EDUC 462 LESSON PLAN

INSTRUCTIONAL UNIT
TEACHER

GRADE

SUBJECT

Virginia L. Servin

Kindergarten

Language Arts
Word Families short /a/

MATERIALS

TECHNOLOGY

PowerPoint
Its All in the Family

SmartBoard
Laptop

AUTHOR/TITLE OF
BOOK
What Am I? by teacher

STANDARDS AND OBJECTIVES

ACADEMIC OBJECTIVE

ELA STANDARDS

At the end of the lesson, students will

understand what a word family with a short
/a/ is and demonstrate it by coloring words
that pertain to a certain word family and use
a word in a sentence.

LITERACY ACTIVITIES
Teacher will read the powerpoint, What Am
I? which contains HFW and teaches students
about different word families with short /a/.
Students will be able to read chorally with the
teacher to reinforce HFW.

COMMON CORE
STANDARDS
CCSS.ELA-Literacy.L.1.2.d
Use conventional spelling for
words with common spelling
patterns and for frequently
occurring irregular words.

ADAPTATIONS FOR LEARNERS

FOCUS STUDENT #1

RATIONALE

The adaptation for an EL student would

be to use of Picture Profiles and pictures
for students to visualize and connect
with as they learn about word families.
Having a Picture Profile would give the

This adaptation would work well with

EL students because, as Piagets
theory states, childrens thinking is
qualitatively different from adults and
develop through direct experience with

student a visual representation that

they need to learn as they experience
the lesson with the class.

their environment. Students construct

schemes, or psychological structures,
which are ways of making sense of the
world. This applies in this lesson as
students are given visuals so that they
are then able to construct their own
scheme of the lesson, accommodating
and excluding as they go, to better
gain an understanding of word
families. This direct experience will
assist them with learning much more
effectively than just listening to the
teacher explain it.

FOCUS STUDENT #2

RATIONALE

For an advanced level or GATE student,

whom this lesson may be too basic, the
adaptation would be for them to
complete a circle map where they will
come up with words that are in the
same word/rhymes. As the class needs
to complete one sentence using one of
the word family words, this student
would be encouraged to one write
sentence using each of the word
families learned
(-at, -an, -ad, -ap).
This would engage the student to think
critically as they have to complete a
circle map and come up with examples
for each word family reviewed. Once
completed, the teacher would check for
understanding and correct any
mistakes. The student could then
present the circle map to the class to
further the class lesson by giving
additional examples and serves as a
visual for students to reference as
needed.

This adaptation will work well with

advanced students because it helps
promote independent learning by
providing students the opportunity to
complete a graphic organizer on their
own. It also allows students to
demonstrate their understanding of
the concept. Having students write
multiple sentences will allow advanced
learners the opportunity to develop
encoding skills.

METHOD OF

TEXT FEATURES

VOCABULARY/

ASSESSMENT
(outcome, product based)
Students will be assessed
informally throughout the
lesson through teacher
observation and checking
for understanding.
Students will also be
assessed formally through
the writing activities in the
Beyond portion of the
lesson as well as the Its
All in the Family activity.

(layout, format, headings)

Text is in a PowerPoint
format to give the Big
Book idea, allowing
students to read chorally.
The text is simple and
reinforces the basic HWF
(I, am, a) and introduces
the four main short /a/
word families. Pictures
are simple and easy to
see.

ACADEMIC
LANGUAGE
Word families with
short vowel a:

hat
cat
van
can
sad
pad
sap
clap

LESSON PLAN
ORIENTATION, DIRECT EXPLANATION + MODELING (INTO)
Teacher will present a Picture Profile using a PowerPoint to introduce:
o Introduce the lesson
o The objective of the lesson.
o Explain what a word family is.
o Introduce 4 word families containing short vowel a (-at, -ad, -ap,
-an) and provide samples and pictures of each word family.
Teacher will do a quick review of each word family presented in the
Picture Profile to check for understanding.
GUIDED PRACTICE (THROUGH)
Teacher will introduce a teacher-made book, What Am I through
PowerPoint to the class. Students are encouraged to read along to
reinforce some of the sight words.
Once reading is complete and reviewed, teacher will present the sorting
activity. Students will be given index cards with short vowel a words.
Students will come up and sort the cards onto the correct word family.
Then students will read the words out loud.
INDEPENDENT PRACTICE + FORMATIVE ASSESSMENT (BEYOND)
Once students are at their desks, students will do the Its All in the
Family activity. Students will read the words in the grid and color each
word that belongs to the word family.
At the bottom of the activity sheet, students will be asked to write one

sentence using any of the words colored. Advanced students will be

asked to write more.
Recap: Indicate where in the lesson the activities include opportunities
for the following: (Write either Into, Through, or Beyond)
Into, Through and Beyond 1. Speaking, Listening, Reading, Writing:
Into and Through 2. Providing low affective filters or low risk situations
Into 3. Building schemata or background knowledge
Through 4. Appropriate contextualization support
Beyond 5. PEP (purpose, engagement, prediction)
Engagement Principles: Indicate which engagement principles you
incorporated into your lesson and how.
Interesting Text The text was interesting to the students because it contained
engaging
illustrations and provided many different samples of
initial and final consonant digraphs.
Choice The text and materials used were grade-appropriate.
Relevance The strategies used contained vocabulary and images that
students can relate to in their own environment.
Collaboration Students collaborate during the Shoe Sort activity.
Concept-Building Students take the concepts that have been introduced to
them and
build upon them as they work on the Shoe Sort and Guess the Digraph
activities, finally closing with the Highlight the Digraph
and Spot the Sillies activities.
Reflection: What do you consider went well in teaching this lesson (effective
activities, assessment, presentation, text, engagement, etc.)? What do you
consider did not go as well as you had planned (unclear modeling or guided
practice, lack of engagement, poor text choice, etc.)? What adaptations would you
make to the lesson in order for it to be more effective?

Its All in the Family

Directions: Say the name of each picture. Color the words that
rhyme with the picture.

yellow

ad
hat
Tad
scan
ran
sap
lad
zap

red

can
wrap
cap
rat
that
man
chat
bad

blue

lap
ad
plan
dad
fat
tap
splat
sat

green

mat
flan
Dan
bat
trap
fan
sad
vat

map
had
glad
gap
mad
than
nap
tan

Write one sentence using one of the words from above.