Part A: Lesson Planning

To be completed before teaching the lesson

LESSON PLAN FORM

Your Name and the Date on which the plan will be taught: Gianna Mesarina 01/31/17
Grade Level: Kindergarten
Length of Lesson: 30 minutes
LEARNING GOALS
CENTRAL FOCUS OF LEARNING SEGMENT:
Every week, the students work on word families. This week, the word family is -eg. They have been
previously introduced to the -eg family and the concept of cheering their sight words, but this will be
a combination of both. Students will be focusing on the set up of the words they are spelling. For
example “beg” “b” would be an upstairs word because the start of the word starts at the top of the
line, “e” would be a ground floor word because it doesn’t go upstairs or downstairs, and finally, “g” is
a basement word because the letter goes below the lines they are writing on.

PURPOSE(S):
The purpose of the lesson is to provide the students with the chance to practice spelling and writing
their -eg word family words.

LEARNING OBJECTIVE(S): At the end of this lesson, students will be able to:
spell and write -eg family words.

Primary Subject Area(s): Math

Standard(s):
1.RF.4.5 Read words in common word families (e.g., -at, -ate).
K.W.2.1 Write most uppercase (capital) and lowercase letters of the alphabet, correctly
shaping and spacing the letters of the words.
PLANNING CONSIDERATIONS
KNOWLEDGE ABOUT MY STUDENTS THAT WILL INFLUENCE THE DESIGN OF THIS PLAN:
Based on prior observation, my students have been having trouble writing letters correctly on the
lines of the paper that they are given. Some of my students write letters above the line, or close
together that they cannot be read. When I conducted my student survey, the subject that received
the most votes for the “I want to learn more about” question was reading. I believe that this lesson
will not only motivate them, but cheering the letters and sounds can also interest those who listed
some sort of movement as their hobby in the student survey.

PREREQUISITE OR SUPPORTING SKILLS NECESSARY FOR SUCCESS:

Vocabulary: beg, leg, keg, peg
Conceptual Understanding Students will need to understand the sounds that each letter of the
alphabet makes, as well as the concept of letter formation.

PRIOR ACADEMIC LEARNING & PRE-ASSESSMENT INFORMATION:

The students are not new to the concept of word families, or cheering their words. They often do
this with their sight words, but based on previous worksheets, my students are having trouble
forming the letters of a word in the correct order. I want to introduce the cheering the word family
words so that my students will understand not only how to sound out the words, but how the words
should be written. Last week, we were working on CVC words, and of the -eg family, only 12
students could correctly identify the words listed in the vocabulary above. By doing this lesson, I am
reinforcing what the students already know, and providing a foundation for those who do not.

SPECIFIC STUDENT NEEDS:

Student Initials Type of need
AM,VG,CG,KV, Academically Challenged Language Arts Students: Will need one on one
DL help or grouped in order to ensure on task. These students tend to take
a longer time on assignments. These students are listed as Pre-A as well
as A according to their mid year TRC scores.
MC, AC, MW, Academically Advanced Language Arts Students: Have been tested and
JD,BG,KI are high ability in Reading students. They leave the room when we do
reading because of their high levels. Most are reading above a 1st grade
level. These students tend to finish assignments quicker than most.

One Significant Learning Modality and how it will be utilized:

Bodily/Kinesthetic- I will have the students moving while they are spelling the words. They will be
referencing upstairs (arms up) middle floor (hands on hips) and basement (arms down).

One Significant Aspect of Character and how it will be fostered:

Self-control- With this Aspect of Character, I want the students to learn how to think before they act.
During this lesson, we will be using props and different body movements that if done irresponsibly,
can hurt someone else. I also want to enforce the fact that students are having fun, without
becoming too rowdy.

One Significant Habit of Mind and how it will be fostered:

Finding Humor - When doing the cheering, I want the students to understand that we are all
participating, and they should not laugh at any student who is doing the cheers. We do not want to
practice humor that hurts.

Co-Teaching Strategy/ies that will be used:

One Teach: Miss Mesarina One Assist: Mrs. Dykstra
Miss Mesarina will lead and teach the lesson while Mrs. Dykstra will provide
one on one help with the red table when needed.

ORDER OF TEACHING with PROCEDURES:

(Instructional steps, teaching and assessment strategies)

INSTRUCTIONAL AND ASSESSMENT STRATEGIES

DIRECTIONS
ATTENTIONAL PROMPT(S):
(Visual, curiosity, novelty, high interest) I will be holding the pom poms while I pick them up from
their special of the day (library)

RECALL PREVIOUS LEARNING-LESSON: “Can anyone tell me what we did last week with our
sight words? [Desired student answer: “We used the pom poms to cheer our sight words.]

Words used to tell the children the purpose of the lesson:

Today, we are going to learn about the -eg word family. We need to learn this lesson so we can become better readers
and writers.

