LESSON PLAN
Lesson PlanAndriana DelgadoTED 621BReading and Language Arts MethodsEnid Acosta-TelloJuly 14, 2013AbstractI choose to do my lesson plan on a group of kindergarteners. This group consists of 20 children varying in abilities and background. I will be primarily focusing the lesson plan on Phonemic Awareness through the use of group work, readings, games, and songs.LESSON PLANLesson Plan DesignGrade:Kindergarten Lesson Topic: Phonemic AwarenessCandidate’s Name:X______________________1. Introduction: (Identify Grade Level K12 Academic Content Standard(s), rationale, focus learner, create bridges from past learning, behavior expectations) CA Academic Standard Phonemic Awareness 1.7. Phonemic Awareness: Track (move sequentially from sound to sound) and represent the number, sameness/difference, and order of two and three isolated phonemes (e.g., /f, s, th/, /j, d, j/). 9 1.8. Phonemic Awareness: Track (move sequentially from sound to sound) and represent changes in simple syllables and words with two and three sounds as one sound is added, substituted, omitted, shifted, or repeated (e.g., vowel-consonant, consonant-vowel, or consonant-vowel-consonant). 1.9. Phonemic Awareness: Blend vowel-consonant sounds orally to make words or syllables. 1.10. Phonemic Awareness: Identify and produce rhyming words in response to an oral prompt. 1.11. Phonemic Awareness: Distinguish orally stated one-syllable words and separate into beginning or ending sounds. . 1.13. Phonemic Awareness: Count the number of sounds in syllables and syllables in words. Prior Learning: The students will work on an individualized computer based program called Starfall. Starfall is a program that works with the student and leads them through phonemic awareness. They will learn the sounds of single letters and how they are written as well as learning the sounds they make when joined together including the beginning and ending of the word. They will work on this program daily during group station time. Focus Learner/Behavioral ExpectationsMany of these students are with in the 90 percentile for their grade level in Phonemic awareness. These students are active and social. The class will need to be ran in a way that creates the suitable learning environment so that they can take advantage of learning how to behave in the classroom setting.The classroom will be run in small groups consisting of 4 people per group, with a total of 5 classroom groups.They will learn how to work as a group, one on one and as a class.Rationale:This lesson plan will be to meet the California standard 1.7,1.8, 1.9, 1.10, 1.11 and 1.12. It will teach children Phonemic awareness through word sounds, vowel-consonant or consonant-vowel through oral rhyming and prompts. Students will learn spoken language and written language with Phonemic awareness. Phonemic awareness is the understanding that words are made up of sounds which can be assembled in different ways to make different words. It will be accomplished through the understanding and awareness of Phonemes. Phonemes are the smallest unit of a spoken word. This can be accomplished with the use of games and rhythmic clapping exercises. We will also learn phonemic awareness through the use of rhymes, and word sounds including that the beginning and ending sounds. A kindergarten classroom revolves around its language arts curriculum. In every aspect of the day language and vocabulary development will be used. Being able to hear a word and break it down helps students learn to break down a word when learning to read.In this activity Student #1 and #2 will be pre assessed to see what work will be needed prior to the oral lecture on rhyming words and what blending sounds.We will practice these prior to the listen. Bridging any previous knowledge with what we are about to learn2. Learner Outcome(s)/Objective(s): (What will students learn from this lesson? How will you measure mastery of the outcome?)Purpose:By the end of the lesson students will be able to blend words together by sound. They will understand the sounds of words and how to use them to create words.Students will be able to score within a 90% accuracy.Phonemic Awareness skills can be assessed using standardized measures. The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) assessment system provides two measures that can be used to assess phonemic segmentation skills, Initial Sounds Fluency (ISF) and Phonemic Segmentation Fluency (PSF).Students will not receive a final score until the end of each lesson. They will be observed through the lesson to check on student ability and understanding.Rationale:Out of the 20 students enrolled in the class 90% of the students are currently at grade level with letter identification and 80% with letter sounds. Do this fact we can move into word phonemes, word sounds and rhyming. We then go into word beginning and endings. To achieve this it will be done through a series of group and independent work. We will use clapping games, computer games, sound bingo, matching cards, and one on one teacher and student work. Students will be assessed during the one on one work and through observation during group work.3. Pre-assessment Activity: (Determine students’ abilities to achieve the Learner Outcome and prescribe instruction accordingly. Consider: linguistic background, academic language abilities, content knowledge, cultural and health considerations, interests and aspirations, physical development, social development, emotional development. )The students will succeed in their work, no matter the skill level.1. Linguistic BackgroundOut of the 20 students 4 of them are ELL.2. Academic Language Abilities, Content Knowledge Out of the 20 students enrolled 5 of them were never enrolled in a preschool class. 15 of these students meet the grade level standard for letter recognition and phonemic awareness. 3. Physical, Social, Emotional Active and social. 