UNLV/Department of Teaching & Learning

Elementary Lesson Plan Template

UNLV Student: Nikki Orevillo PSMT Name: Kellie Hashizaki

Lesson Plan Title: Tools to Learning Lesson Plan Topic: Literacy/ ELA

Date: 09/25/2019 Estimated Time: 45 minutes

Grade Level: Kindergarten School Site: Waiakea Elementary School

1. State Standard(s):
a. RF.K.3- Demonstrate basic knowledge of one-to-one letter sound corresponding by
producing the primary or many of the most frequent sounds for each consonant.
b. RE.K.3c- Read common high-frequency words by sight.
c. RI.K.1- With prompting and support, ask and answer questions about key details in a
text.
d. RI.K.7- With prompting and support describe the relationship between illustrations and
the text in which they appear (e.g., what person, place, thing, or idea in the text an
illustration depicts.)
2. Teaching Model(s): group discussions and individual work
3. Objective(s):
a. SWBAT fluently state their letter names and sounds.
b. SWBAT recognize beginning sounds and blend words with the same beginning sounds.
c. SWBAT identify tools that can help them learn.
4. Materials and Technology Resources:
a. White board
b. Expo marker
c. Letter card for the week P
d. Letter name and sounds cards: P, A, M
e. High frequency word cards- we, see, can, the, a , and I
f. Literature Big Book
i. “the Handiest Things in the world” by Andrew Clements
g. Retelling cards- for parts of the stories
h. Elmo
i. Projector
j. Pencil- each student will have their own; located in school box
 k. Wonders workbook- all students have their own copies.
5. Lemov strategy:
a. Technique 51: Part 1 Radar/ Be seen Looking- prevent nonproductive behavior by
developing your ability to see it when it happens and by subtly reminding students that
you’re looking.
i. As I teach my lesson, I constantly try to scan the class to see if the students are
paying attention or having side conversations with others. When students are
having side conversations, I won’t always stop to scold the students. Sometimes I
use non-verbal signals such as making eye contact and a stern look. When they
see me looking at them, they are quick to fix themselves. At times, I will
acknowledge students who are sitting five ways and the students who are off task
will immediately fix themselves.
b. Technique 4: Tracking, not watching- be intentional about how you scan your classroom.
Decide specifically what you’re looking for and remain disciplined about it in the face of
distractions.
i. After excusing my students back to their seats to start their work, I am
tracking what the students are doing. When all students are seated at their
desk, I would start scanning the room to see if any students are off task. If
there are a few students off task, I will acknowledge students that are on
task and state what they have done. For example, “Tim has his name and
date on his paper and is getting started, great job”. For my class in
particular, they want to be acknowledged, so they usually correct
themselves. If they do not correct themselves, I would walk by them and
tap their shoulder, and whisper to them that they should get started and
stay on task.
6. Instructional Procedures:
a. Motivation/Engagement ( 3 minutes):
i. Students will state the letter names and letter sounds of all the letters shown from
the flash cards.
1. For the letter names, students will say the name of each letter with little
teacher assistance. Due to the class practicing letter names every day,
students will start to say the letter names independently.
2. For letter sounds, the students will say the sounds of each letter in the
desk of cards. Students will need teachers assistance on identifying and
saying the letter sounds that we did not necessarily learn in class just yet.
It is also to ensure that students are saying the letter sounds correctly.
b. Developmental Activities or Learning Experiences:
i. Group Activity (15 minutes):
1. Phoneme blending- students are learning how to break words apart
to identify each letter sound and putting them back together to
make the word.
a. Students will “chop up” different words into their sounds.
When the students are chopping the word, they will echo
the teacher by saying the word first. Then the students will
echo the teacher as they break the word into letter sounds.
Last, they will blend them all together and say the word,
while clapping their hands as a way to show that they are
putting the word together.
 b. An example: The word is pick. Students will echo the
teacher by stating the word pick. Then students will chop
the word into the sounds: /p/ /i/ /k/. Students will say the
word again and clap them together.
i. Students will practice “chopping up” several other
words to practice.
1. Pan, pet, pot.
2. At the beginning of the week, the students learn a new letter and its
sound. The letter of the week is P, /p/. Students will review the
letter for the week: P /p/.
a. Students will be asked questions about the letter P and the
sound: what letter we are learning this week and what
sound the letter P makes.
b. Students will analyze a series of words to determine if the
word starts with the /p/ sound.
i. They will say “yes it does” or “no it doesn’t”
1. Yes it does: clap twice and make a thumbs
up.
2. No it doesn’t: wave hands over each other,
then thumbs down.
ii. The words are push, mix, pinch, pour, sock, pencil,
pile, sad.
3. Revisiting high frequency words: students will recall the high
frequency word for the week: a. They should be able to identify
and correctly spell the high frequency word by the end of the
week.
a. Students will also review high frequency words learned in
the previous week such as the, see, we, I, and can. Students
will spell each high frequency word. Each word is spell
with hand motions for the students to remember the
spelling.
