DEPARTMENT OF EDUCATION AND TEACHER

DEVELOPMENT
CLINICAL TEACHING
DIRECT INSTRUCTION
ED 468: INTRODUCTORY SUPERVISED TEACHING:
ED 478: ADVANCED SUPERVISED TEACHING: ______
ED 467: INTERN TEACHING: ______

Candidate: Jennifer Schneidewind

Date: February 1,
2016

Content Area: English Language Arts

Grade Level:
Kindergarten

Subject Matter: Literacy- Reading Foundational

Skills
Lesson Content Description:
Students will be working with the letter T. They
will see what it looks like and learn what it says.
They will hear a book about words that begin with
the letter T, and they will read and color their
own T booklet. On the booklet they will rainbow
trace the letter T, read three pages that consist
of sight words and words that begin with the letter
T, and they will color the pictures associated on
each page.
Instructional Strategies/Method of Delivery:
The students will be introduced to the letter T.
They will be asked what T says.
The will hear the story, My T Book by Jane Belk Moncure.
They will be asked what words they can think of that start with
the letter T.
They will rainbow trace the lower and uppercase T on a T
booklet.
They will read the booklet with the teacher and color the
pictures.
They will tell the teacher what T says and a word that it begins
with.
Common Core Standard:
CCSS.ELA-LITERACY.RF.K.3.A:
Demonstrate basic knowledge of one-to-one letter-sound

correspondences by producing the primary sound or many of the most

frequent sounds for each consonant.
ELD Standard:
Emerging Interpretive:
5. Listening actively: Demonstrate active listening to read-alouds and
oral presentations by asking and answering yes-no and wh-questions
with oral sentence frames and substantial prompting and support.
Common Core Lesson Objective:
The students will be able to identify the letter T, acknowledge the
sound T makes, and practice tracing and writing the letter T with
80% accuracy.
Assessment:
Formative:
Students will be asked what T is and what is says /t/.
Summative:
Students rainbow tracing the letter T.
Students read to T booklet out loud to the teacher.
Lesson/Assessment Modifications:
ELL:
Scaffold the appropriate language needed for the lesson and
ensure student mimics accordingly.
Modeling of rainbow tracing the letter. Where the letter starts and
how to get to the end.
Reading the picture book with the pictures of things that start
with the letter T.
Special Needs (ADHD):
I will give the directions to the assignment one at a time to not
overwhelm the student.
Modeling of rainbow tracing the letter. Where the letter starts and
how to get to the end.
Reading the picture book with the pictures of things that start
with the letter T.
Technology: Describe the types of technology you will be
utilizing in your lesson to create and enhance instruction. (If no
technology is used, please explain why.)
There is no technology used in this lesson. The visuals of the
book and the T booklet are thorough enough for the students to
understand the content. Technology is not often used in
transitional kindergarten classrooms.
LESSON PREVIEW PRIOR TO TEACHING
Prior knowledge required for this lesson/objective success

 The grapheme for letter T

The phoneme for the letter T
Review sub-skills required for this lesson/objective
Rainbow tracing an outline of a letter
Using pointer finger to follow along with reading.
LESSON PRESENTATION
INTO:
Step-by-Step Anticipatory Set/Orientation
Students are welcomed to the table.
State the objective: Today we are going to be learning about the
letter T. What does T say? Can you think of a word that begins
with the letter T?
Read the story, My T Book, by Jane Belk Moncure. As each
page is presented talk about the things that start with T. Make
connections with things they might have already mentioned start
with T that they see in the book.
EL: Special Needs Adaptations:
The book is a great visual to keep students attention and give
them a concrete visual representation of words that begin with
the letter T.
They are given the appropriate academic vocabulary to mimic.
(e.g. saying T and the sound T makes.)
Working in a small group of 4-6 friends lowers affective filters and
makes it easier for the teacher to give more one-on-one time.
THROUGH
Step-by-Step Modeling/Presentation of the Objective
After reading the book, the students will be asked if the saw any
of the T words that they mentioned at the beginning of the
lesson (to make connections).
Students will be asked to think of new words that begin with the
letter T.
After the short discussion, the students will get their T booklet
that has a traceable lowercase and uppercase T. They will
practice rainbow tracing each one with every color of the rainbow
to practice the way the letter is written.
Once everyone has rainbow traced, they will read the three
pages together. (the pages consist of sight words and words that
begin with the letter T, but are easy to distinguish because the
pages have correlating pictures.
After the pages are read as a group the students will color the
pictures.
EL: Special Needs Adaptations:
The teacher will model the rainbow tracing by showing the
students where to start the letter and where to end the letter.
The booklet is read aloud to the students who are following along

with their pointer finger. This way they get a visual and auditory
representation of the words on the page.
Checking for Understanding/Formative Assessment of Each
Students Performance/Closure of Instruction:
Correctly rainbow tracing the uppercase and lowercase T.
Finger flowing while reading the booklet.
Reading aloud with their peers as they touch the words.
BEYOND
Independent Practice/Summative Assessment of Each
Students Performance:
Once the students have colored the pictures, they will read the
T booklet to the teacher.
Final Closure of Lesson: Closure question to reinforce
instruction learned:
Students will be asked what T says and a word that begins with
T.
EL: Special Needs Adaptations:
The book has already been read aloud to the students once
before.
The pictures can also help the students remember what they are
reading.
Teacher will scaffold academic language if needed.
The T letter card is hanging in the classroom and the students
can use it as a tool to help them remember what T says.