Words used to tell the children the objective of the lesson:

By the end of this lesson, you will be able to spell and write words that end in -eg

ACADEMIC MOTIVATOR(S): (Knowledge to be Perceived to be useful) I will tell the students that
if they are able to sit quietly and pay attention to the board, they will be able to do better during the
centers. We will be learning strategies that they can use during the centers, and any future writing
they will do. We need to get ready for 1st grade.

GUIDED PRACTICE
1. Introduce House Anchor Chart - On Smartboard
a. upstairs
b. middle
c. downstairs
2. Explain to students that we are going to be cheering out our -eg family words
a. Explain how you want the cheering done. (listed in learning modality). The students have
done this before with their sight words, so take a quick refresher.
b. Go over vocabulary of -eg words along with the picture. This way when they are
prompted later, they can make the connection.

ACTIVE LEARNING-LISTENING STRATEGY/IES (ALLS):

Have students repeat the word 3 times after being introduced to them.

INFORMAL FORMATIVE ASSESSMENTS (Checks for Understanding)

By asking students what the picture is (beg, leg, peg, keg) I will be able to see if my students are
understanding the correlation. I can also ask my students, “What do all of these words have in
common?” [They all end with -eg]

3. Have pom poms already waiting in the front of the room

a. Hold up a picture from the list of -eg words. Ask the students what the picture is,

ACTIVE LEARNING-LISTENING STRATEGY/IES (ALLS):

Have students follow cheering the words at their desks.

b. Ask for students to come up by pulling sticks.

c. Practice words with them quickly before as practice, and have all class recite them
together.

ATTENTIONAL PROMPT(S):
(High Interest) To regain attention, you can say “Now this is a tricky one, let’s see if we can spell out
the word that comes next. I am looking for some hard working kindergarteners. Let’s show 1st
grade that we are ready!

4. Explain that they are going to be doing centers and are working on the -eg family. They need to
pay attention to the directions because I am going to be showing them what each station does.
a. Smartboard Game - House - students take turns writing the -eg family words with the
correct formation
b. CVC game - Students will take the chips and sound out the words that are given to them.
They will then practice writing them.
c. Magnetic letters - Students will be using magnetic letters and trays, and will be practicing
spelling the -eg words provided to them.
d. Cutting letters - Students will do a worksheet where they need to cut and paste the letters
of the word that is pictured beside them.
ATTENTIONAL PROMPT(S):
(Visual) While the students are at the centers, they are able to physically see how to spell and write
the words that we were cheering.

INFORMAL FORMATIVE ASSESSMENTS (Checks for Understanding)

When students are at their centers, I can walk around and see the levels that the different students
are at. I can gauge whether or not they will need more practice, or if they are ready to move on to
the next word family.

5. Explain that when the students are at centers, we will switch every 5 minutes. I expect them to be
 at a level 1 with their voices (whisper) and they are to be on task.

ACADEMIC MOTIVATOR(S): (Knowledge to be Perceived to be useful) I will tell the students that
if they are able to work hard and stay on task, we can show Mrs. Dykstra that we are ready for 1st
grade. When we are in 1st grade, they will already know how to spell their -eg family words!

INDEPENDENT PRACTICE
Explain to students that now, they will be working at centers at their tables and will be practicing the
words that end in -eg that we were cheering earlier together. Now it is their turn to practice writing
the words that end in -eg. The centers that I will be using and demonstrating are: The smartboard
game. writing within the house, spelling with magnetic letters, and matching the words to the
pictures.

Formal Formative Assessment

There was no formal formative assessment done in this lesson.
CLOSURE: What did we learn about or work on today?
When the students are finished working on their centers and have all cleaned up, I will ask, what did
we learn about today? [Students should be able to respond: We learned about words that end in -
eg] Ask for student volunteers, and then have entire class repeat the desired student answer stated
above.
DIFFERENTIATION OF INSTRUCTION:
Student Initials Type of need Differentiation
AM,VG,CG,KV, Academically Students at the table can be grouped with their elbow
DL Challenged partner
Language Arts My co-teacher will work with these students while the
Students: Will need other students work independently.
one on one help or Many manipulatives will be used to reinforce concepts.
grouped in order to The lesson will feel almost like a game, so the students
ensure on task. will not feel like the advanced students are having all of
the fun.
MC, AC, MW, Academically Students can make compound words using the -eg
JD,BG,KI Advanced Language family
Arts Students: Have
been tested and are
high ability
Language Arts
students.
MATERIALS:
Prepared by TC:
visual cards for -eg family
Prepared by CT:
Magnetic Letters, pompoms, dry erase boards
Sources:
Pictures from: https://www.abcteach.com/documents/-eg-words-word-sort-center-i-abcteachcom-27063