4. Students recall the topic we have been discussing for the week.
This week we are discussing different tools that we can use to help
us learn.
a. Students will be asked “what tools can we use in our
classroom to help us learn”
i. 2-3 students be chosen to share several different
tools in our classroom that will help us learn every
day. Some of the suggestions the students can make
are scissors, pencil, paint brush.
ii. After 2-3 students have shared some tools we use in
the classroom to help us learn, students will work
with their shoulder partners and discuss any other
tools that they can come up with to help them learn
in the classroom.
 1. Students will have about 2 minutes to talk
with their shoulder partner. Several students
will have the opportunity to share tools that
have not been said already. Some example
of possible things that have not been said
was computer, iPad, ears, etc.
5. Students will listen to the teacher reread “The Handiest Things in
the World” by Andrew Clements. The genre of the book is an
Informational text.
a. Students recall what informational text is. “What is
informational text?” An informational text gives
information or tells facts about real people, places, and
things.
b. As we read the book, “The Handiest Things in the World”,
students will answer questions in regard to what tools the
children are using in the book.
i. Question: what tools are the children using in the
picture?
c. Closure (5 minutes): students will answer several questions closing the text such as
are tools important, do we use tools every day, and what is the handiest tool?
d. Extension: Letter P practice worksheets- students will practice writing and tracing the
letter P. The worksheet will also have them identify objects with the letter P where they
are able to color.
7. Accommodations, Modifications and Differentiations for Diverse Learners:
a. Accommodations: students will be following along with the teacher as she demonstrates
the writing and identifying of each object.
b. Differentiations for diverse learners: for my ELL student, she will trace the letter P as I
write them with a highlighter. Student will attempt to say the name of the object first, if
she is unable to do so, teacher will say the name of the object and ask her to repeat it back
while pointing to the object.
8. Assessment and Evaluation of Learning:
a. Formative: students are able to state things that beginning with /p/.
i. Students will be able to identify tools in our classroom that they use every day
that help them learn such as pencil, hands, computers, ears, and many more.
b. Summative: students will be working in their Wonders workbook to determine if they
were able to retain what they learned from the lesson. Student will identify items/ objects
that start with the letter P /p/. Throughout the objects, the book will try to check if the
students are able to identify the beginning sound of the objects. For example, there is an
image of a bike. Bike does not begin with the /p/ sound. However, the students have
learned the /b/ sound, so they should be able to write the correct letter for the object.
Students will be graded on if they are able to identify the correct objects beginning sound
and writing the letters. When they come to check their workbooks, I will ask them to
identify the sounds.
9. Homework Assignment: Letter P writing practice worksheet.
10. Reflection:
a. Strength: One of my strength in this lesson was having the students engaged in the
book, “The Handiest Things in the World” by Andrew Clements. Throughout the
book I had asked the students what tools the children learned for each scenario. I
 was able to get good response from all students. For example, I would ask the
students to find what type of tool the child is using to stay clean, they responded
with chop sticks. Each page had a different tool, so each question pertained to
either what the tool was or how the tool helped the child. Another strength in this
lesson was the skills block part. I was able to ensure that all students was
participating in the exercise. I have been practicing my letter sounds because
several of them were difficult to master. When the students struggled with the
letter sound, I repeated the sound for them.
b. Concerns: one of my concerns from this lesson was having all my material ready for the
next part of my lesson. At times I felt like I was scrambling to get everything figured out
and there were some awkward pauses in the lessons. I know for the next lesson; I need to
be better prepared each part of the lesson. Another concern from this lesson is doing more
movement activities in the lesson. The students were sitting for a long period of time. For
kindergarteners, some have very short attention spans, so keeping them moving and
engaged would have helped me keep their focus. I could have added in an exercise of
them walking around the classroom to find tools that they use to help them learn or show
me how the letter P looks using their body.
c. Insights: After teaching this lesson, I have a lot that I need to learn and grow from. One
thing I learned from this lesson was that I need to work on being more prepared for each
part of my lesson. I need to ensure that I understand and know how to execute each part.
At times, I get nervous that I am not going to be talking about the right concept or
explaining something in the correct way. I need to build more confidence in myself to be
able to master it. Another thing I have realized is how important demonstrations really
are. When I was explained how to write the letter P, I should have allowed the students to
practice writing the letter P on the whiteboard. Having the students write the letter P on
the whiteboard could have also been a formative assessment to determine if they were
able to understand the letter name and what it looks like.

Summative assessment: