Lander University Teacher Education Lesson Plan Template

Rev. 2013

Teacher Candidate: Cortney Lollis Subject/Grade: ELA/Kindergarten Learning Objective:

Lesson # 3 Date and Time of Lesson: 10/21/13 9am

The learner will distinguish between the beginning t sound and the final t sound when listening to words and seeing objects.

Alignment with Standards: RFK-3a-d-Know and apply grade level phonics and word analysis in decoding words. EEDA Standard 5- Contextual Teaching EEDA Standard 6-Cooperative Learning Developmental Appropriateness or Cross-curricular connections: Students are beginning to learn letter sounds one or two letters per week. They have previously learned the alphabet and can identify letters when they are out of their normal line up. Students also have previous knowledge of writing the letter t and knowing what the letter t says. After learning the letter t, students will be able to move forward and write sentences using words that start with letter t as well as identify objects that begin with the t letter sound. In this lesson students will use skills of cutting but cutting out pictures of objects that start with letter t. Assessment(s) of the Objectives:
Lesson Objective(s) Assessment(s) of the Objective(s) Students will be assessed through class discussion, individually saying the t sound, and identifying objects and words that have the t sound in them. Use of Formative Assessment

The learner will distinguish between the beginning t sound and the final t sound when listening to words and seeing objects.

Class and individual discussion will help me determine how well the students understand the information presented. Do the students remember what the t sound makes? Pre- I will review all of Can the students identify the sound cards that words that have the final t we already know. sound? Students have been given the t card before Can the students say t with correct and should be able to pronunciation? identify the t sound as Will students be able to a class when they see identify objects that have the t card. a final t? During-I will pass out individual t cards. I will The result of this assessment will determine say several words that first have the t sound at what to do for the following day/lesson. Did the end of the word. I the students grasp the will ask students to raise their t card if they information enough to move on to a new letter? hear the final t in each Do I need to reteach the word. I will assess the material in a different students as to if they raise their card and can way? hear the final t sound.

Lander University Teacher Education Lesson Plan Template Post- I will ask each student to raise their card. When I come to them I will ask that they tell me what t says. If they have trouble I will say it again for them and ask that they repeat it. This is assessment so I know they know what sound t makes.

Rev. 2013

Accommodations:
For the cutting activity, if students finish early they will be allowed to get crayons and color their addition man. For the students who do not finish their work, it will be put aside to do at a later time to ensure that they understand the information. There are 6 students who have speech limitations such as a lisp. These students will need to hear the t sound and see the way my mouth is shaped when I say the sound. I will repeat the sound constantly and ensure that these 6 students are able to say it the correct way before moving on. The ESOL student will be able to copy the sounds I am making and write the letter like the rest of the class.

Materials:
Smart board Big sound cards Small t cards List of final t words Pencil T sound worksheet Scissors Glue

Procedures:
To begin the lesson students will sit on the carpet on their assigned spots. I will introduce the lesson as, what letter did we learn this week? we already know what the letter t says, and we know some words that start with the letter t. But today we are going to listen for words that end with the letter t. First lets review all of the sounds we already know. (Shuffle cards and allow students to sign song for each letter including t). I will then hand every student a card that has a t on it. When I hand it to them I will ask them, What does t say? I will go around and ask each student this. I will then sit down at the front of the rug, and tell the students that we are going to listen for the final t. I will use the list of words provided in work book. I will say the students if they hear a t at the end of the word they need to raise their t card in the air. If they do not hear the t sound at the end of the word then keep the t card down. I will then ask the students, what word was that? I will correct students if they get it wrong and make sure they are saying the correct t sound at the end of each word. I will repeat this with each of the 10 words that end with the t sound. I will then walk around and collect each t card. I will ask the students to once again tell me what t says before I take up their card. After taking up each card I will ask students to turn and face the smart board. I will pull up the smart board activities for the letter t. The first activity will be tracing the letter t. I will ask one student to come up and trace the capital T and a different student to trace the lowercase t. Next we will watch the smart board trace both capital and lowercase t. For the next activity I will show 8 pictures. I will name each picture and line them up in a straight line. There will be a chart, one side will have the letter T and the other side will have the letter T with a circle and line through it. I will ask a student to stand up and decide if the letter has the t sound or does not. The student will pull the picture to the correct column. After going through each of the 8 pictures, I will go back through and name each picture again and ask students to listen for the t sound in each word. Next I will dismiss students from the rug by group colors. Once they are back at their seats I will pass

Lander University Teacher Education Lesson Plan Template

Rev. 2013

out the t worksheet to each table. I will tell students to only take out a pencil for now, and to write their name at the top of the paper. I will then begin to walk the class through the worksheet. I will tell them to trace the inside of the capitol and lowercase t and say the sound as they are tracing. After I see that the majority of the class has done this, I will tell the class to write five capitol Ts on the line provided. I will go around and check and then ask them to write five lowercase ts on the second line. This is for extra practice on writing and identifying the letter t. Next I will ask students to get out their scissors and glue stick. Students should copy exactly as I cut. I will cut the bottom off the paper and ask students to show me they followed directions and can cut. Then we will cut the sides and top off of the pictures. I will then allow students to place the pictures that have the sound t in the open boxes. I will go around and check and then allow students to glue down if they are in the correct order. For the ones who finish early they can write their letters on the back of their paper. I will then call each group to put their paper in the cubbies.

Activity Analysis:
For the first activity no technology will be used because it is a hands on activity for the students. Each child will be given a t card. I will call out words and ask the students to hold up the t card if they hear the t sound at the end of the word. I will allow students to correct themselves if they see that they are wrong. I will do this 10 times, all with different words and words that have the t sound at the end. For the second activity we will use the smart board. This was an activity premade by another kindergarten teacher that I thought was very relevant to use. This could however be done without the use of the smart board, but it is still useful. The students have used this activity before and it proves to be beneficial. There will be a line of 8 pictures. 4 will have the t sound in them, and 4 will not. I will ask one student at a time to go to the smart board and drag the picture to show that it either has the t sound or does not. I will ask the students that they also identify the object as they are moving it and why they are putting it where they are. The final activity involves cutting. We will use a worksheet and I will ask students to trace and draw the letter t where it shows to do so on the worksheet. At the bottom of the worksheet there will be 5 pictures. 4 of the pictures start with the letter t and one does not. Students will cut out each picture and glue the correct pictures that start with t in the open boxes left on the worksheet. This activity requires no technology because it is hands on and integrates art.

References:
Ms. Atkins and KS teachers at Long Cane Primary