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General Education Lesson Plan Format 2010-11 Date: 10/18/10 School: Pittston Consolidate School Grade: Kindergarten Intern Teacher

: Hope Libby USM Teaching Standard focus 1,6,7,8 Title: A is for Apple: Building Letter-Recognition Fluency (adapted from (This lesson will also address students who are in the acquisition phase of letter and sound recognition.) Learning Results or Curriculum Standards: Subject: Language Arts Grade: K Standard: A. 1.a. – Use comprehension strategies to understand texts within a grade appropriate span of text complexity. Knowledge Objectives Phase of Learning: Fluency (and acquisition for some students) Student Objectives: Students will interact with letters to better understand the letter name-sound connection. Students will build their letter-recognition fluency. Students will demonstrate their knowledge of letter names and sounds by creating an alphabet book. Students have been introduces to letters and their sounds. Students will practice what they are learning through small group discussions. They will be provided individual support to assist with skill building. Universal Design for Learning and Culturally Responsive Pedagogy. Students will be exploring letter-sound recognition through a variety of activities. This variety will address students’ varying learning styles. Specific Procedures (“sub proof” script) Opening Activity: Students will review the letters of the Alphabet with a visual chart. Teacher will discuss with students the different letters and review that each of these letters have a sound. Students will be encouraged to share the letters and sounds with which they are familiar. Activity 1: Alphabet Picture Pages Sorting 1. Gather students and bring out the alphabet chart. Ask them if they can think of words that begin with any of these letters. 2. Display the Alphabet Picture Pages cards for the letters in random order. 3. Ask students to say the name of the picture and then identify the beginning letter. Draw attention to the sound they hear at the beginning of the word.

Once they say the name. Closing Activity: Students will review letters and their sounds. or word. or a word that begins with that letter. Continue supporting students individually. Ask them to look through their book and find the letters they still need pictures for.  Circulate while students navigate the alphabet games. They will be encouraged to continue to work on their ABC Book. After modeling how the game is played students get into groups of three or four to play. Activity 2: Uh-Oh! Card Game 1. Materials and Resources Letter cards My ABC Book print out Uh-Oh! Cards Alphabet Picture Pages Assessment of the knowledge objective  Keep a checklist of the letters and sounds students consistently recognize. If possible. After playing Uh-Oh!. Assessment of related learning . Tape the picture below the corresponding letter on the alphabet chart. Continue passing the bag around the circle until every student has had a few chances. sound. To help all students feel successful. conference with students one on one and have them read their ABC book to you. have students take out their ABC books. Put the Uh-Oh! Cards in a bag and have students sit in a circle. 2. the person who has collected the most cards wins the game. Once the time is up.  Look through each student’s ABC book noting whether or not he or she was able to draw a picture of something that began with each letter. Take note of each student’s level of participation during the group activities in the classroom. tell the class that they can help each other out if someone seems stuck and asks for help. they have to put all of their letters back in the bag. the sound it makes. 3. Reflect on each student's ability to identify the names and sounds of letters. Students should take turns drawing one card at a time out of the bag. The very last page in the book is a comment page for parents to write a positive note about their child's ABC book. Home Connection: Have students take their ABC book home to read to an adult. they get to keep the card. Ask students about the objects they find and their beginning letters and sounds.4. If they draw an Uh-Oh! Card. Students will be informed that they will have ongoing opportunities to practice their letter and letters sound recognition. They can either say the letter name.

Personal growth: General thoughts. duplicate student copies of the Alphabet Picture Pages. The next time I teach this lesson I will break it into two lessons. impressions about the lesson. Assessment: I think the assessment strategies in this lesson were successful. Instruct each student to color the pictures then write the beginning letter in the corner of each picture square. What were your strengths and challenges? I felt comfortable with the lesson. Classroom and/or individual student management: I think through breaking the lesson into two parts I could better address student needs. What progress did the students make toward the knowledge objective? How do you know? Student showed progress toward the knowledge objective in that they were able to put alphabet letters in order with minimal assistance. I think it was appropriate and realistic. What do the data from assessing related learning suggest about the design of future lessons? I think this lesson was ambitious and I would break it into two separate lessons. If you had to teach this again tomorrow. I feel the lesson was a bit ambitious and changed the lesson as I was teaching it as I recognized this challenge. 4. 3. ideas. I would do the book in another lesson. 2. They demonstrated the ability to recognize the letters in the Uh Oh game and were able to produce the sounds of each letter with minimal assistance. Reflection of Lesson: (During Unit use Daily Reflection Log) 1. I feel I was able to manage student behavior while addressing their learning needs. what adjustments would you make regarding: Knowledge Objective: I would keep the knowledge objective. As an additional assessment. I feel I did address student needs in the lesson as I consciously changed the lesson as I saw student needs change. UDL and CRP: Again I would break the lesson down into two parts. .

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