4. Socioeconomic Cultural Considerations A mix of Asian American, Hispanic Caucasian, and African American 5. Health Considerations & Attendance. No health problems, good attendance 6. Interests, Motivations, & Extra CurricularTo review the teacher can do a shared reading. This can be done together at circle time. The teacher can lead the class with a pointer and a dry erase board. There can be a sound or word with a picture next to it. After the word is read we can then discuss the sound it makes. An example of this would be the sound a snake makes sssss, let’s think of a word with ss, Slow. We can then break down the word ss-lll-ooww, slow.What’s the students have shown full understanding for word sounds we can try to break down words by clapping S-low, s-ad, r-ad, etc. After the group work the students can begin centers. During centers each student will visit the teacher’s desk it will be at this point that the teacher can review with each child to see whether or not they can break words down into phonemes. The pre assessment will be done at the teacher’s desk in small groups. The teacher will ask each child to end a word for her. With the word will be a picture. The first will be a picture of a cat. She will say C_ _ it will be the student’s jobs to say CAT. This will continue with multiple flash cards. This will be used to asses each Childs academic standing.Rationale:Because the majority of the students score so high this will be a basic review. The students were able to hear the sounds of the words as well as hear the difference in the beginning and end of the word.Students love to work in groups especially when they are young. Children enjoy games, songs, and rhythmic movements when learning. 4. Differentiation, Adaptation & Accommodation Strategies: (Based on the pre-assessments, modify Learning Activities based on learner characteristics to meet the needs of ELL & special needs students, highly achieving students and low achieving students) To create a fun environment that encourages participation by all students, the students will have a variety of ways to learn and interact with the material. We will be using rhyming games, books, clapping games, worksheets, flash cards, and bingo. Modifications for all ELL:For Ell they may not understand many English words but may know the word or thing in Spanish. To teach the word and word sounds I will need to have picture cards for the words that we will be working on. For words that they may have herd but do not know what it means a description can be given to be put into context.Modifications for Target Student #1: Student number 1 is a 5 year old boy. He has no prior preschool education and scores in the 20th percentile in phonemic awareness. He does well with running but has no interest in reading. He is very active but immature for his age. He will need a more guided approach to his work. He will have guided work with the teacher and when not working directly with the teacher he will sit nearby so that the teacher can redirect him back to the task on hand.Modifications for Target Student #2: This student is a 5 year old girl. She is an ELL, she is the beginning stages of learning the English language. She has a hard time with sound recognition. She is a very quirt student bot is very interested in reading. She needs help with English words and sound recognition. She will need extra time in group work with the teacher. It would also be beneficial for her to be teamed up with another student that also uses a different first language. This may help her use her own voice and be less quit knowing that she is not the only student that speaks another languageModifications for High Achieving Students:For the higher achieving students they will need extra work and more challenging work to keep them advancing in their academics. High achieving students can also help the students who may need the extra support. Not just with the school work but as serving as a model for the other students.Rationale:Having a strong Phonological awareness helps lay the foundation to become a strong reader. If a student cannot hear, discriminate or manipulate a sound it will be a challenge for them to learn to read. Research shows that with a variety of manipulates and lessons along with a strong support system students can do well. By having a variety of lessons and learning centers, the lessons can be adjusted to fit all of the student’s needs. For those who need extra support they can be pared with higher achieving students and have more group one on one time with the teacher. The ELL can use cards with pictures and assistance from other students and the teacher. The higher achieving students can have more advanced work once shown the work at group tome with the teacher.5. Resources: (Identify materials needed for this lesson accounting for varying degrees of skill level)Pre assessment materials: Dry erase board and penPicture cardsEaselPaper pensCenters and guided work with teacher or assistantPicture CardsWord sound bingoStarfall computer programWorksheetsAlphabet cards with picturesRationale: I variety of manipulates will be used and provided during center time. If a student is having a hard time with any of these the work can be done with the teacher at that center. 6. Learning Activities: Explicit Teacher Instruction - (Explain, Model, Demonstrate, Check for Understanding)To assure that the learning outcome is met the teacher can use the SDIAE approach, “specially designed academic instruction in English” (SDAIE) The SDAIE approach focuses on Modeling, Bridging, Contextualization, Schema Building, Text Re-Presentation and Metacognition. The exercises will begin with examples of what we will be learning and what we will hope to learn. The next step will be to bridging the old or prior information to the new information that we are about to learn.At this point the teacher will speak very slowly and clearly so that all students cam process the information given.The teacher will then introduce the material that will be used in centers, regalia or manipulates; bingo, flash cards, pictures cards, books Starfall, bingo, alphabet blocks and other visuals. The teacher will then give demonstrations on how to use the work. Not all the work will be put out every day. A new peace of material can be put out every day after the presentation. Each new peace of material will stay at the teacher’s desk until a majority of the class understands how to properly use the