Afterward, the teacher will pair
the images on the board
based on their beginning
sound and ask students “Why
are these pictures together?
What do they have in
common? What did we learn
about these words while
singing our Texas song?”. The
teacher will help students
understand that the words
lasso/longhorn and horse/hat
go together because they
have the same beginning
sound. The teacher will
explain that “when you say a
word, the first sound you say
or hear is the beginning
sound. Most of the time, the
beginning sound will tell you
what letter the word starts
with. If lasso begins with the
Image cards will be
used to visually
represent the words.
They will be placed
on the whiteboard
using magnets so the
class can see them
while saying and
The teacher will be in
singing them. The
the front of the
Texas phonics song
classroom providing
ties into this unit’s
instruction and
theme of Texas and
modeling. The students
will be used to show
will be at their desks.
students how to
They will be sitting in
emphasize the
their seats during
beginning sound of a
instruction time. While
word and associate
learning and singing
two words that have
the song, the students
the same beginning
will be standing by their
sound.
desks and acting out
Dry erase markers
the motions that
will be used so the
correspond with the
teacher can write the
word. Students will
appropriate letters
return to their seats
and words on the
after singing the song
whiteboard. The
and participate in the
students will be able
lesson by answering
to associate the
questions the teacher
sound of the word
asks.
with the image and
written word they see.
They will also be able
to see how words
with the same
beginning sound can
start with the same
letter.
UH COE Lesson Plan Template (Direct Instruction)
sound /l/, what letter does the
word start with? If I want to
find another word that has the
same beginning sound, I think
to myself ‘what word starts
with the /l/ sound? /l/- lips
starts with the same sound as
/l/-lasso. Lips and lasso also
both start with the letter L’. If I
want to find a word that starts
with the same beginning
sound, I can think of a word
that starts with the same letter,
or I can say a word and see if
its beginning sound is the
same. ” The teacher will then
rearrange the images on the
board.
(10 minutes) The teacher will
ask students to identify the
beginning sound and letter for
the words “lasso”, “boots”,
“pig”, “horse”, and “flag” then
write the word underneath the
image. The teacher will then
Image cards will be
ask the students “which one of
used to visually
these has the same beginning
represent the words.
sound as ‘lasso’? What sound
The teacher will remain They will be placed
does that word begin with?
at the front of the on the whiteboard
What letter makes that sound?
classroom, working on using magnets so the
Is that the same letter that
the whiteboard. The class can see them
‘lasso’ begins with?” Once the
Guided Practice students will remain at while saying them.
students identify the word with
their desks and in their Dry erase markers
the same beginning sound, the
seats. Students will will be used so the
teacher will place the image
participate in the lesson teacher can write
next to its pair and write the
by asking and letters, words, and
word under its image. The
answering questions. draw images on the
teacher will ask the students
whiteboard.
“What do you notice about the
words that are paired
together? How can you tell
that they have the same
beginning sound? How can
you find a word that has the
same beginning sound? What
has the same beginning sound
as these two words?” The
UH COE Lesson Plan Template (Direct Instruction)
teacher will write down correct
answers on the board next to
the pair of words.
(10 minutes) The teacher will
give directions for an activity
sheet the students are to
complete independently.
Students will write their names
on the top of the paper, cut out
the pictures at the bottom of
the paper, and sort them into
groups if they have the
beginning sound. The students
will then glue the pictures on
their paper, next to the letter
that the words begin with.
Students are expected to say
Independent Practice the beginning sounds of the
words as they group them
together and glue them. When
they are finished gluing the
picture onto their paper, they
can color the letters on their
paper. Students who finish
early can think of more words
that have the same beginning
sound and write them or draw
a picture of them next to the
appropriate letter. The teacher
will be going around the room
to help students with their
cutting, gluing, writing, and
making sounds.
(5 minutes) When the students
are finished with their activity
or when time runs out, the
teacher will call attention to the
class and instruct them to put
away their scissors, glue,
crayons, and pencil. The
Closure
teacher will then asks the
students questions, such as
“what were we learning about
today? what is a beginning
sound? how can you tell what
letter or sound a word begins
with? how can you find a word
A Beginning Sounds
Activity Sheet will be
After giving directions,
given to each
the teacher will be
student. They will
moving around the
work on it individually
room, keeping students
to reinforce the skills
on task, and helping
taught in the lesson.
students. The teacher
They cut out images,
will provide direct
match images that
instruction to special
have the same
education, ESL, and
beginning sound, and
students who are far
match the images to
below expectations.
their first letter.
Students will be sitting
Pencil, Scissors,
at their desks,
Glue, and Crayons
completing work.
will be used to
Students are expected
complete the activity
to remain quiet unless
sheet. Each student
asking for help or
should have their own
making letter sounds.
pencil, scissors, glue,
and crayons.
The teacher will return
to the front of the
classroom and lead the
discussion. Students
are in their seats,
answering questions,
and participating in the
discussion.
UH COE Lesson Plan Template (Direct Instruction)
that has the same beginning
sound as another word? how
did you find a word that has
the same beginning sound as
‘horse’? Do ‘horse’ and ‘Texas’
have the same beginning
sound? How can you tell that
‘horse’ and ‘Texas’ do not
have the same beginning
sound?” At the end of the
discussion, the teacher will
say “It is now time for lunch
and recess. When we come
back to the classroom, we will
have calendar time and finish
working on our beginning
sounds later”. The teacher and
students will then begin the
procedure for lining up for
lunch.
