Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Molly Hine

Date 12 November 2015 Subject/ Topic/ Theme: Phonics/Beginning Sounds/Picture Sounds Grade _Kindergarten __

I. Objectives
How does this lesson connect to the unit plan?
This is a runoff of lesson #1 both are beginning sounds. Lesson #2 deals with picture sorting instead of picture matching.

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
Identify beginning sounds in words so they can connect them to letters. X
Recognize consonant sounds so they can attach them to letters. X
Express and listen for consonant sounds so they can attach them to letters. X
Write letters and group pictures that begin with the letter written on activity sheet. 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?
Make connections between the beginning sounds of words so they can make sound-to-letter
connections.
Recognize sounds in particular locations.
Pre-assessment (for learning):
Can children come up with examples of words that begin with the one they want to write
about in their interactive writing time?
Formative (for learning):
Check whether the children are noticing first letters of words and verifying that the letters
match the sounds.
Formative (as learning):
Observe whether the children are able to do the activity accurately and appropriately.
Summative (of learning):
Observe whether the children match pictures under the correct letter they write down on the
activity sheet.
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,
Pocket Chart Have students repeat authenticity, minimize threats
specific words after me, Students give me some
when asked to do so. examples of words with
same beginning sounds.
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
Picture Card Individual work More examples give
each other examples

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 Provide options for comprehension-
activate, apply & highlight
Game for activity
Provide options for executive
functions- coordinate short & long
term goals, monitor progress, and
modify strategies
Send this activity home
for students to practice
their beginning sounds
with family.
Provide options for self-regulation-
expectations, personal skills and
strategies, self-assessment &
reflection
Circle times at the end of
the activity.

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
Pocket Chart
Picture Cards bear, hat, and moon (picture cards, beginning consonants)
Other picture cards of objects starting with the same letters.
Pencils
Glue sticks
Three-Way Sort Sheets
Three-Way Sort Extensions

Large group Individual work Large group

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.
Make sure students understand the Share the first letters of their first and last
Motivation concept of their first and last names, names only some students (take too long
(opening/ as they apply to letters in words. if everybody shared).
introduction/
Point out students who share the same
engagement)
letter in either first or last names

Tell students they are going to learn more Pile of selected cards
about beginning sounds. Place 3 key cards
Say the word bear slowly Take beginning cards, say the word and
What do you hear at the beginning? place the card in the correct column.
Development Says banana same sound? Read completed lists to a partner.
(the largest Have children repeat saying bear and
component or banana
main body of Have children place the picture of the
the lesson) banana under the picture of the bear on the
pocket chart.
Go through two more b words.
Do the same thing for h and m.

Closure Guided circle time with students. Share their thoughts on beginning sounds.
(conclusion, Ask children to discuss what they noticed
culmination, about beginning sounds of words.
wrap-up) Make some comments to help guide their
thinking process.

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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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