Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Molly Hine

Date 11 November 2015 Subject/ Topic/ Theme Phonics/Beginning Sounds/Picture Match Grade _Kindergarten _

I. Objectives
How does this lesson connect to the unit plan?
In relation to the word study applications, which involves this new format of learning beginning sounds by using a picture match game.

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
Identify beginning sounds in words so they can make connections between words. X
Identify beginning sounds in words so they can make connections between sound-to-letter connections. X
Recognize sounds in particular locations when saying words whether speaking fluently or slowly. X
Group picture cards into a column that all share the same beginning sound. X
Interpret their own activity sheets by sharing with me what they have grouped together in the separate columns. X
Common Core standards (or GLCEs if not available in Common Core) addressed:
CCSS.ELA-LITERACY.RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
CCSS.ELA-LITERACY.RF.K.3 Know/apply grade-level phonics and word analysis skills, demonstrate basic knowledge
of one-to-one letter-sound correspondence by producing the primary sound or many of the most frequent sounds for each
consonant.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.
Outline assessment
activities
(applicable to this lesson)
What barriers might this
lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
Know how to spell and speak their own names.
Understand what matching means.
Understand how to match and sort.
Pre-assessment (for learning):
Beginning Sounds worksheet
Formative (for learning):
Observe whether children can match picture card labels by their beginning sounds.
Formative (as learning):
Observe whether children come up with examples of words that begin like the one they want
to write in their interactive writing time.
Summative (of learning):
Are the children making sound-to-letter connections?
Provide Multiple Means of Provide Multiple Means of Action Provide Multiple Means of
Representation and Expression Engagement
Provide options for perception- Provide options for physical action- Provide options for recruiting
making information perceptible increase options for interaction interest- choice, relevance, value,
Use pocket chart for 2-3 Have students repeat authenticity, minimize threats
examples of what theyll words slowly to think Give students the
be doing. about the sound at the opportunity to suggest
beginning of the words. words with the same
beginning sound.
Provide options for language, Provide options for expression and Provide options for sustaining effort
mathematical expressions, and communication- increase medium and persistence- optimize
symbols- clarify & connect of expression challenge, collaboration, mastery-
language Whole group oriented feedback
Using picture cards. individual work Student suggestions of
more words with same
beginning sounds.

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 Provide options for comprehension- Provide options for executive
activate, apply & highlight functions- coordinate short & long
Play a game which term goals, monitor progress, and
picture goes with which modify strategies
word? Have families play game
at home with their child
or play silly sentence
games.
Ex. Peter packs pickles.
Provide options for self-regulation-
expectations, personal skills and
strategies, self-assessment &
reflection
Students bring papers to
large group so we can
have a large group
discussion on their work.

Materials-what materials Pocket Chart

(books, handouts, etc) do Picture Cards (beginning consonants)
you need for this lesson Pencils
and are they ready to Scissors
use? Glue
Two-Way Sort Cards or Sheets

Large group (children sitting on rug with numbered squares), then break off into their seats.
Finish lesson back in large group for a discussion.
How will your classroom
be set up for this lesson?

III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Talk about beginning sounds. Children repeat words slowly after I give
Motivation
How some words sound the same at the them an example.
(opening/
beginning. Look at my mouth and listen.
introduction/
engagement) How you can connect words that sound What do you hear at the beginning?
the same at the beginning.

Place a picture card of something

beginning with m, at the top of the chart. Play a picture matching game.
Have other picture cards and contrasting Match pictures that all have the same
Development
picture cards ready some that begin with beginning sounds.
(the largest
m and some that begin with a different
component or
letter.
main body of
the lesson) Ex. Milk, moon, mitten, mouse,
motorcycle, cat, camera, duck, glove,
gum, house, etc.

Closure Sharing game results in a large group Have the children say the names of the
(conclusion, discussion. pictures they have sorted or the name of
culmination, Show the pocket chart with correct what they drew to go along with moon.
wrap-up) pictures that match moon.

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 Underneath moon what do the students
notice?

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)

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