Plans for Leading a Discussion Following Guided Practice and Independent Practice
Launch Frame
We just finished putting these words together. What do you notice about the
words that are paired together?
Eliciting, Orienting Questions to ask During the Discussion
How can you tell that they have the same beginning sound? Why do they have
the same beginning sound? What makes them have the same beginning sound?
Plan for Leading a 5-10
How can you find another word that has the same beginning sound? What do
minute Discussion
you do, say, or think if you want to find a word that has the same beginning
Following Guided Practice
sound? What has the same beginning sound as these two words?
Conclusion Frame
We learned how to tell the beginning sound a word makes and find a word that
has the same beginning sound. Now we are going to do an activity where look at
pictures, find their beginning sound and the letter they start with and match them
if they have the same beginning sound.
Launch Frame
We have been learning about words that have the same beginning sound.
Eliciting Orienting Questions to ask During the Discussion
What is a beginning sound? How can you tell what letter or sound a word begins
Plan for Leading a 5-10 with? How can you find a word that has the same beginning sound as another
minute Discussion word? How did you find a word that has the same beginning sound as ‘horse’?
Following Independent Do ‘horse’ and ‘Texas’ have the same beginning sound? How can you tell that
Practice ‘horse’ and ‘Texas’ do not have the same beginning sound?
Conclusion Frame
We learned how to find a word that has the same beginning sound as another
word. Now, it is time for lunch and recess. When we come back to the
classroom, we will have calendar time and finish working on our beginning
UH COE Lesson Plan Template (Direct Instruction)
sounds later
Plans for Differentiated Instruction/Accomodations

Special education students will receive direct instruction and assistance from the
teacher or paraprofessional in either a one-on-one or small group setting. The
teacher or paraprofessional will help them make and identify beginning sounds,
identity objects in images, match images of objects that have the same
Special Education beginning sound, cut, and glue. Requirements will be modified and focus more
Students on the student’s ability to identify a word’s beginning sound, determine the letter
it begins with, and match words with the same beginning sound, rather than
produce a word on their own. During the assessment, the words will be written
so they can see the words while saying them. Their activity sheet will also have
the words written under the images so they can match them by beginning sound
and/or their first letter.
English Language Learner students will receive direct instruction and assistance
from the teacher or paraprofessional in either a one-on-one or small group
setting. The teacher or paraprofessional will help them make and identify
beginning sounds, identity objects in images, match images of objects that have
the same beginning sound. They will also receive help from their classmates and
English Language be encouraged to engage in conversations with native English speakers.
Learners Requirements will be modified and focus more on the student’s ability to identify
a word’s beginning sound, determine the letter it begins with, and match words
with the same beginning sound. During the assessment, the words will be written
so they can see the words while saying them. Their activity sheet will also have
the words written under the images so they can match them by beginning sound
and/or their first letter.
Gifted and talented students will identify objects in an image and determine the
word’s beginning sound without seeing the word written. They will also be
encouraged to produce more than one word with the same beginning sound.
Gifted and Talented
They will also work on their writing skills by writing down the words they produce,
rather than only saying and/or drawing them. Students who finish early will
produce more words with the same beginning sound and write or draw them.
Other:
Assessment
The assessment will take place after the lesson. The teacher will administer the test individually to each
student. The teacher will call the student over and show them the Assessment PowerPoint. They will look
at the pictures on each slide and name a word that has the same beginning sound as the pair of words they
were shown. They will do this for 8 pairs of words. For each pair of words, the teacher will ask “What is this
word? What is this word? what is their beginning sound? What is another word that has the same
beginning sound as these two words?” To differentiate, the teacher can have the word written under the
pictures and help the student identify the sound and letter they begin with. The assessment is only over
whether the student can correctly name a word that has the same beginning sound as the given pair of
words.
Classroom Management Plan for the Lesson
Some attention-getters I will use are “1,2,3 eyes on me . . .”, a clapping pattern, raising my hand, or just
calling the class to attention. There will be a sequence of responses to address off-task behavior. First, is a
UH COE Lesson Plan Template (Direct Instruction)
general reminder to the entire class to stay on task. The second is a targeted reminder to the student
displaying off task behavior. The third is a private conversation with the student to try to amend whatever is
causing the disruptive behavior (i.e. boredom, frustration, personal problems, etc.). The final progression is
to have that student move change their color on the behavior chart. Prekindergarten classes in this school
follow the MAC behavior model (movement, activity, and conversation). Before dismissing students to do
their independent work, I will let them know that their movement should be none, just sitting at their desk.
Their activity is to complete the Beginning Sounds sheet they were given. Their conversation is at a level 0
unless they are working with the teacher or making beginning sounds for the words. When we transition
and get ready for lunch, students will follow their usual procedure.
Lesson Resources
Activity Sheet -original work, images found on Microsoft Word image search
Phonics Song -original work
Image Cards -original work, images found on Microsoft Word image search
Assessment -original work, images found on Microsoft Powerpoint image search