Elementary and Early Childhood Education Lesson Plan Template

Name: Arianna Craddock Date: 8/27/20

Course: ECE 4660 Lesson Plan #: Supervisor Observation 1
Subject Area(s): Reading Grade Level/Time Frame: Kindergarten / 15-20 minutes

Step 1: Identify Learning Context
Learners
(Classroom
Context)
Learner Description
Personal Assets, Cultural,
Assets, Community Assets
(also referred to as Funds of
Knowledge)
Description of the learning environment(s) where the learning experience will take
place
● Describe the various boards/wall-based resources (e.g. white boards, smart
boards, word wall, etc.) and where they are located
o There is a white board displayed at the front of the classroom. The
teacher does not have a SmartBoard but does have an overhead
projector that she uses frequently. There is a word wall on the side
of the classroom with all sight words listed in alphabetical order.
The back of the room has a cork board that has been covered in
yellow sheet paper, and has different learning targets and
math/reading groups displayed.
● How are the desks/table(s) arranged and why?
o There are approximately 5 tables in the classroom that sit about 3-4
students per table. Students have assigned seating and are grouped
based on behavioral balance.
● What “special” areas (carpet, bookshelves, “peace” chairs, etc.) are in the
room?
o In the front of the classroom, below the white board, is the carpet
space. All whole group lessons take place here. Students have an
assigned spot on the carpet where they sit for lessons.
● Describe the technology tools located in the classroom/school
o The back of the classroom has 5 or 6 desktop computers that are
used as a station during rotations. The front of the classroom has
the overhead projector that the teacher uses for whole group
instruction.
Number of students in class: 18
● Number of males: 10
● Number of females: 8
Learning Needs Number of Supports, Accommodations,
Students Modifications
Students w/ IEPs or 0 N/A
504 plans
Students w/ EIPs 3 Offer students a longer amount of time
to complete assignments, offer supports
on assignments (such as word banks,
additional graphic organizers, etc.)
English learners 4 Offer all assignments in students’ first
language, allow students to respond
verbally or written
Gifted 0 N/A
Students with gaps in 3 Offer students a longer amount of time
academic knowledge to complete assignments, offer supports
on assignments (such as word banks,
additional graphic organizers, etc.)
Other learning needs 0 N/A
● Personal: How will you use students’ interests, knowledge, everyday
experiences, family backgrounds, etc. to support learning?
o In learning about the letter A and the short A sound, students will
be encouraged to think about something at home that has the short
A sound in its name, such as cat, hat, bat, etc. This connects
students with the content by creating a connection between the

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Step 2: Identify Georgia Standard (s) of
Curricular Excellence, WIDA Standard(s),
Priorities etc.
Prior Academic Knowledge
and Prerequisite Skills
Overarching Goal, Big Idea, or
Essential Question(s)
Learning Objective(s) or
Learning Target(s)
short A sound and an item that is relevant to their personal lives.
● Cultural: How will you use students’ traditions, languages and dialects,
worldviews, literature, art, music, dance, etc. to support learning?
o I can incorporate students’ cultural assets by making sure to utilize
culturally appropriate words that have the short A sound.
● Community: How will you use students’ community resources, such as local
landmarks, community events and practices, etc. to support learning?
o I can incorporate students’ community assets by offering examples
about local landmarks that have the short A sound, such as
‘Bradford’s general store’ which is a local well-known store.
Write out standards that apply to the lesson. Write the number and the statement.
Remember to include those that apply to every subject area you are integrating in the
lesson.
ELAGSEKRF3: Know and apply grade-level phonics and word analysis skills in decoding
words.
a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by
producing the primary or many of most frequent sounds for each consonant
What prior academic knowledge and/or prerequisite skills will this lesson activate?
What prior academic knowledge and/or prerequisite skills will students need for this
lesson?
This lesson will activate students’ prior knowledge and prerequisite skills regarding
letter recognition, formation, and sounds.
This lesson will need students to have a basic understanding of the alphabet principle.
What are the important understandings and/or core concepts that you want students
to develop?
Students will be able to show understanding of one-to-one correspondence by
producing the primary or many of most frequent sounds for each consonant.
Students will be able to apply grade-level phonics and word analysis skills.
This (or these) should support the overarching goal, big idea, or essential question(s);
should be measurable; should indicate what students will be able to do at the end of
the lesson (These can be written as “I can” statements)
I can show understanding of one-to-one correspondence by producing the primary or
many of most frequent sounds for each consonant.
I can apply grade-level phonics and word analysis skills.
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 Vocabulary: Includes Vocabulary Language Supports
words, phrases and symbols
used within disciplines. Multiple meaning words (if N/A
● Multiple meaning words are applicable):
words and phrases with N/A
subject specific meanings
that differ from meanings
used in everyday life (e.g.,
Academic vocabulary: N/A
table, ruler, force)
N/A
● General academic
vocabulary used across
disciplines (e.g., compare,
analyze, evaluate)
● Subject-specific vocabulary Subject-specific vocabulary: Prior to beginning the lesson, I will
defined for use in the vowel discuss the word ‘vowel’ and define
discipline (e.g., vowel, what it means. We will quickly revisit
numerator, constitution, the vowel family as a whole.
photosynthesis)

