5E Lesson Plan Template

Your name Emily Little

eblittle@saralandboe.org
251-604-9604
Saraland Early Education Center, Saraland, Alabama

Date(s) taught August 28th

Subject Reading
Grade level Kindergarten

Materials Letter tiles, tap mats, dry erase markers, SeeSaw, tablets

Standards Alabama State Standards:

(State and
ISTE 10. Apply knowledge of phoneme-grapheme correspondences and word-
Standards for analysis skills to decode and encode (spell) words accurately in both
Students)
isolation and in decodable, grade-appropriate text.

10h. Distinguish between similarly spelled words by identifying the

phonemes and graphemes that differ.

11. Recognize and name all upper and lower case letters in non-
sequential order with accuracy and automaticity.

16. Recognize and name all upper and lower case letters in non-
sequential order with accuracy and automaticity.

ISTE Standards:
1.6 Creative Communicator Students communicate clearly and express
themselves creatively for a variety of purposes using the platforms, tools,
styles, formats and digital media appropriate to their goal
1.6c Students communicate complex ideas clearly and effectively by
creating or using a variety of digital objects such as visualizations,
models, or simulations.

Objectives Students will be able to assign single-letter sounds to the corresponding

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 letter with accuracy.
Students will be able to blend letter sounds to read words.
Students will be able to change beginning and ending sounds to form
new words.
Students will be able to name letters with accuracy and automaticity.
Students will manipulate digital letter tiles to build words and sentences
Students will use SeeSaw to record their word building.
Students will use SeeSaw to share with classmates their word building.

Differentiation In order to differentiate this lesson, students who need more support will
Strategies identify single letter names and sounds instead of building words. To
further assist students needing support, they will have access to letter
sound picture cards to aid in their efforts to determine the correct the
letter.

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The 5 Es

E Description

Engagement The teacher will begin by having all students stand in their spot on the rug.
Students will sing and move along to Rap the Alphabet by Jack Hartman.
https://www.youtubekids.com/watch?v=q2v4Ao1v1xM
Once the video is complete the teacher will have students sit on their spot on the
rug. The teacher will review individual letter sounds with students using letter
cards.
The teacher will then explain to students that we will be building words with
individual letter sounds. The teacher will put on a construction hat to reinforce
the idea of building.

The teacher will explain that individual sounds can work together to make words.
The teacher will further explain that today, in small group, we will be building
words with individual sounds.
Objectives:
Students will be able to assign single-letter sounds to the corresponding
letter with accuracy.
Students will be able to blend letter sounds to read words.

11. Recognize and name all upper and lower case letters in non-
sequential order with accuracy and automaticity.

16. Recognize and name all upper and lower case letters in non-
sequential order with accuracy and automaticity.

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 E Description

Engagement The teacher will then direct students to get their individual IPads and log on to
Assessment SeeSaw. When getting to SeeSaw, the teacher will direct the students to the,
“Say it, Build It, Move it” activity. The teacher will model the correct way to
complete the activity. Students will complete the activity, and the teacher will
help as needed. Studnets will record their work, by saving it to their SeeSaw
journal.
The teacher will instruct students to put their IPads away.
Objectives/ Standards:
1.6 Creative Communicator Students communicate clearly and express
themselves creatively for a variety of purposes using the platforms, tools,
styles, formats and digital media appropriate to their goal
1.6c Students communicate complex ideas clearly and effectively by
creating or using a variety of digital objects such as visualizations,
models, or simulations.

10. Apply knowledge of phoneme-grapheme correspondences and word-

analysis skills to decode and encode (spell) words accurately in both
isolation and in decodable, grade-appropriate text.

10h. Distinguish between similarly spelled words by identifying the

phonemes and graphemes that differ.

Exploration The teacher will instruct students to break off in to their center teams. Studnets
will work in various literacy centers, while the teacher cocentrates on a small
group at the back table. The students at the back table will continue working
with individual sounds to build words. Students will record the words they build
on the Elkonin boxes on their SeeSaw journal.
Students will use dry erase Elknion boxes to build words. The teacher will call
out a variety of CVC words and the students will tap out the sounds, using tap
mats, and then write the words in their Elknion boxes.

To wrap up the small group learning time, students will use letter tiles on the
OSMO to build and read words.
https://www.readingrockets.org/classroom/classroom-strategies/elkonin-boxes
https://www.playosmo.com/en-US/shopping/games/words/
Standards/Objectives:

10. Apply knowledge of phoneme-grapheme correspondences and word-

analysis skills to decode and encode (spell) words accurately in both
isolation and in decodable, grade-appropriate text.

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 E Description

10h. Distinguish between similarly spelled words by identifying the

phonemes and graphemes that differ.

Students will use SeeSaw to record their word building.

Students will use SeeSaw to share with classmates their word building.

Exploration The teacher will be able to assess the students knowledge of letter sound
Assessment corresponadnce immediately while they are bduiling words. Upon completion of
the SeeSaw journal, the teacher will be able to check for accuracy by viewing the
picture and addressing any mistakes found.

Explanation Upon completion of centers, the teacher will have all students come back to their
spot on the rug. The students will then listen and watch a video about blending
letters to read words. https://www.youtubekids.com/search?
q=blending+sounds+to+make+words.
The teacher will review building words by using the blending board. The teacher
will then explain to students they are going to use their school tools to build
words themselves.
The teacher will pass out the Building Words worksheet. The teacher will display
her worksheet using the ELMO. The teacher will explain the directions: Students
will cut out the letter tiles at the bottom of the paper, they will then look at the
pictures and glue the letters to build words.

Explanation
Assessment

Studnets will complete the above worksheet for the teacher to check for
understanding.
Objectives/Standards:

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 E Description

10. Apply knowledge of phoneme-grapheme correspondences and word-

analysis skills to decode and encode (spell) words accurately in both
isolation and in decodable, grade-appropriate text.

Students will be able to blend letter sounds to read words.

Elaboration To elaborate on students word building skilss, we will again use SeeSaw.
Students will use the writing tool to record the words they hear. Studnets will be
allowed to use whatever color and font of their choosing. The teacher will
explain that their handwriting must be neat and legible. The teacher can help as
needed (as this is still a new skill in kindergarten).
Objectives/Standards:

10. Apply knowledge of phoneme-grapheme correspondences and word-

analysis skills to decode and encode (spell) words accurately in both
isolation and in decodable, grade-appropriate text.

Evaluation Grading Checklist for SeeSaw Word Wrting (25 points possible)
_____ +10 Words are spelled correctly
______ +10 Student is able to isolate sounds and read the words.
______ +5 Letters are written with correct formation.

________ Total

References
Bybee, R.W. et al. (1989). Science and technology education for the elementary years:
Frameworks for curriculum and instruction. Washington, D.C.: The National
Center for Improving Instruction.

Bybee, R. W. (1997). Achieving Scientific Literacy: From Purposes to Practices.

Oxford: Heinemann.

National Research Council. (1999). Inquiry and the national science education
standards: A guide for teaching and learning. Washington, D.C.: National
Academy Press.

Polman, J.L. (2000). Designing project-based silence: Connecting learners through

guided inquiry. New York: Teachers College Press.

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