Lesson plan - Study Island
|Reading Lesson: Beginning Sounds |Grade Level: K |
|Lesson Summary: Students will learn that words have beginning sounds and begin to understand how to decode them. They work through an assessment, identifying the |
|beginning sounds b, c, d, f, and g. Then they work through the PowerPoint presentation, identifying beginning sounds b, c, d, f, and g in other words. A walk |
|around the classroom in which students identify an item in the room and its beginning sound and then share their findings concludes the whole class instruction. |
|Advanced learners represent the letters that they think are the beginning sounds of the first names of people and pets in their family. Struggling learners review |
|the beginning sounds of the words in the assessment, and then work through the PowerPoint again, identifying beginning sounds. |
|Lesson Objectives: |
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|The students will know… |
|that letters are associated with sounds. |
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|The students will be able to… |
|recognize beginning sounds. |
|Learning Styles Targeted: |
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|Visual |
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|Auditory |
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|Kinesthetic/Tactile |
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|Pre-Assessment |
|Procedure: |
|Ask students to consider that words have beginning sounds. Ask them to identify beginning sounds in simple words: ball, cat, dog, face, and goat. Note students who|
|have trouble. |
|Whole-Class Instruction |
|Materials Needed: PowerPoint presentation*, index cards, and pencils or pens |
|Procedure: |
|Presentation |
|Ask students to say what sound the letter b makes. |
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|Ask students to say what sound the letter c makes. |
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|Ask students to say what sound the letter d makes. |
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|Ask students to say what sound the letter f makes. |
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|Ask students to say what sound the letter g makes. |
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|Guided Practice |
|Use the PowerPoint presentation* to introduce picture words. |
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|Ask students to identify the first picture—bat. (slide 2) |
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|Ask students to pronounce the word that represents the picture in unison. |
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|Ask students to identify the first sound of the word. |
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|Ask students to identify the second picture—cake. (slide 3) |
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|Ask students to pronounce the word that represents the picture in unison. |
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|Ask students to identify the first sound of the word. |
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|Ask students to identify the third picture—doll. (slide 4) |
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|Ask students to pronounce the word that represents the picture in unison. |
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|Ask students to identify the first sound of the word. |
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|Ask students to identify the fourth picture—fish. (slide 5) |
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|Ask students to pronounce the word that represents the picture in unison. |
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|Ask students to identify the first sound of the word. |
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|Ask students to identify the fifth picture—game. (slide 6) |
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|Ask students to pronounce the word that represents the picture in unison. |
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|Ask students to identify the first sound of the word. |
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|Independent Practice |
|22) Students take a walk around the classroom and identify environmental words in the classroom: desk, board, door, and so on. |
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|23) Students write down the letter they think represents the first sound of each item on an index card. |
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|Closing Activity |
|24) Students share the environmental words they have used and the first sound of each. |
|Advanced Learner |
|Materials Needed: index cards or manuscript paper and pens or pencils |
|Procedure: |
|Tell students to think of the names of the people and pets in their family. |
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|Have them represent the letters that they think are the beginning sounds of the first names on index cards or manuscript paper. |
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|Allow time for students to share their beginning sounds with each other. |
|Struggling Learner |
|Materials Needed: PowerPoint presentation*, paper, and pens or pencils |
|Procedure: |
|Work through slides 7–11 with the students. These words represent the sounds in the pre-assessment. |
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|Return to slides 1–5 and work with students on those same beginning sounds from instruction. |
*see supplemental resources
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