Language Supports: instructional

supports that help students understand
and successfully use the language
function (e.g., sentence starters,
graphic organizers)

Step 3: Design Assessment Plan

Assessment
Framework Georgia Performance Standard(s) Corresponding Format of Assessment(s)
Learning Objective(s)
or Learning Target(s)
ELAGSEKRF3: Know and apply grade- ● I can show For this assessment, I will be using only formative
level phonics and word analysis skills in understanding of assessments to measure student proficiency.
decoding words. one-to-one Students must be able to verbally identify short ‘a’
a. Demonstrate basic knowledge of correspondence by sound, verbally provide one short ‘a’ word, and write
one-to-one letter-sound producing the lowercase letter ‘a’ on their own in order to
correspondences by producing the primary or many demonstrate proficiency.
primary or many of most frequent of most frequent
sounds for each consonant sounds for each
consonant.
● I can apply grade-
level phonics and
word analysis
skills.

Type of Assessment Format of Supports, Evaluation Criteria

Assessment (e.g., Accommodations, How will you know or
quiz, test, checklist, Modifications measure if the students
KWL chart, (Differentiated have met the learning
performance task) Assessments, Culturally objective(s) or learning
Relevant Assessment) target(s)?
Pre-assessment Observational notes, N/A N/A
data analysis for
group placements
Formative assessment(s) ● Performance task - ● I can provide support to ● If students are able
lowercase letter ‘a’ my students with EIPs to properly complete
worksheet by working in small, the performance task
● Can verbally strategic groups that of writing a
identify short A allow these students to lowercase ‘a’ with no
sound have more teacher teacher guidance,
● Can verbally guided instruction. then they will have
provide one word ● I can provide support to demonstrated

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 with short A sound my ESL students by proficiency and will
working in small groups have met the
and providing learning target.
directions in the ● If students can
students’ first verbally state “A says
languages. /a/”, they will have
● I can provide support to met the proficiency
my students with gaps requirements for this
in academic knowledge lesson.
by working in small, ● If students can
strategic groups that verbally provide one
allow these students to word with a short ‘a’
have more teacher sound, they will have
guided instruction. met the proficiency
requirements for this
lesson.
Summative assessment(s) N/A N/A N/A

Pre-Assessment Data Summary

Summarize the results of the pre-assessment data and explain how it will drive your instructional practices.
For my pre-assessment data, I have analyzed data gathered throughout the first few weeks of school, such as phonemic
awareness, writing capabilities, letter recognition, etc. We have established four small groups of students based on this
data that ensures to group students with similar abilities and skill levels together.

Step 4: Create Materials Needed Teacher Resources (must include podcasts): List all textbooks, children’s
Learning literature, CDs/DVDs, videos, and on-line sources that are resources for you,
Activities the teacher, in determining the content and in teaching the lesson. Provide
proper APA references.
● Georgia Standards of Excellence. (2015, April). Kindergarten ELA
Standards. Retrieved from Georgia Standards website:
https://www.georgiastandards.org/Georgia-
Standards/Frameworks/ELA-Kindergarten-Standards.pdf
● Lewis, S. (n.d.). Orton-Gillingham Podcast. Retrieved from
https://brainspring.com/the-orton-gillingham-podcast
● M.A. Rooney Foundation. (2019). Orton-Gillingham Teaching
Manual. Retrieved from https://or.dyslexiaida.org/wp-
content/uploads/sites/20/2020/06/OG-Training-Manual-2019.pdf
● Wire-ringed easel paper
● Orton-Gillingham created powerpoint, slides 62-80

Student Resources: List, and include, all handouts, worksheets, and other
materials, including assessments, that you will have students use in this
lesson. Please make sure you cite your reference in APA style. Include slide
shows you plan to use. Note that slide images can be copied from Power Point
and pasted into Word documents. List all other materials needed, and the
amount of each.
● Lavender/Black Sensational Sand (provided by the Institute for
Multi-Sensory Education) x1
● Blue sand-holding tray x1

● (Worksheet
provided by the Institute for Multi-Sensory Education)
● Plastic canvas x1
● Red crayon x1

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Technology Connection
(OPTIONAL but should be included as
often as possible)
Connection to the Arts
(OPTIONAL but should be included as
often as possible)
Supporting Diverse Learners
Culturally Responsive Teaching
Research and Theory, or Principles of
Child Development
Higher Order Thinking Questions
(HOTQs)
How will you, the teacher, use technology to drive instruction?
How will the students use technology to enhance their learning?
Technology will be included into the lesson in the form of a powerpoint
presentation that will be used to guide the lesson according to the Ortin-
Gillingham pedagogy that the school has recently adopted.
How would you incorporate creative expression through drama, movement,
visual arts, and/or music into the lesson?
N/A
How do you plan to differentiate your instruction related to the learning
objective(s), learning target(s) and/or central focus (e.g., content, process,
product; representation, action & expression, engagement). Explain how the
support will assist a specific student and/or group with respect to the specific
learning objective(s) or learning target(s). For example:
● I will support my students who struggle with reading by
differentiating the content through the use of leveled reading books
that address the concept of motion.
Note: Make sure you address the needs of the learner(s) identified in the
learning description (refer to Step 1).
● I will support my students with EIPs by differentiating the content
through the use of providing more teacher guidance, and offering
more supports throughout the lesson, such as using a step-by-step
guide to writing the letter ‘a’.
● I will support my English learners by providing longer time for this
lesson with this group of learners and through the use of handheld
objects that have the short ‘a’ sound in their name, such as an
apple.
● I will support my students with gaps in academic knowledge by
differentiating the content through the use of providing more
teacher guidance, and offering more supports throughout the
lesson, such as using a step-by-step guide to writing the letter ‘a’.
How is the content of your lesson connected to the students’ assets
(personal, cultural, and/or community) within your classroom? Be specific to
the content of the lesson and the assets of your students.
This lesson will connect to students’ assets as it will connect with their
previously learned content through the use of the Orton-Gillingham teaching
methods. Students have been using this distinct pedagogy since the beginning
of the year and are familiar with the terminology used throughout the lesson,
such as ‘red words, letters’. Students will immediately be able to connect this
lesson with their prior lessons and can build off of their background
knowledge and connections to this lesson.
What specific research, learning theories, and/or principles of child
development guided your instructional choices for this lesson? How are they
applicable to your learning objective(s) or learning target(s)?
This lesson follows the Orton-Gillingham approach to early reading
fundamentals. This is a newly adopted pedagogy for my placement school,
and is required in all classrooms for kindergarten and first grade. It is a multi-
sensory approach that emphasizes utilizing students’ senses to memorize key
reading components, such as letter formations and sounds. This research
based approach is applicable to my learning target, as it will give students the
opportunity to learn grade-level phonics, letter formations, and letter sounds.
Create at least 5 higher-order thinking questions (along with anticipated
answers) using Bloom’s Taxonomy (level 3 and above) or Webb’s Depth of
Knowledge (DOK) levels (level 2 and above), then identify what level each
question represents. Embed these questions into your instructional strategies
and learning tasks section below and highlight them in green. Remember
these questions will occur before, during and after the lesson.
1. In what ways are lowercase ‘a’ and ‘o’ alike? different?
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Instructional Strategies and Learning
Tasks (Will VARY by content area)
Lesson Closure
Re-teaching, Re-Engagement, Practice
-Bloom’s Taxonomy, level 4
2. Can you come up with other ‘a’ words?
-Bloom’s Taxonomy, level 6
3. Why do you think we need to learn the sound ‘a’ makes?
-Webb’s DOK, level 3
4. Why do we need to learn the alphabet?
-Webb’s DOK, level 2
5. How many words do you think have ‘a’ in them?
-Bloom’s Taxonomy, level 4
I do:
I will gather a small group and work with them at the horseshoe table at the
back of the room. I will pull up the Orton-Gillingham powerpoint on a laptop
and use it to guide us through the lesson. I will show students the lowercase
letter ‘a’ and ask them what letter they see. I will then ask “In what ways are
lowercase ‘a’ and ‘o’ alike? different?” This question will have them compare
a newly learned letter (o) with the new concept (a). I will use the presentation
to give students a few examples of words with the short ‘a’ sound (Al the
alligator had apples after lunch). I will then ask students “Why do you think
we need to learn the sound ‘a’ makes?” to gauge their understanding of the
alphabet principle. We will move along in the powerpoint until we reach slide
67, where we will sing the alphabet but stop at letter ‘a’ (since this is the
letter we will be learning this week). This is to show students where ‘a’ comes
in the alphabet, and help them become more familiar with its letter
formation.
We do:
I will place my hand under my chin and say “A says /a/” and ask students to
look at the way my mouth and chin move when I make the letter sound, then I
will ask students to place their hands under their chins and make the short ‘a’
sound. We will begin to brainstorm words that have the short ‘a’ sound in
them together. I will ask students “Can you come up with other ‘a’ words?” I
will use the wire-ring easel paper to write down students’ suggestions. I will
ask students “How many words do you think have ‘a’ in them?” in an attempt
to help them make a connection between the lesson and a real world context.
We will begin to look at lowercase a as a letter formation, and write the letter
in the sky using our fingers. We will then begin the sand activity, where
students will write the lowercase letter ‘a’ in the sand, while verbally saying ‘a
says /a/’ as they write. After the student has had their turn in the sand, they
will pass it to their fellow group members until everyone has had a turn.
You do:
Students will be given a sheet of writing paper and asked to lay it over the
plastic canvas. They will use a red crayon to trace the letter formation for
lowercase ‘a’. After students have done this 3 times on their own, they will be
given a worksheet to complete individually that I will use to measure their
proficiency in lowercase ‘a’ letter formation. I will end the lesson by asking
students “Why do we need to learn the alphabet?” to encourage students to
extend the lesson, and make connections to a real world context.
Give a brief synopsis regarding how you will wrap up the lesson. How will
students summarize and/or share what they have learned related to the
objective or learning target?
We will wrap the lesson up by having students complete a writing worksheet
on lowercase ‘a’ individually. Their ability to perform this task will allow me to
know if they have met the objective and learning target for this lesson.
Describe at least one new strategy for re-teaching the content and/or skills
presented for students who did not successfully meet the learning objective(s)
or learning target(s) identified in the lesson.
For re-teaching, I will create a small group of students that were not able to
complete the performance task. We will revisit the lowercase ‘a’ and the short
‘a’ sound. I will introduce several small, handheld objects that begin with the
short ‘a’ sound and initiate a brief conversation and brainstorming session to
think about short ‘a’ words. After this, we will take turns writing the
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 lowercase ‘a’ using the sand from the Orton-Gillingham method kit.
Extensions Describe at least one new strategy for enriching, challenging or extending the
content and/or skills for students who successfully met the learning
objective(s) or learning target(s) identified in the lesson.

To extend this lesson, students will be asked to go home and think of five new
words with short ‘a’ sound in them, such as hat, cat, etc.
Optional Reflection Piecere not abl

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Step 5: Post-
Instruction
Reflection Lesson Implementation (Be sure to address both whole class and small group or individual learners)
● What went well and why?
o The multi-sensory approach to learning letters went well with the students, as they had fun while
learning and this approach has been shown to help students remember content better.
● What did not work well and why?
o The lesson could have been more engaging and could have incorporated more probing questions.
● How did the learning environment and materials work together to support student learning?
o The learning environment and materials used in this lesson worked together to support student
learning by utilizing the students’ senses to learn content.
● What improvements and changes would you make if you were to teach the lesson again and why?
o If I were to teach this lesson again, I would include more probing questions throughout the lesson. I
feel as if this would allow students to become more engaged with the lesson and content.
● What did you learn about yourself as a teacher?
o I learned that I am adaptable. The small group I worked with was supposed to be larger but a few
students were absent that day, and it affected the lesson. This lesson works best with 3 or more
students, but I was only able to deliver it in a small group of 2 students.

Learning Theories/Research Base

● To what degree did the implementation of your lesson utilize the learning theories that framed your
instructional plan? Provide examples from your experiences teaching the lesson.
o The lesson implementation was heavily framed by the Orton-Gillingham learning theory and
evidence. The presentation used was created by the Orton-Gillingham pedagogy team, as well as the
materials present in the lesson- the sand, the worksheets, etc.

Assessment Analysis
● What information about student understanding did you learn from your assessment(s)? How did the student
or student(s) do on the assessment? What patterns of learning do you see?
o The students did well on the assessment and were able to recreate the letter ‘a’ on their own after
the lesson.
● How will you act upon, and will students be able to act upon, the feedback provided form each assessment
strategy used?
o I will give students verbal feedback and let them know that their letter formations were correct, or
give criticism when needed.
● Use the assessments and create a chart to analyze student learning across the class. Attach or paste your chart
and write a quick summary of what students learned or potential misunderstandings and how you are drawing
these conclusions.
o This chart shows the assessment results of the two students in the small group I worked with. On a
scale of 1 to 4, where 1 represents no effort, 2 represents a try but not correctly executed, 3
represents correct letter formation but needs some work, and 4 represents exemplary letter
formation, one student scored a 3 and one student scored a 4. This is displayed in the chart below.
●

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