Part C: Outline for a Daily Lesson Plan

Day 1
Date: October 20th, 2014
Objective(s) for todays lesson: Students will be able to identify the letters /t/ /a/ and /m/ and their
sounds.
Rationale By identifying letter sounds students will gain skills that will help them as they begin to read
and write.
Materials & supplies needed:
1 bucket
1 makeshift fishing pole (straw with a string attached to the end with a magnet)
Paper fish with individual letters printed on them
Paperclips

Procedures and approximate time allocated for each event

Introduction to the lesson (5-7 minutes)

Academic, Social and/or

Linguistic Support during
each event

I will begin the lesson in a whole group setting on the circle carpet.
We are going to talk a bit about different sounds. Your job is to
look down at the carpet and close your eyes while I walk around
the classroom and make different noises. Do you think you could
guess what actions I am doing based on the sounds? If you think
you have an idea of what action I am doing, raise your hand and I
will call on you to take a guess. Remember, keep your eyes
closed!
I will cut paper, shut a door, sneeze, and use the pencil sharpener
and prompt students to guess what I am doing after each sound.
How did you know what I was doing without being able to see?

I will be supporting students by

developing their understanding
of sounds with meaning and how
letters connect to reading,
writing, and communicating.

We will discuss how some sounds have meaning and some sounds
do not.
What sounds do you think have meaning? What sounds do we use
to communicate? As we discuss, I will guide students to
understand that letters make sounds, and letters work together to
make words. It is important for us to learn these letter sounds so
we can read, write, and communicate.

OUTLINE of key events during the lesson (10 minutes/center)

We will break up into our literacy centers and the fishing lesson will be
one of the individual centers. I will bring 4-5 students to the circle
carpet and ask them to sit down so I can explain what we will be
doing. I will start by showing letter cards for the letters /m/ /t/ and /a/
and I will ask students to tell me what the letter names are for each.
Does anyone know the sounds these letters make? It may be a little
different than the letter name. We will make the letter sounds a
number of times. If they seem to be stumped, I will refer to a strip we
use often in our classroom that contains small pictures above letters
that make the first sound of the picture (a picture of an octopus under

Letter cards as visuals for

various learning styles.

an O, a picture of an apple under an A etc.)

We get to go fishing today! Each fish has a letter from the alphabet
on it. I wonder which letters you will get. Once you catch a letter, I will
ask you to tell me the letter name and the letter sound if you know it.
Take your best guess! I am here to help you out. Think back to our
discussion about sounds and letters, these sounds combine to make
words that we can use to communicate!
I will model the fishing for letters process for students and I will
encourage them to tell me the letter name and sound of the letters I
catch. Once I have done this a few times I will allow the students to
begin their turns one at a time. When they catch a letter, they will say
the name and sound. I will ask the other students if they agree. If a
student knows both the letter name and sound, I will ask them to tell
me a word that begins with that sound. Students will be asked to
place the fish into the bucket after they have caught it and pass the
fishing pole to the next person.
Closing summary for the lesson (3 minutes)
Once we have gotten through the whole alphabet, I will ask students
why they think it is important to know the names of letters and the
sounds of letters.
I will ask questions such as,
When might knowing letters and letter sounds be useful?
Can you think of any words that have the sounds /m/ /t/ or /a/?
Why do we want to know letter names and sounds?
I will encourage students to listen to words and identify sounds
throughout the day as they communicate with one another. It will be
fun to see how many letter sounds they can fish for throughout the
day.
Transition to next learning activity
I will lead switching centers with transitions such as, point to the
table you will be going to next. Now pretend to slowly ice skate over
to where you are pointing. When we have gone through all four
literacy centers, I will ask students to walk, talk, drink, think, or stretch
for about 3 minutes as I prepare our next activity. I will ask them to
meet me on the circle carpet.

Assessment
I will be listening to students as they pronounce the letters and letter
sounds and I will notes of which letters and sounds they seem to
know the most. I will use a table such as the one below for each
letter and put a tally mark each time a student was able to identify
the letter and sound. This will help me plan my future instruction on
which letters to focus on.
Letter
Letter Name
Letter Sound
A
B
C
D

Visuals to guide understanding

Explicit Instruction and clear

expectations

To support students who are

having a difficult time with the
task, I will ask them to simply
find the letters after I say the
letter name as opposed to the
letter sound. If they still need
support finding the letters, I will
point to three letters and say,
Which one is the A? to lower
the amount of options.

Connecting to future lessons,

front-loading information about
letters and words.

