Kindergarten Lesson Plan

Lesson Topic: Encoding/Decoding

Date: 5/12/21
Group and K Class: KC Arlo, Kanner, Kannan (Missing for this lesson), Catherine
Iowa Core Standard: R.K.2 (b): Blend and segment onsets and rimes of single-syllable spoken
words.
Learning Target: I can stop at an unknown word and decode (sound it out) and encode it (put back
together) to figure out its meaning.

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

Introduction: 2-5 minutes Today we are going to be practicing our Handwritten physical
sight words. I am going to hold a card up to flashcards
the screen and I would like you to say the
Today we are going to review our word. It is okay if you don’t know it, just Flashcards with sight
sight words. try your best. We are going to see how fast words divided into three
and accurately you can say the words on the colored coded sets to
Introduce Lesson: cards. Had students choose between green, represent the three lists.
blue, or pink list. - List 1
Sentence Demonstration: Arlo-blue list - List 2
I drove my car. Kanner-blue list - List 3
Catherine-pink list

Learning Activity: 5 minutes When we are reading and we get to a word Whiteboard.marker/eraser
that we don’t know, we stop and go slow to
decode it. When we are decoding, we go Stoplight Jamboard:
slow. Once we decoded each individual https://jamboard.google.co
Stoplight Game sound, we can go fast. When we are driving m/d/1LQg84m96bHQQWh
and get to a red light, we need to stop, slow 8vv322AsUlRJKC1G7zm_
through yellow and fast at green. oNb3s1cQo/viewer

Let’s practice it together and then you can

do it on your own.

Conclusion: 5 minutes Today, we learned how to break words

apart and blend them back together. We
also learned that when we have two vowel
What did we learn today? friends together, they both talk at the same
time.

Differentiation:
If there is extra time, students can listen to words being said and produce the individual phonemes out loud. Or
students can listen to the individual sounds and encode the word back together.

Assessments: Students will be assessed on their ability to verbally decode words and blend them back together.
Post-Lesson Reflective Evaluation:

All students did really well with this lesson!! I was impressed by how they were able to segment vertically as
opposed to horizontally too!! In some sections we had to stop and talk about how when we have two vowels
paired together they both talk at the same time (Kanner, Kannan, and Catherine); otherwise, I think that they all
fully understood the rule!! One thing I would change would be on my end. I became more confident as the lessons
went on and by the time I reached the last lesson with Catherine it was my best example!! I also changed my
example sentence in the middle and I wish that I picked that sentence to begin with! I also should have
remembered a car but it could have been a distraction!

I also made a mistake and segmented the word she fully instead of leaving SH as a diagraph: