LBS 310: Early Literacy Mini-Lesson

Mini-Lesson Plan Template

Name: Yuri Montes

Early Literacy Topic: Emergent Writer
Appendix D Lesson (Title & Number): Interactive Writing: Lesson 5

Lesson Objective: Students will be able to interactively work together in order to copy down the word, Star, from a
star picture card (with the written word on it).
Connection to Pre-K Continuum of Literacy Learning: Begin to write words, letters, or approximated letters in
clusters to show the look of words.

Materials: Blank chart paper, markers, pointer, picture with written text, salt, trays.

Introduction: Describe in detail how you will begin your lesson. Ensure that everything you do connects with the
lesson objective, Pre-K Continuum objectives, and students interests/needs. Be cognizant of the ages of your
students (3 5 years old) and ensure that instruction is DAP.

Expected Duration = 6 minutes

What is the teacher saying and doing? (Be specific!) What are the children saying and doing? (Be
specific!)
Teacher will greet students, Good evening boys and Students will likely answer to the teacher, Good
girls, how is everyone doing today?

Teacher will review what they have been working on. Students will likely reply, Yes! I remember!
Boys and girls, remember how we have been working
very hard on tracing and writing down our letters?

Well, today you are all going to use what you have Students respond, Its a Star!
learned to help me with this word on this picture. Now
what do you all see in this picture? (points to picture.)

Teacher says, Yes, boys and girls its a Star! Now, do you
all see these letters here? They are clustered together to Students reply, S-t-a and r!
make the word star. So what letters do you all
recognize?

Teacher says, correct! So what we are going to do first

is, we are going to practice tracing these letters with our
pointer finger, using this tray and we are actually going
to pour some salt in it. After that, we will all work
together to write our word on this big piece of paper
with this marker.

Teacher asks students, So what are we going to do first? Students respond, We are going to trace our letters on
the tray with salt.

Teacher says, Great job, boys and girls, so lets begin. I

am going to give each of you your own tray and a baggy
filled with salt. I will pour the salt on each of your trays
and I want you all to spread out like this
(demonstrates).
Teacher says, Okay, now that you are all set, when I give
you the letter, you are going to use your pointer finger to
trace the letter on your tray, like this (demonstrates). So,
the first letter in our word is S, so I want all of you to
trace the letter S on your trays (teacher will walk around
to check if all the students traced the letter).
Students will trace the letter S on their salt trays.
After students are done with the first letter, they will
continue doing the same with the remaining letters in
the word star.

Teacher will then ask students to finish tracing the

remaining letters in the word star, into their salt trays.

Accommodations: How might you meet the needs of English language learners or students with diverse abilities
during the introduction?
Teacher will point to the picture that will be utilized and speak to the child in their native language for instance she
will say, Escribir estas letras en este plato con sal usando este dedo After she points to the text on the picture, she will
point to the student and then to the salt tray and pretend to write a letter, so that the student can comprehend what
they will be doing.
Lesson Development: Describe in detail how your lesson will unfold. Ensure that everything you do connects with
the lesson objective, Pre-K Continuum objectives, and students interests/needs. Be cognizant of the ages of your
students (3 5 years old) and ensure that instruction is DAP.

Expected Duration = 8 minutes

What is the teacher saying and doing? (Be specific!) What are the children saying and doing? (Be
specific!)
So now that we have practiced tracing our letters for a Students respond, We are going to write star on that
bit, what we are going to do is use this marker, and write paper!
down the word star on this big paper. Everyone will
have a turn writing down one letter from the word.
So what are we going to do?

Teacher says, I am going to start with the first letter of

the word and then I will need you all to help me finish
the word.

Now before I begin writing down the first letter of the

word, I want to see who remembers how to hold a
pencil/marker.

Teacher demonstrates various ways to hold a pencil, and Students will either agree or disagree with the way the
eliminates the incorrect ways, and finally demonstrates teacher holds the marker/pencil.
how to hold a pencil/marker correctly. Teacher will say,
We put these three finger on the bottom
(index/pointer, middle, and thumb), kind of like we are
pinching; pinch, pinch, pinch. Our ring finger and pinky
will be tucked in the back like this!

Teacher will then remind students that when they write,

they always begin from top to bottom.

Teacher says, So boys and girls what is the first letter in Students will reply, Its the letter S!
my word?

Teacher will praise the students responses.

Teacher will then begin to write down the first letter in

the word and will remind students about starting from
the top to the bottom. Teacher will write down the
letter s in big text, so that it is easily visible to all of the
students.

After the teacher writes down the first letter of the

word, she will then have her students once again help
figure out what the next letters on the word are. One
student will go up at a time and write down the next
three letters to complete the word; teacher will
constantly remind them that we always begin from the
top.
Student will write down the next letter of the word.
After this student is done, another student will
participate and write down the next letter in the word.
Finally, the last student will go up and finish writing
down the last letter of the word star
 Accommodations: How might you meet the needs of English language learners or students with diverse abilities
during the lesson development?
Teacher will speak to the student in their native language and/or will once again, point to them when it is their turn
and hand them the marker, then point to the letter that they will be writing on the board, making sure that they
understand where it should be written. Also, giving them more assistance when they write, for instance, placing a dot
on the paper, so that they can know where to begin.

Assessment: Describe in detail how you will determine whether or not the students have met the learning
objectives. Ensure that everything you do connects with the lesson objective, Pre-K Continuum objectives, and
students interests/needs. Be cognizant of the ages of your students (3 5 years old) and ensure that instruction is
DAP. Assessment should be in line with appropriate early literacy practices and DAP. (Odds are, a worksheet
will not be appropriate!)

Teacher will have an assessment chart with her students names on them. She will put a checkmark on
each category if the student successfully completed the task. The teacher will be assessing her students
on: holding a pencil properly, if they start their letters from the top, if their letters are well formed, and if
they were able to write the letters in the correct place, without overlapping.

Closure: Describe in detail how you will bring your lesson to a close. Ensure that everything you do connects with
the lesson objective, Pre-K Continuum objectives, and students interests/needs. Be cognizant of the ages of your
students (3 5 years old) and ensure that instruction is DAP.

Expected Duration = 1 minute

 What is the teacher saying and doing? (Be What are the children saying and doing? (Be
specific!) specific!)
Teacher will say, Today you all helped me write down Students will reply, star!
a word on this big piece paper. What was the word you
all helped me with?

Teacher will say, Yes, the word Star. Now who Students will reply, S-t-a-r
remembers what letters were in our word?

Teacher will say, And how did we hold our markers? Students will reply and demonstrate to the teacher,
Pinch, Pinch, pinch

Teacher will reply, Great job, and how did we begin Students will reply, From top to bottom!
our letters? Did we start from the bottom to the top or
from the top to the bottom?

Teacher, Yes, thank you for helping me with this

word, you all did such a wonderful job!

Accommodations: How might you meet the needs of English language learners or students with diverse abilities
during the closure?
The teacher will speak in the students native language and will point to the word on the picture and to the word
written on the big piece of paper.
 Assessment Chart

Student Properly held the Wrote from the top Letter Formation Letter placement
pencil/marker to the bottom and spacing
Eileen

Jorge

Karina