Academic, Social, and/or

Linguistic Support during
assessment
Students will be given the
opportunity to tell me the letter
name or the letter sound, giving
them more than one possibility to
be correct. I will praise their
attempts and encourage them to
make their best guess for letters
that they are unsure of.

Day 2
Date: October 21st, 2014
Objective(s) for todays lesson: Students will be able to make connections between the letter sounds of
/t/ /a/ and /m/ with words that contain those sounds.
Rationale By repeating words that begin with the letter /t/, students will become more familiar with
connecting words and letter sounds.
Materials & supplies needed:
Large piece of paper
Marker to record /t/ words

Procedures and approximate time allocated for each event

Introduction to the lesson: (5 minutes)

Academic, Social and/or

Linguistic Support during
each event

This lesson will be at a table during literacy centers with 4-5 students
at a time.
Each week in our Skill Buddy books we have searched in pictures
for items that begin with a certain sound. Remember two weeks ago
when we searched for items in a market beginning with the P sound?
Today we are going to be doing something like that again or relatively
similar! Except this time it will be your job to come up with words on
your own. One of our focus letters this week is T, what sound does T
make?
I will allow students to make comments about the letter T and give
words that begin with the T sound. examples of words with the letter T
in it.
As we come up with words that begin with the letter T, we will be
singing a song. This song kind of sounds like a clock might sound if
you were to listen very closely! It goes to a simple beat, can everyone
pat your hands on your knees with me?
Once we have a steady beat going I will begin to chant the words,
Tick Tock, Tick Tock.
Okay everyone, freeze! When I make this gesture (stop) you will be
expected to become silent and stop making the beat. For the first

Small groups to enhance

participation and assessment.

round, I will be the person to choose a word that begins with the T
sound. After each word is said, we will record the word on this poster.
I will encourage students to brainstorm a word that begins with the
T sound before we start each round, that way they will be prepared
in case their turn is next!
OUTLINE of key events during the lesson
(7-10 minutes)

I will start by getting the Tick Tock beat going. After we have all
chanted a few times together, I will motion for the students to stop. I
will then say the word, Tail.

Recording of T words for visual

learners

Give me a silent connection if you think the word tail begins with the
T sound.
If we are all in agreement, I will ask them to help me sound out the
word so I can write it for everyone to see on the large piece of paper
or poster.
Okay (insert student who is in learning position and ready to go), you
are the next person to choose a word! Do you have a word in mind?
Once they say they are ready, we will begin the Tick Tock chant. After
a few beats I will motion everyone to stop and I will point at the
student I selected prior to beginning the chant. They will say a word
that begins with the T sound. With assistance from the students, I will
sound out the word they have chosen and write it on the poster.
We will repeat this process until each student has had a turn. If we
have extra time, we will go through the sequence again. If I feel as if
they have grasped the concept of the letter T sound, I will ask them to
say words beginning with either M or A.

Each child will get a turn to

support their individual language
development.

Closing summary for the lesson (3-5 minutes)

I will ask students why they think it is important to be able to identify
words that begin with the letter T, or any other letters we practiced
throughout the lesson. Can these sounds have meaning? We will
then go through the words we came up with and try to think of any
other words that begin with the letter T and record them. If we have
extra time, I will ask students to come up with words that have the T
sound in either the middle or end of the word. I will encourage
students to converse with one another about why sounds and letters
are important.

If a student cant think of a T

word, I will show him or her a
picture of something that begins
with the T sound. I will have a
turtle, a tiger and a tree printed
off as examples. We also have

Transition to next learning activity

Me: Hey Hey!
Students: Ho Ho!
Me: Only one more minute to go!

Review of concepts taught.

After one minute, I will grab the whole class attention by clapping my
hands. Once they clapped back and are ready for directions, I will tell
them while table they will be moving to. After I have done this, I will
ask students to point to the table they will be moving to.

Adding meaning to what we

learned.

Can everyone tiptoe like a mouse to their next table? Be sure to

push in your chairs! Take a seat at the next table and please wait for
further instruction from the adult at your table.
Warning before transition to
prepare students as they finish
their work.

Assessment
I will record anecdotes as students come up with words to match the
letter sounds. I will also write the names of students next to the
words they have provided on the big piece of paper as we record
together, that way I will be able to look back at who said what. I will
also use the following checklist.
Name

Chanted Tick Tock

Came up with word

correlating to initial
letter sound.

Clear expectations
Academic, Social, and/or
Linguistic Support during
assessment
By taking anecdotes I will be
able to better understand who
needed scaffolding and guidance
throughout the lesson. By
looking back on anecdotes after
the lesson I can plan for future
individualized instruction.