Residency Lesson Plan Guide

Your Name: Emily Hill Lesson Date: November 5, 2018

Grade and Topic: Kindergarten ELA Length of Lesson: 20 - 25 minutes

CENTRAL FOCUS:

The focus of this lesson is for students to learn to read starting with one syllable CVC words. The ability to read these
words on sight and quickly builds upon their reading skills and leads to more complex lessons. Before this lesson, all
students should have already mastered reading and writing the alphabet as well as the sounds of each letter. Students have
already started working on CVC words before this lesson so certain aspects of the centers are reviewing previously
learned knowledge, while other parts of the centers are introducing new words.

STANDARDS ADDRESSED:

K.FFL.PA.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in two- and three-phoneme
(VC or CVC) words, excluding CVC words ending with /l/, /r/, or /x/.
e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

LESSON OBJECTIVE(S):

 Given many common CVC words, students will read and sound out the words with complete accuracy.
 Given CVC words, students will read and replace vowels with new vowels to form new words with complete
accuracy.

MONITORING STUDENT LEARNING - FORMATIVE AND SUMMATIVE ASSESSMENTS:

Formative Assessments
 Teacher observation during centers
 In the introduction, the teacher will assess whether the students can still remember the sounds of the alphabet by
reviewing it as a class.
Summative Assessments
 The CVC Cut and Paste activity sheet will be graded for accuracy
 The Missing Letter Activity sheet will be graded for accuracy
 The Google Drawings activity will be observed and assessed for accuracy
 A test over CVC words will be given at the end of the week covering the entire week’s CVC words.

The Assessment(s) and the Objective(s)

The objectives of this lesson are measuring student’s abilities to read CVC words and to create their own CVC words.
The formative assessments are how the teacher will observe student participation and performance during class to identify
the students who may need more help. The summative assessments will collect data that will help the teacher make the
final decision on how to differentiate groups for the next day.
MATERIALS:

● Google Drawing Drag and Drop

● SMART board
● Read to Win Board Game sheets
● Tiny plastic dinosaurs
● Cut and Paste Activity sheets
● Chromebooks
● Color by Word Activity Sheets
● Reading Passages Sheets
● Missing Letters Activity Sheets
● Level 1 Reader Books
● WhiteBoard
● Expo Markers
● Scissors
● Glue
● Colored Pencils
● Pencils
● Cookie Sheets with laminated page on them (5)
● Letter Magnets

BACKGROUND and RATIONALE:

What are the key concepts/ideas for the lesson?

The key concept of this lesson is learning to read CVC words by sounding them out.

What is the academic language (e.g. vocabulary, language functions, and discourse) that must be considered in
this lesson?

Consonant, Vowel, Phoneme

How does this lesson connect with and build on the previous lesson(s)?

Previous lessons taught students to read and sound out the alphabet which is the first step to learning how to read.
Now that students can say and identify letters, they can begin to read short words by sounding them out.

How do you expect to build on this lesson in subsequent lessons?

This lesson teaches students how to read CVC words by sounding out the letters. That can be continued in future
lessons when students are learning to read much larger and more difficult words.

Why will you need to plan differentiated activities or assessments?

Differentiated activities for this lesson are necessary because students will all progress at different rates in reading so
those who excel will need more difficult words and those who are struggling will need more one-on-one time with the
teacher.

What connections will you make to the cultural, personal, and community assets of your students?

Students will be encouraged to use their new skills out in their community and at home. They may be asked to read
things they see outside of school and share what they read in class. Doing this could teach other students about
different cultures if the students live in diverse areas.
PROCEDURES AND TIMELINE:

Introduction: To begin the lesson, students will review the alphabet and sound out each letter. This will set them
up for success in the lesson. Then, they will read the I Can statement “I can read today’s CVC words and make
my own CVC words.” (2 minutes)

Procedures:
 Students will listen to the teacher briefly explain the meaning of the words consonant, and vowel. Then, they will
be asked if they know any words that might be CV or CVC words. The teacher will write down their answers on
the whiteboard for future reference. Then the teacher will explain that the day’s lesson is about reading CVC
words by sounding them out. (5 minutes)
 The teacher will then put the PowerPoint slides on the board, letting students know which color group they’re in.
There will be 4 groups of 5 students. For example, if the first slide is the blue group, the students whose names are
listed on the slide will be asked to move to their center. Once everyone is at the right center, they can begin work.
Once work has begun, the teacher will set a timer for 5 minutes. (2 minutes)
 Students will have 5 minutes at each center and they will be visiting 3 centers. The difficulty of each center is
different for each group depending on how well they performed in past lessons. There will be two average groups,
one advanced group, and one group of students who are behind. The students who are behind will receive more
one-on-one time with the teacher during the centers. (15 minutes)

Closure: After the time is up, the teacher will have the class move to the carpet. Then, the teacher will use
premade word cards and add them to the word wall for students to see. As each word is taped up, students will be
asked to read it out loud. Finally, students will place their sheets into the class work bin. (5 minutes)

MODIFICATIONS:

Students will be split into 4 groups: Blue, Green, Yellow, and Pink. The blue and green groups will consist of students
who have mastered previous standards and are on track. The yellow group will be the advanced students and the pink
group will be the students who are behind. The pink group will spend 5 minutes with the teacher working on simpler
words to give them more support. The yellow group will rotate to centers with more difficult activities like building their
own words out of letter magnets.

ASSESSMENT EVIDENCE:.

Center Activities/Assessments for Yellow (Advanced) Group

 Center #1 – CVC Word Building with cookie sheets and letter magnets. Students will build words using the
magnets and will use laminated paper attached to the bottom half of the cookie sheets to practice writing the
words they build. They can work with a partner in this activity.
 Center #2 – Students will go to the classroom library and pick from a preselected pile of level 1 reader books.
Then, they will read independently from the book. The books will be chosen based on the amount of CVC words
in them.
 Center #3 - CVC Word Practice using Google Drawings on a SMART board. Students will drag and drop letters
to form words.
 Center Activities/Assessments for Pink Group (Students who are behind)

 Center #1 – CVC Quizlet with Chromebooks. Students will follow the link to the Quizlet which will take them to
the Spell activity. An image of the word will be shown, and the word will be spoken. The student must type what
they hear and see. For example, if an image of a car shows up and the voice says “car” then students will type
“car”. Link: https://quizlet.com/336630081/spell
 Center #2 – Color by Word activity sheet from Education.com
https://www.education.com/download/worksheet/117791/balloon-color-by-sight-word.pdf
 Center #3 – Reading Passages with teacher at guided reading table attached below. (Summative Assessment)

Center Activities/Assessments for Blue and Green Groups

 Center #1 – Missing Letters Activity Sheet from TPT Alicia Broughton (Summative Assessment)
MissingMiddlesMissingCVCVowelSoundsFREEBIE
 Center #2 – Read to Win board game Game Board.pdf
 Center #3 – Cut and Paste Activity (Summative Assessment) attached below

Created by Emily Hill

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