Early Childhood Special Education Lesson Plan

Teacher Candidate: Jennifer L. Colon

Grade Level:
1st Grade
Lesson: Number Words -- One, Two, Three, Four, and Five -- Lesson #1
Unit of Study: Sequence of Events
Goal of Lesson (Common Core State Standards/Division of Early Childhood where appropriate)
Students will use conventional spelling for frequently occurring irregular words by participating in center games and activities
to encourage fluency with the number words one, two, three, four and five
Common Core State Standards 1st Grade Language Conventions of Standard English
L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
d. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
Objectives:

Students will be able to match number words to their numeric value or number presentation 3 out of 4 times.
Students will be able to spell one, two, three, four, and five with 85% accuracy over the course of 2 lessons.

Pre-Assessment:
Students will be given a worksheet during their morning work where they will match number words to their corresponding
number. This will allow the teacher to gauge which students are familiar with number words and access who will need
additional help identifying and which are ready to begin spelling practice.
Post-Assessment:

Students will complete a spelling test after the 2nd lesson and teacher will make a checklist of which students spelled
which words correctly.

During center activities, teacher and assistant teacher will circulate and keep a checklist of students during their
matching game activities.

Materials:
The Very Hungry Caterpillar text
SMARTBoard
Center supplies and activities including worksheets
Glue
Scissors
Pencils
Erasers
Word sorting activities
Magnetic fishing pole
Timer
Checklist w/ clipboard for each teacher
Use of Technology:
Students will be interacting with and using the SMARTBoard throughout the lesson.
Differentiation:
To Make Harder: Some students will be given additional number words to sort, match and spell such as six, seven, eight, nine,
and ten.
To Make Easier: During matching, sorting, and spelling activities and centers some students will have ___ ___ ___ to help them
see how many letters make up the word one to help them either match, sort, or spell their words.
Special Adjustments: Some students sorting activities will also be printed on larger paper and puffy paint used to raise the
edges to make the pieces easier to pick up.
Seating Configuration/Use of Physical Space:

Students will be seated on the rug for the introduction to the lesson, reading selected pages from The Very Hungry Caterpillar
and for activities on the SMARTBoard before going to their centers. Students will be seated based on their needs with those
requiring teacher support closer to the teacher.
Teaching roles and collaboration:

While the teacher is setting up the lesson and getting students started with the lesson on the rug, the assistant teacher
will begin setting up and readying the centers.
Both teachers are responsible for monitoring the childrens progress during center activities by keeping their own
checklists and notes and analyzing the data together at the end of the lesson.
Both teachers are also responsible for using the behavior management system by having students move their pin on
the behavior chart is they are displaying any inappropriate behaviors. Both teachers will also use proximity to get
students back on task and to control behavior.
Both teachers will be responsible for switching the center activities depending on which group is rotating in.

Classroom Management:
Students are already familiar with center routines and rotations. Students are placed in their center groups based on their
abilities and scaffolding needs.
Student behavior chart will be used in the classroom where students move their pins along the clip chart. All students start on
the green portion labeled Ready to learn and will move their clips up to either good day great job as their exhibit
excellent behavior and move their clips down to either reminder stop and think, parent contact when they exhibit
inappropriate behaviors.
Engagement of students/anticipatory set/Motivation:
Inform students that in their centers today they will be playing one of their favorite games.. Fishing! Model and show some of
the pieces. Today we will be using our fishing game to catch and spell our new number words! Students are highly motivated
to play this center game.
Connection to Previous lesson/Prior Knowledge:

Students will be familiar with the book The Very Hungry Caterpillar and will be familiar that there are words that represent
numbers and that we can use both to represent the sum or value of something.
Lesson Presentation: Whole Group
Estimated Time: 10 minutes
Teacher tells the students what theyll be learning about. Today we will be learning about number words and how we can use
them to tell how many things our caterpillar ate in the story The Very Hungry Caterpillar! Number words are special words
that do not always follow the rules! Think about how can we spell the word one? We hear /w/ sound... but it is not the
first letter! The teacher will then read a small portion of the book starting from On Monday he ate through. Ending at On
Friday he ate through Students will then play with the number words on the SMARTBoard, matching the number words to
the number and then to the corresponding number of fruits the caterpillar ate that represent that number. Teacher will point
to each letter and spell while students also will practice saying the words, spelling them out loud, and matching them with the
teacher.
Teacher will describe each center quickly as most students are familiar with these centers and have played games similar
before.
Guided Practice/Active Involvement/Small group work/Independent Practice: Centers/Small Group
Estimated Time: 30-33 minutes.
Students will be participating in their various center activities. Students will spend 10 minutes at each center and spend
approx. 1 minute or less cleaning up and rotating.
Center 1: Students will be fishing for number words. Colorful construction paper fish will be laminated (also have a paper
clip attached) with the number words inside each fish. Students will fish with a magnetic fishing rod to catch number fish
and find another fish that matches the previous fish. Each fish has 2 pairs. Upon catching the fish the students will read the
word and spell it out loud three times. If the student forgets the word the number will be written on the back of the fish. For
the harder version of their center, the fish will be cut in half with one half containing the number word and the other half
containing the number. Students will match the pieces, read, and spell each word. Also, to make it harder some groups will
also be matching six, seven, eight, nine, and ten.

Center 2: Students at this center will have 2 worksheets.

One blank sheet of paper and one labeled with number words & corresponding pieces of fruit that the caterpillar ate in groups
of 1, 2, 3, 4, and 5. Students will cut out the pieces and glue to match the words to each fruit group. Some students will have a
bigger version of this worksheet to cut and others who have motor problems will have the pieces already cut for them.
Students will then color in their words and fruits and read, count, and spell each word.
Center 3: Students here will be participating in Roll & Color a Number Word Students will have a die and a worksheet. When
they roll the die, the number that it lands on the student will color the number word on their worksheet and spell it while they
color the corresponding box. For the side of the die that has 6 dots, that will be a freebie space for the student and they can
color whichever number word they would like.
Final Summary/Closure:

Teachers will reconvene with students on the rug to discuss what we did in our various centers. Teacher will create the
number words practiced at the centers with each student to be displayed on the word wall. Students will help the teacher will
spelling each word.
Estimated Time: 5 minutes
Extension:
This lesson can be extended to practice learning more number words as well as using these number words in future math
activities. These words can also be used in a future writing lesson where students can write a story about eating a particular
number of things if they were an animal/caterpillar.
Students can also remediate and practice todays lesson during choice center times.
Students will also be completing a homework assignment on where they will be writing their number words 3 times each for
practice.