Best Lesson 2

Name: Lauren Date:

November 8, 2019
Lesson Title:
Wonders Unit 4, Week 1, Day 5
Provide a rationale for why you chose to teach this lesson at this time. Where is the lesson
located within the unit (in relation to previously studied topics and ideas to be studied in the
future)?

Grade Level: Standard(s):

Kindergarten CCSS.ELA-Literacy.SL.K.1
Subject: Participate in collaborative conversations with
Language Arts diverse partners about kindergarten topics and
texts with peers and adults in small and larger
groups.

CCSS.ELA-Literacy.W.K.2
Use a combination of drawing, dictating, and
writing to compose informative/explanatory
texts in which they name what they are writing
about and supply some information about the
topic

CCSS.ELA-Literacy.L.K.2.d
Spell simple words phonetically, drawing on
knowledge of sound-letter relationships
What are the primary learning goals?
 TSW participate in collaborative conversations and be able to tell what job they would
like to have and what equipment they will use.
 TSW use creative spelling to spell words phonetically.

Differentiation Strategies: In this lesson I will be using sound cards, pictures, and large books to
visually display the vocabulary, concepts, and words that I will be discussing in the lesson. I will
also be using the “turn and talk” strategy to bring about collaborative conversations to draw
connections to the texts and themes of this week’s readings. I will also be having students
kinesthetically move by having them use their arm and fingers to sound out words
phonetically. Lastly, I will have the students share their thinking pictorially and in writing in
their weekly journals.
For this lesson I have two target students, Student 1 and Student 2. Student 1 needs many
reminders to remain focused during the lessons. To help then them during the whole group
time I will have them sit close to my teaching area so to be in proximity of the board and the
teacher. I will also use reminders and ask questions to refocus them during whole group and
small group activities. During the independent work I will write the sentence starter on an

Dr. Stephanie H Kamai, FA19

EDEE/EDSE 490
EDEE/EDSE 492
index card for this student to easily see and look at. If needed I will provide a place for him to
sit near my seat so that I can help keep him on task. Student 1 can read far above their grade
level, but still has a difficult time writing and spelling. For their individual work, I am looking
for them to identify and write the first and last sounds of the words they will be creatively
spelling.
Student 2- although they are much more focused during the whole group and independent
work time, Student 2 still struggles with letter sound recognition and pacing. Sometimes they
also have a hard time seeing the board. Their spot on the carpet is already close to the board
during whole group. During the individual work I will write the sentence starters on a note
card for them to look at while sitting at their desk. For student 2 I am looking for them to also
be able to identify and write the first and last letter of the word they are trying to creatively
spell.

Teaching Targets:
I can turn and talk to my partner and share what they tell me.
I can think of a word and write the sounds I think make it in my journal.

Time: (the increments Teaching Strategy - Purpose - the why Method - the how
of time depend on the the what (whole group, small
age of students) groups, partners,
individual, etc.)
8:40 am All of the students will Going over objectives
transition to the help the students Whole Group
carpet. know what they will
be learning today.
Go over Objectives This will be a point of
reference throughout
Essential Question: different parts of the
What do people use lesson as well.
to do their jobs?
8: 45 am Integrate Ideas:
Review the story that
was read this week,
“Who’s Shoes” Ask
students to share
about the different
jobs they learned
about and the
equipment used to do
those jobs.
8:55
Collaborative
Conversation: Collaborative Small group
Conversations allow
Divide students into for students to
pairs. Assign one in practice speaking and
each group as listening skills. They

Dr. Stephanie H Kamai, FA19

EDEE/EDSE 490
EDEE/EDSE 492
“Peanut butter” and are required to
the other as “Jelly”. discuss the topic in a
give the groups way that is easily
instructions that one understood and must
of them will ask the also give mutual
question while the respect to their peers
other answers. Their as they listen and
job is to listen and remember what their
remember what their friend is telling them.
friend has said
because they will
share it out later.
Allow “Peanut Butter”
to ask the question
first.

Question 1: What Job

would you like to
have when you get
older?

Question 2: What
equipment do you
think you will use.

Pick names to have Many times, I select

them share. students to share by
drawing their names
from a jar of popsicle
Give directions for sticks. Each of them
their journals. has a name on a stick.
This helps students
Review creative understand that they
spelling should all be paying
attention and ready
to give an answer.

Dr. Stephanie H Kamai, FA19

EDEE/EDSE 490
EDEE/EDSE 492
9:15 am Journals
Students will write
the full date on the Independent work
first line of their This will help students
journals. make connections
form the stories and
Prompt: theme of this week to
I want to be their own lives.
a________________.

I will use a
_________________.

Students will use

creative spelling to
write what they want
to be when they grow
up and what type of If Students complete
tools or equipment their work early, they
they might use in will be allowed to get
their jobs. a book from the
basket and read
Students will then quietly at their desk.
draw and color
themselves in their
future job using the
tool they wrote
about.
9:40 Students will be
dismissed to eat their
snack and then go out
to recess
Grading Rubric for NY DP MP
Journal Students wrote letters Students could Students could
that did not identify and write the identify and write
correspond to the beginning of the many letters and
word or sounds they words and could sounds in the words
have already learned, identify two or more they were creatively
students could other sounds found in spelling. Meaning can
identify beginning the middle or end of be derived from
sound only, or wrote the word. writing with little
sounds out of order. interpretation from
the student.
Materials/Handouts: Journals, white board, Extensions: These skills will be revisited and
expo markers, Pencils, crayons. built upon during the next few weeks of
lessons.

Dr. Stephanie H Kamai, FA19

EDEE/EDSE 490
EDEE/EDSE 492
 Resources: Wonders

Grading Data

Out of our 22 students, 13 received a NY grade. Two of these were the focus students. There were five
that received a DP and another four that received an MP. The students that were the most successful at
this activity have a very good understanding of letter sounds and names. I will continue to work with
those students that need assistance in recognizing letters and their sounds.

Creative Spelling Journal: 22 Students

NY: 13 DP: 5 MP: 4 Focus Students NY: 2

Student Work Samples:

Dr. Stephanie H Kamai, FA19

EDEE/EDSE 490
EDEE/EDSE 492
This student was graded at NY. This stands for Not Yet. Although this student could identify the first
letter of the words Astronaut and Rocket. They did not write the letters heard in order. Also, they
proceeded to write symbols that are not a part of the alphabet.

Dr. Stephanie H Kamai, FA19

EDEE/EDSE 490
EDEE/EDSE 492
This student was graded at DP. This stands for Developing Proficiency. Although they were able to
identify more than one sound, they were limited to the beginning sounds and a few more. They did,
however, write the letters in heard order and can be logically followed.

Dr. Stephanie H Kamai, FA19

EDEE/EDSE 490
EDEE/EDSE 492
This student was graded at MP. This stands for Meets Proficiency. Their writing is clear, and it is logical
to follow. Their writing and creative spelling is readable even if the picture was not available to guide
comprehension.

Dr. Stephanie H Kamai, FA19

EDEE/EDSE 490
EDEE/EDSE 492