KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM
LESSON PLAN FORMAT

Teacher Candidate: Madison Higgins_________________________________ Date: __11/15/21_______________

Cooperating Teacher: __Mrs. Murphy________________________________ Coop. Initials: ________________
Group Size: ________4_____________ Allotted Time: _______20 mins___ Grade Level: ________K_________
Subject or Topic: _ELA Small Group_________________________________ Section:
_____________________

STANDARD(s): (PA /Common Core - identify which learning standards are being addressed within this lesson;
may be obtained at: http://pdesas.org/Standard/Views )

Standard - CC.1.1.K.D- Read grade-level high-frequency sight words with automaticity. Demonstrate basic
knowledge of one-to-one letter-sound correspondence.

● Performance Objectives

● The students will be able to recognize high frequency sight word “and” by completing the “what’s missing”
and “mix-and fix” activities with 80% accuracy. (New sight word for the week)
● The students will be able to recognize the letter “Nn” name and sound by completing the “Which word
starts with N” activity and completing the “Nn” letter worksheet correctly. (New focus letter for the week)

II. Instructional Materials

● Sight word flashcards (a, the, to, we, see, like, I, and)
● Letter magnets (a,n,d)
● Whiteboards
● “Nn” letter cards
● “N, n, M, m” letter magnets
● List of words for “Which word starts with N” activity.
● Letter “Nn” worksheet
● Scissors
● Glue sticks
● Pencils

● Subject Matter/ Content-

● Prerequisite Skills
1. Sight words a, the, to, we, see, like, and I.
2. Letter “Mm” name and sound
● Key Vocabulary
 1. Sight words
● Big Idea(s)
1. Students will recognize the sight word “and” and the letters that make up the word “and.”
2. Students will recognize the letter “Nn” name and sound.
● New Content
1. Sight word “and”
2. Letter “Nn” name and sound

IV. Implementation

A. Introduction –
● To begin the lesson, we will review the sight words the students have learned thus far (a, the, to, we, see,
like, and I.)
● To review the sight words, we will play a short game where I place the sight word flashcards upside down
in my hands.
● I will allow a student to pick a card, flip it over and show the other students in the small group.
● Before the student flips the card, I will instruct students to allow a few seconds to think about what word is
being shown. Don’t call it out right away.
● Then I will count down from 3 and have the students name the sight word together.
● For each sight word, after the students name the word, I will ask students to tell me what letters are in each
word, I will point to the letters, and they will tell me what letters make up each word.

