Geneva College

Beaver Falls, PA
Geneva Lesson Plan
Name: Reagan Mittler Date: April 25th, 2022 Time: Phonics & Word Work:
10:15 – 10:50 Reading: 11:00 – 11:25
Writing: 12:30 – 1:10

Subject: ELA Grade Level: Kindergarten

I. Topic Review: Vowel A
II. Reference to PA or 1.1 K.C Demonstrate understanding of spoken words, syllables,
Common Core and sounds (phonemes).
Standards
1.1 K.D Know and apply grade-level phonics and word analysis
skills in decoding words.

III. Lesson Objectives TSWBAT repeat orally words that have a short /a/ in them.
IV. Materials  Pencil.
 Dictation page.
 Sight Word “Help” Worksheet.
 Short Vowel Book: Pat the Cat.
 Nonsense Word List.
V. A. Introduction Phonics:
1. The teacher will have the say the sounds of the letters in the
alphabet before doing the dictation page.
Word Work:
1. The teacher will ask the students what goes in a sentence
while writing.
Reading:
1. The teacher will have the students come to the floor.
2. The teacher will explain to the students that we will be
working on nonsense word list.
Writing:
1. The teacher will introduce the new sight for the week.
2. The students will practice arm spelling the sight word.
3. The teacher will show a video on the sight word “Help.”
B. Procedures Phonics:
1. The teacher will have the students write their name on the
dictation page.
2. The teacher will say the sounds for letters, /a/, /w/, /v/, /y/, /z/.
3. The students will write each letter down that makes that
sounds.
Word Work:
1. The teacher will have a list of words for the students to write
 down. (Chat, zap, bath, yam)
2. The teacher will give the students 20 seconds to write the
word down and then will move onto the next word.
3. The students will write down what the teacher says to them.
4. The teacher will read a sentence to the students. Then repeat
it multiple times for them to write it all down. (This is what
we want to do.)
5. The students will write down the sentence while the teacher is
repeating the sentence.
6. The students will draw a picture to match the sentence they
wrote.
Reading:
1. The teacher will have the students practice their nonsense
word list with them.
2. The teacher will break the students with a partner to
practice their sight words.
3. The teacher will recollect the students and have them
come back to the floor.
4. The students (movers) will move to see the story Pat the
Cat.
5. The teacher will ask the students what words make the
short /a/ sound.
Writing:
1. The teacher will have the students return to their seats
after watching the sight word.
2. The teacher will have the students write their name on the
Sight word worksheet.
3. The teacher will have students pick colors to color the
word help.
4. The students will arm spell the word help each time they
color the word.
5. The students will then trace the word help.
6. The teacher will explain how to box the word help.
7. The students will write the word help.
8. The students will build the word help while saying the
letters.
C. Differentiation Process: The students will be using different materials while
working on the sight word worksheet.
D. Closure The teacher will have the students use the word Help in a
sentence.
VI. Assessment There will be a Test on Nonsense Word Lists on Friday.
VII. Modifications and/or For the students that have glasses, the teacher will write certain
Accommodations words on an index cards for them to easily read instead of
looking at the smartboard and figure out what to write.
Co-Operating Teacher Approval Signature: Date of Approval:

_______________________________________________ ______________________

VIII. Self-Evaluation  What went well?

 What didn’t go well?
 Something I would do different?