Lesson Plan 3/15/22 ELA -(Rozak)

Content Standards Reference

RF.K.1.d
Print Concepts: Recognize and name all upper- and lowercase letters of the alphabet. {group 1}

RF.K.3.a
Phonics and Word Recognition: Demonstrate basic knowledge of letter-sound correspondences by producing the primary or most frequent sound for each
consonant. {group 1}

RF.K.3
Know and apply grade-level phonics and word analysis skills in decoding words. {group 2}

RI.K.1
With prompting and support, ask and answer questions about key details in a text. {group 3}

RI.K.2
With prompting and support, identify the main topic and retell key details of a text. {group 3}

RF.K.4
Read emergent-reader texts with purpose and understanding. {group 3}

L.K.4.a
Vocabulary Acquisition and Use: Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).
{group 3}
Active prior knowledge
Group 1- Students have been working on identifying letters and sounds. Students will be given letters mixed with random symbols to ensure
they know what a letter is.

Group 2-Students will review all letters and sounds.

Group 3-Students will review sight words.

Objective & Purpose
OBJECTIVE: Boys and girls today you will be learning about letters and letter sounds. By the end of today’s lesson, you will be able to
remember the letter of the alphabet and the corresponding sounds by stating the letters and sounds that are on the flashcards repeatedly.
(group 1)

OBJECTIVE: Boys and girls today you will be learning about how to blend words. By the end of today’s lesson, you will be able to understand
how to blend unfamiliar words by describing the sound that each letter makes and putting them together. (group 2)
OBJECTIVE: Boys and girls today you will be learning about reading short books and understanding what you read. By the end of today’s
lesson, you will be able to apply your knowledge reading skills to read emergent readers by interpreting letter sounds, sight words, and
blending words to read them and understand what you read. (group 3)

PURPOSE: The reason you need to know this is to help you grow in your reading skills. (all groups)
ME Input
For about the last month every Mondays and
Wednesday students go to ELA centers. During
centers, group one uses flashcards to help them
recall and remember the letter and sounds.
Remind students that it is important for them to
know all the letters and sounds to go to
kindergarten and to be able to read. (group 1)
Modeling
At the beginning when we started these
centers I showed the letters and stated
the letter name and corresponding
sound. Then students did it. (group 1)
Check for Understanding of the
Input & Modeling thru
Active Participation
Show students the letter lower case
and capital letter together and see
if they can identify the letter. (group
1)

For about the last month every Monday and Students will watch me do other I will give students the words bun,
Wednesday students go to ELA centers. During words-sun, bat and cat. Students will hun, mat, and sat and they will
centers, group two is learning to blend words repeat after me. (group 2) blend with me and read the word a
using their knowledge of letter sounds. few times. (group 2)
Redemonstrate how to blend a word student
listen. I will show students the word run and
pronounce each letter sound-then say it faster
and blend to say run. (group 2)

For about the last month every Monday and Students will watch me read the first two Students will read the same two
Wednesday students go to ELA centers. During pages and sound out letters and answer pages and they finger-read and
centers group three has been reading small books comprehension questions. answer comprehension questions.
and answering comprehension questions I will (group 3) (group 3)
redemonstrate how to follow the words with your
finger and blend, pausing at periods. I will read a
similar the first two pages and students will follow
along. (group 3)
US Guided Practice
Students will do the same thing but with
lowercase and capital letters separated. I will
show card students will say the letter, all repeat
and then I will ask for what sound it make all
students will say the sounds and repeat multiple
times. Use picture letter cards- show hand
sign(group 1)
Students will blend new words and well as
practice older words to ensure they can read
them sound the words out. One or two students
will say the word.
(group 2)
We will read the next two pages together and all
students will finger-read and blend to sound
unfamiliar words out.
(group 3)
Differentiation – how will the activities or the
materials be different for the ELs or other
identified students/subgroups?
A letter will be pre-picked with letters that
students know and the teacher will call on
another student to help them ( without them
knowing) state the letter and sound.)
{group 1}
students will be given the same word to blend as
the person in front of them so they can practice
the skill but be confident.
(group 2)
Check for Understanding thru Formative & Self-Assessment
Active Participation
I will call on individual students to say the Observe and listen to students'
name and sounds. Other students will responses. Ensure students are
put a thumb up for agree and down for answering correctly. (group 1)
disagree. All students in the group will
give this chance.
(group 1)
Individual students will practice blending Observe and listen to responses.
and reading the word. Others will put a Ensure students are answering
thumb up if agree and a thumb down if correctly. (group 2)
disagree.
(group 2)
Students will read the same two pages on Students read a page on their own
their own and answer questions. and answer questions.
(group 3) (group 3)
How will each student know that
they are successful?
(self-assessment)
Students will rate themself on how
they feel they did. Students will
receive immediate feedback on the
letters they got correctly. (group 1)
Students will rate themself on how
they feel they did. Students will
receive immediate feedback on the
letters they got correctly. (group 2)
 Students will have more pictures to help their Students will rate themself on how
reading they feel they did. Students will
(group 3) predict how many words they can
read. Students will receive
immediate feedback on the letters
they got correctly. (group 3)
YOU Independent Practice Summative Assessment
Student will point to a letter and say name and After a few weeks student will do a
sound. Then I will hold up a letter and have post-assessment using ESGI.
students state names and sounds. Students will be shown a letter and
(group 1) students will say the name and
sound. (group 1)

Students are shown a word and they blend and After a few weeks students are
read it. given 5 words and blend and read
(group 2) the word. (group 2)

Students read the rest of the book by themselves. Students will read emergent
(group 3) readers on their own and answer
comprehension questions to be
able to take an AR test.
(group 3)
Closure: Who can give me an example of something they learned? Great job everyone! Everyone worked hard at identifying the alphabet.
When you go home, tell your parents the letters that you remember. (group 1)

Who can give me an example of something they learned? Great job everyone! Everyone worked hard at blending reading new words. When
you go home, ask your parents to write a word and practice blending it to read. (group 2)

Who can give me an example of something they learned? Great job everyone! Everyone worked hard at reading and comprehending what
you read. When you go home, read the story to your parents. (group 3)