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Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Molly Hine

Date 20 November 2015 Subject/ Topic/ Theme Phonics/Making Connections/Name Lotto (word-solving actions)
Grade _Kindergarten_

I. Objectives
How does this lesson connect to the unit plan?
Reflects back upon the beginning sounds.
Teaches children that words they know are a good resource for learning new words.
cognitive- physical socio-
Learners will be able to: R U Ap An E C* development emotional
Form connections between how words sound, how words look, and what words mean (word- X
solving strategy).
Develop categories of words and derive principles for how words work. X

Distinguish between upper and lowercase letters. X


X
Construct sound-to-letter matches when working with their names and other words.
Common Core standards (or GLCEs if not available in Common Core) addressed:
CCSS.ELA-LITERACY.L.K.1 Demonstrate command of the conventions of Standard English grammar and usage when
writing or speaking.
CCSS.ELA-LITERACY.L.K.1.A Print many upper- and lowercase letters.
CCSS.ELA-LITERACY.L.K.5 With guidance and support from adults, explore word relationships and nuances in word
meanings.
CCSS.ELA-LITERACY.L.K.5.C Identify real-life connections between words and their use.
CCSS.ELA-LITERACY.RF.K.1 Demonstrate understanding of the organization and basic features of print.
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 Prior knowledge of beginning sounds
knowledge and skills. Experience with interactive writing

Pre-assessment (for learning):


Observe the days leading up to see how the students are grasping reading and writing.
Formative (for learning):
Outline assessment Notice whether students are able to follow the directions and stay on task.
activities Formative (as learning):
(applicable to this lesson) Notice whether students can connect their names and other words when reading and writing.
Summative (of learning):
Ask individual students to give another word that starts with the same letter as their first
name, and last name if they answered quickly.
What barriers might this Provide Multiple Means of Provide Multiple Means of Action Provide Multiple Means of
lesson present? 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,
authenticity, minimize threats
What will it take
Using chart paper to alphabetize Sound match students matching
neurodevelopmentally, their names. same beginning sounds? Name bingo game
experientially,

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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 oriented feedback
Use written words to help confirm
Group names that have the same these sounds with students Whispering to the person sitting
beginning sound students help next to them a word that begins the
same as the name I say.

emotionally, etc., for your Provide options for comprehension- Provide options for executive Provide options for self-regulation-
students to do this lesson? activate, apply & highlight functions- coordinate short & long expectations, personal skills and
term goals, monitor progress, and strategies, self-assessment &
Use other words that have the same modify strategies reflection
beginning sound
Connections with other words that Using classmates names for bingo
Ex. Annesa and away start with upper and lowercase sheets.
letters.

Materials-what materials Name chart


(books, handouts, etc) do Bingo (same sheet as Lotto) game cards
you need for this lesson Pencils
and are they ready to Name cards
use? Directions for Bingo
Game counters

Large group tabletop 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.

Motivation Explain the principle you can connect Can any students think of an example of
(opening/ your name with other words. another word that begins the same as their
introduction/ name?
engagement)

Development
(the largest We are going to make connections Bingo/lotto sheets are already prepared.
component or between our names and other words. Children will work at their table and
main body of Read the name chart with students whisper to the person next to them another
the lesson) Give examples Marcus and mom word that begins the same as the name I
discuss. call out.
Primary focus is sound match Then, if the name card matches a name on
Make additional connections between their game card sheet, the student covers
names and other words the space with some type of
Ex. Peter and Play, etc. counter/marker I provide them with.
If they are familiar with beginning sounds. The first child to have four in a row will
win.
Share with the students that they will be
able to win by having four names

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diagonally in a row as well as four across
and down in a row.

Go around the room quickly and ask each Responding with hopefully a word that
Closure child to say his or her name and a word starts the same as their name.
(conclusion, that starts with the same letter.
culmination,
wrap-up)

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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