material.One of the top projects that will stay at the teacher’s desk for a while will be a worksheet with images and a fill in the blank space. The image will be of a Cat the word will look like C_ _. The students will fill in CAT. This is not only beneficial for the ELL it also helps students with letter recognition.Check for Understanding:Teacher observation during free time, group work and one on one. Rationale:Children cannot learn on their own without direct instruction. They need to be shown how to get from point A to point B with the easiest route. They need to learn how to follow the route to get the best answer with the most understanding.7. Learning Activities: Guided Practice/ Collaborative Practice (Check for understanding and provide feedback and re-teaching)The teacher places the jobs in the centers for use. Once the children split up and go into their centers. The teacher will then observe to see if the students have learned how to use the given materials. If the students have difficulty the teacher can then try re explaining the game without actually doing it. A teacher can do this by asking questions. It’s better to let the students try to remember then just giving them the answer every time.Check for Understanding:Teacher observation.Rationale:The students need the trial and error to feel true mastery over a subject. They need to have the guidance to learn how to do the job or skill but must master it on their own. The teacher can observe and re direct so that the student is guided back on track. If not that student or students need to come back to the teachers center and be re taught the lesson8. Independent Practice: (Provide practice that supports the learning outcome. Note: Independent activities are assigned assuming that students understand the concept well enough to work on their own.)The independent practice will be done with the use of centers.Students will participate in group centers, each group will consist of 4 students. There will be a total of 5 stations.There will be a color coded list on the wall; it will have the group color next to their starting station. The students know that when the bell rings they will move from group 1 to 2 and so on until all centers have been completed or they run out of time. The first group will be starfall. Starfall is a computer based program that works with a child and moves on as they improve their Phonemic Awareness.The second group will be letter bingo. The sound of a letter will be said and the child will see if they have it on their card. The game will not stop until all the kids’ cards have been filled. This will be done so that the students have the opportunity to hear all or most of the sounds.The third will be alphabet blocks. It will be at this time that the students can practice spelling words on their own, sort by color or build with them. This will be an opportunity for the students to use them as the need to.The fourth station will be student flash cards. They get into 2 pairs of two. One child shows the other child a cars and they say what it is. If the student is able they can then find how many phonemes are in the word or find a word that rhymes with it.The last station will be the teacher directed station. It will be at this station where the teacher works group to group assessing each child according to their groups needsCheck for Understanding:Teacher observation Rationale:Students need opportunities to practice skills learned with peers in multiple settings. Students also need opportunities to work with the teacher in small groups to relearn and practice under the guidance of the teacher. The groups will change and activities change based on needs of students and groups.In all centers students are practicing sound s and learning to work cooperatively following directions of a game.9. Assessment and Evaluation: (Describe how you will assess and/or evaluate the students’ learning. Describe differentiating assessment strategies you will use for ELL, special needs students, highly achieving students and low achieving students.)The teacher has 2 options for the classroom assessments. Formative and Summative.A formative assessment is done through teacher observation and group work.A summative assessment is a one on one assessment. They can be done the first week of school to check previously learned information. They can also be done monthly or biweekly. A summative assessment can be used to track overall progress.Rationale: Phonemic awareness will be assed in a summative assessment with in the first 2 weeks of class. There will be other summative assessments done in the future to track monthly progress. For those with special needs, lower scores or ELL they will have more assessment to track over all progress to see whether further actions will be needed.10. Closure: (Describe how students will reflect on what they have learned.)At the end of the lesson the students can re group with their assigned seating partners and discuss their favorite part of the day. They will share with their partner 3 things that they leaned during that period. After a few minutes of discussion the can then raise their hands to share with the class what they learned and if they have any lingering questions that still need answering. Rationale:The students will learn to reflect and think about what they learned that day. It also lets them feel a sense of accomplishment and independence. Sharing with the class also lets the other students hear what they may also have learned.ReferencesCunningham, Patricia M.. Phonics They Use: Words for Reading and Writing, VitalSource for National University, 6th Edition. Pearson Learning Solutions, 02/2013. <vbk:9781269152389#outline(9.3.2)>.Gunning, Thomas G.. Creating Literacy Instruction for All Students, Vitalsource for National University/EdMap, 8th Edition. Pearson Learning Solutions, 12/2012. <vbk:9781256987864#outlineSchipper, Joanne C. Rossi and Beth E.. Case Studies in Preparation for the California Reading Competency Test for National University, 4th Edition. Pearson Learning Solutions. <vbk:9781256360117#outline(6.2.2)>. 9.4.7.3)>. ................
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