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UNLV/Department of Teaching & Learning

Elementary Lesson Plan Template

UNLV Student: Janet Gardner PSMT Name: Tori Sleight

Lesson Plan Title: Afternoon Routine Lesson Plan Topic: Phonemic


Awareness
Date: 3/5/18 Estimated Time: 30 mins

Grade Level: Kindergarten School Site: Thiriot Elementary

1. State Standard(s):
L.K.1: Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
a: print many upper- and lower case letters.

2. Teaching Model(s):
● STAR/SLANT: our class uses a criss cross applesauce chant. “Criss cross applesauce,
hands in your lap, eyes are looking, ears are listening, brains are thinking, mouths are
quiet”.
● Think Time: give think time while asking students to say and spell sight words and while
completing the blue book activity.

3. Objective(s):
SWBAT print and recognize many upper and lowercase letters. SWBAT read common high
frequency words by sight. SWBAT know and apply grade level phonics and word analysis in
decoding words.

4. Materials and Technology Resources


● Smartboard
● Markers
● CD player
● Sight words songs Songs
● White board paddles: 1 for each student found on their tables
● Black dry erase markers: 1 for each student found on their tables
● Small eraser: 1 for each student found on their tables
● The blue phonics book
● Scented chapstick or lip balms to be used as “smellies”.
5. Instructional Procedures:
a. Motivation/Engagement:
● Criss cross applesauce chant.
● Playing the Popcorn Word game with the music videos and “smellies”.
● Transitioning to tables to use white boards for the phonics games. Reviewing the rules of
the game and using “smellies”.
b .Developmental Activities or Learning Experiences:
● TW play the Sight Words songs from lists 3, 4, and 5. TW choose the songs randomly;
favorites include but, so, all.
● TW play a sight word song and observe students on the carpet singing. Choose a
student who is participating correctly.
● At the end of the song pause the video to show the word. Ask the student you chose
what the word is and how to spell it. When student says and spells correctly, give them a
“smelly” on their hand. Make sure to give think time and remind the other students that
they may not shout out when it is not their turn. You can prompt students and help them
spell or read the word if necessary. Students who may need assistance; Yared, Valeria,
Routh, Ximena.
● Repeat this for 5 songs. (you can do more or less depending on the time and the
students’ behavior on the carpet.
● Have students transition to their tables. Ask students to get their whiteboards and
markers ready. Students should put their hands on their heads to show that they are
ready to “play the game”.
● Use the blue phonics book and complete the digraphs activity. Explain to students what
a digraph is and review sh, th, ch, & wh.
● Explain to students that you will say a word, they will repeat it, and listen to what the
digraph is at the END of the word. Students will write on their whiteboards the digraph
they hear at the end of the word.
● Give out smellies to students who are playing the game correctly and using the
whiteboards correctly.

c. Closure:
● Have students put away their whiteboards, markers, and erasers. Remind them that their
whiteboards should be clean and the tops should be back on the markers.
● Transition students back to carpet for story read aloud.

d. Extension:

6. Accommodations, Modifications and Differentiations for Diverse Learners:

A. Visual Learners: Music videos, teacher modeling, using the white boards

B. Auditory Learners: Music videos, teacher lecture, students saying the words out loud
C. Kinesthetic Learners: using the white boards, writing the words, holding the white
boards up to show answers

D. ESL Students: Music videos with words included, writing the words with peers at the
table, teacher reinforcement

E. At-risk Students: Teacher available for assistance; this activity acts as practice for
sounding out words.

F. Advanced Learners: Teacher will have other activities available.

7. Assessment and Evaluation of Learning:


a. Formative:
b. Summative: None

8. Homework Assignment: None

9. Reflection:
a. Strengths: Most of the students already knew what the digraphs were from our writing time
in the mornings. They will ask how to spell words and I would tell them that those digraphs
make those sounds in some of the words. Because the students already knew these sounds, it
was easier to explain what they were and they were able to play the game with ease.
b. Concerns: My concerns with this lesson were with Cole who visits us from the Kindergarten
special ed class. I usually have to redirect his behavior on the carpet and during our whiteboard
activities. During carpet time I had to change where he was sitting so he would stop touching
the smartboard.
c. Insights: I noticed in my video that never said what a digraph actually was. I just explained
that those letters together make their sound. I should have explained that a digraph is two
letters that make one sound when put together.