B. Development –
● Next, I will introduce the new sight word of the week “and.”
● I will first show the students the flashcard for the sight word “and.”
● I will ask if anyone knows what this word it is and allow for students to try and sound it out to see if they
can figure out what word it is.
● I will then tell the students that our new sight word for the week is the word “and.”
● I will ask students to identify the letters in the word “and” by pointing to each letter one at a time and
allowing the students to name the letters that make up the word “and.”
● Then, I will get out the letter magnets to continue introducing the sight word “and.”
● First, I will spell the word “and” using the letter magnets on a whiteboard. Again, we will identify what
letters make up the word “and” by pointing to the letters and allowing the students to name them.
● Then, I will complete the “What’s missing?” activity for the sight word “and’ by hiding the board so the
students can’t see it and taking away the letter “A” in the beginning of the word “and” using the letter
magnets on a whiteboard.
● I will ask the students, “What letter is missing from the word and?”
● I will allow time for students to think about what letter is missing. If they are struggling, after a few
seconds I will pronounce the word “and” making sure to annunciate the /a/ beginning sound.
● If they are still struggling, I will show them the flashcard for the word “and” to help them see what letter is
missing.
● After the students recognize that the letter missing is “A,” I will place the letter A back on the word “and”
so they can see it.
● I will hide the board again, this time I will take off the letter “D” from the end of the word “and.”
● Again, I will ask students “What letter is missing from the word and?”
● If they are struggling, after a few seconds I will pronounce the word “and” making sure to annunciate the
/d/ ending sound.
● Once students recognize the letter “D” is missing, I will replace it in the word “and” on the board so the
students can see it.
● Next, I will hide the board again and take the letter “N” out from the middle of the word “and.”
● I will ask students “What letter is missing from the word and?”
● If they are struggling, after a few seconds I will pronounce the word “and” making sure to annunciate the
/n/ middle sound.
● Once students recognize the letter “N” is missing, I will replace it in the word “and” on the board so the
students can see it.
● Next, we will complete the “mix-and-fix” activity.
● To begin the mix-and-fix activity, I will hide the board and mix up the letters that make up the word “and”
using the letter magnets on a whiteboard.
● I will hand the whiteboard to the first student and allow them time to fix the arrangement of the letters to
spell the word “and” correctly.
● Once, the first student is complete with arranging the letters in the word “and,” I will ask the student to tell
me what letters make up the word “and.”
● Then, I will instruct that student to hide the board and mix up the letters for the next person to try it.
● After they have mixed up the letters, I will instruct the student to pass the whiteboard to the next person at
the table.
● I will allow time for this student to arrange the letters in the word “and” to make it correct. Once the
student has arranged the letters correctly, I will ask the student to tell me what letters make up the word
“and.”
● We will complete this for each of the students in the small group.
● If a student is struggling to arrange the letters, I will help them sound out the word “and” and rearrange the
letters in the correct order.
● If they are still struggling, I will show them the flashcard for the word “and” to help them see the
arrangement of letters in the word “and.”
● Next, I will introduce the focus letter for the week “Nn.”
● I will begin by showing the students the letter flashcard for the letter “Nn.” As well as the flashcards that
contain words that begin with the letter “Nn.”
● I will allow the students to look at the pictures on the flashcards and tell me what the object or thing is.
● I will then ask, “What sounds does the letter N make?”
● If the students are struggling, I will refer to the picture flashcards and I will say a few of the words that
begin with the letter “Nn” on the flashcards and annunciate the /n/ sound.
● Once students tell me what sound the letter “Nn” makes, we will compare the letters “Nn” and “Mm.”
● I will place the capital letter magnets for the letter’s “N” and “M” on the whiteboard and I will show
students how the “N” only has one slant, but the “M” has two slants.
● I will then place the lowercase letter magnets for the letter’s “n” and “m” on the whiteboard. I will show
students how the lowercase letter “n” only has one hump, but the lowercase letter “m” has two humps.
● I will then pull my mask down slightly to show students the difference in the way the mouth looks when
you say these two letters.
● I will show students the letter “Nn,” when pronouncing it the lips are open and the tongue is against the
roof of your mount. I will allow students to pull down their masks to demonstrate how to pronounce the
letter “Nn.”
● Next, I will show students what it looks like to pronounce the letter “Mm,” lips are closed together.
● I will allow students to demonstrate how the letter “Mm” is pronounced.
● Next, we will complete the “Which word starts with N?” activity.
● For this activity, I will verbally say two words, and the students will tell me which one begins with the
letter “Nn.”
● Nail or Rock? (Students respond with which word begins with the letter “Nn”)
● Bottle or Next? (Students respond with which word begins with the letter “Nn”)
● Nice or Can? (Students respond with which word begins with the letter “Nn”)
● Monkey or Nest? (Students respond with which word begins with the letter “Nn”)
● Necklace or Mitten? (Students respond with which word begins with the letter “Nn”)
● Nurse or Mug? (Students respond with which word begins with the letter “Nn”)
● Mask or Name? (Students respond with which word begins with the letter “Nn”)
● Map or Nap? (Students respond with which word begins with the letter “Nn”)

C. Closure –
● After we complete the “Which word starts with N?” activity, I will place the sight word “and” on a
whiteboard using the letter magnets.
● I will ask the students what the word is, they can shout it out together.
● I will then ask each student one at a time to point to the letter “n” in the word “and” and tell me the sound it
makes.
● We will then complete the “Nn” worksheet. (I forgot to grab the hard copy at school on Thursday, but I will
add it to this lesson plan on Monday.)
● Students will cut out the letters and pictures along the bottom of the worksheet, and glue on the letters “Nn”
and the items that begin with the letter “Nn.”

D. Accommodations / Differentiation –
● If there are students struggling with the “What’s missing” activity, I will pronounce the word “and” and
annunciate the sound of the letter that is missing from the word “and.”
● If students continue to struggle, I will show them the sight word “and” flashcard to help them figure out
which letter is missing on the whiteboard.
● If the students are getting the “What’s missing?” concept easily, I can take two letters away at a time and
students can identify what two letters are missing from the word “and.”
● If a student is struggling to arrange the letters in the “mix-and-fix” activity, I will help them sound out the
word “and” and rearrange the letters in the correct order of how the sounds make up the word “and.”
● If the students understand the “mix-and-fix” concept too easily, I can give them a whiteboard and a marker
and allow them the opportunity to write the word “and.”
E. Assessment/Evaluation plan
1. Formative-
· “What’s missing?” activity
· “Mix-and-fix” activity
· “Which word starts with N?” activity
· “Nn” letter worksheet
2. Summative
· N/A