LESSON PLAN TEMPLATE

Name: Jaclyn Lerman Date: March 14, 2013 Grade Level/Subject: Kindergarten, Word Work Unit Question Addressed: N/A Prerequisite Knowledge: Students must have knowledge about consonant-vowel-consonant words (how to form them as well as read them). Students also must use the sight words they know in order to make words. Approximate Time: 20 minutes; 10:40-11:00 am Student Objectives/Student Outcomes: As a result of Lets Make Words! students will be able to: Use letters in various words to make at least 12 new words Read the words they have spelled and written on their recording sheet Listen and follow directions Content Standards: CCSS.ELA-Literacy.RF.K.2d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. CCSS.ELA-Literacy.RFK.2e Add or substitute individual sounds (phonemes) in simple, onesyllable words to make new words CCSS.ELA-Literacy.RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words CCSS.ELA-Literacy.RF.K.3a 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 CCSS.ELA-Literacy.RF.K.3b Associate the long and short sounds with the common spellings (graphemes) for the five major vowels CCSS.ELA-Literacy.RF.K.3c Read common high-frequency words by sight CCSS.ELA-Literacy.L.K.1a Print many upper-and lowercase letters Materials/Resources/Technology: Pencil for each child The letters of the words shamrock, leprechaun, rainbow and st. patricks day (no capitals) written on sentence strips, cut apart, and placed into Ziplock bags Sentence strip for each word with whole word written on it Recording sheet: Lets Make Words! (attached) Implementation:

Time Opening of lesson: (Objectives, hook, behavior expectations) We are going to make words using the letters in St. Patricks Day words. Does anyone know what this word says? (teacher points to rainbow). A rainbow happens when you can see all of the colors at once. How about this word? What is this word? (point to shamrock). A shamrock is a plant with three leaves. This word is tricky: it says leprechaun. A leprechaun is a man who likes to play tricks. Im going to give you a bag with a word and its letters. Your job is to make words using the letters in the word. You can make Star (sight) words, words that you know and can chop up and put together, and more. This activity is a level 2, we do not need to be talking loudly. explaining its I can make

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20 minutes Procedures: (2-3 minute 1. Introduce the activity using by asking children what each word is and introduction definition. Do an example with the students using the word rainbow. and

explanation, the word win using the letters w-i-n. (Rearrange the letters so students can see what is 16 minutes meant by the term using the letters) Continue with the example for 4 or 5 words. practice, 12. After the example, give each student a word and tell him/her to spell the original 2 minutes word using the sentence strip. closing)

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3. Provide students with time to make words using the letter cards. Encourage students to sound out, segment, and continuously rearrange letters. The teacher can give a starting letter and say, what word can you make that starts with?When a student makes a new word, he/she must write down the word under the original word column. 4. When students have filled up a column on the recording sheet, students will switch with a peer for a new set of letters. There should always be at least one word not being used (so that it is ready for a student who finishes a column before the others). 5. In order to leave the table, students must read the words written on their recording sheets. Students do not need to have words spelled correctly; phonetic spellings are ok as long as the student can read the word and knows what it means. If the teacher is confused as to what word the student is trying to spell, ask him/her to use it in a sentence. (Write the correct spelling next to that word so the students big people can see the students thinking). 6. Clean up: put each set of letters back into its bag. Teacher collects recording sheets. Critical Thinking Questions: What words can we make using the letters in the word rainbow? What words can we make using the letters in the word shamrock? What words can we make using the letters in the word leprechaun? What words can we make using the letters in the word St. Patricks Day? Summary and/or Closing: What words did you make? Lets read them! (Listen to each child read aloud his/her words). Accommodations for Individual Needs: The recording sheet contains pictures next to the words so students who need the extra visual support can learn what the word is just by looking at the picture. -CT: make sure I have his eyes and ears for the explanation and example; encourage him to take his time. -JF: Set him farther apart from the others so that he can really focus on the task at hand. -SD: Will need reminders of sight words. -Differentiation: Give students a few letters and see if s/he can make a word using those letters. Ex: give student a, c, and p. Ask if s/he can make a word (cap) with just those letters. Or, ask student: Can you spell cap? and have them use the cards. shamrock is the most challenging word. Assessment: Informal assessment: Did students make at least 12 words spelled either conventionally or phonetically? Students were able to make at least 12 words. Using the letters from shamrock, students spelled conventionally these words: rock, ham, Sam, and am. Phonetically spelled words included roc or rok (rock), and rak (rack or rake). Using the letters

from leprechaun, students conventionally spelled these words: can, car, pan, and lap. Phonetically spelled words included lep (leap), rac (rack), rec (wreck), and par (pair). Using letters from St. Patricks Day, students conventionally spelled at, rat, cat, tap and it. Phonetically spelled words included kic (kick), pik (pick), and stat (state). Can students read aloud the words they wrote on their recording sheets? Students were able to read aloud the words they wrote, even if those words were not spelled conventionally. Did students stay on task? For the most part, students stayed on task because they were challenged by the activity. The words were tricky words to work with and the students did a good job of rearranging the letters to make new words. A few students, like JF, veered from being on task. However, once he was given three letters and asked to spell a particular word, he was successful in spelling that word. Self-Assessment: Did I explain clearly? Did I model what I wanted students to do? I was a bit jumbled in my explanation to the students. However, I think that they understood what I wanted them to do once I modeled the activity. Some students (LI, JE) were able to pick up right away on what I wanted them to do. Did I assist children who were struggling? In order to assist students, I gave them a beginning letter and asked them to make a word with that letter. Or, I gave three or four letters (depending on the childs ability), such as a-m-h and asked if the child could make a word using all of those letters. Students were successful in spelling these words. Did I give positive feedback? I found myself using way to go after a child made a word. Or, I gave students the thumbs up sign when they found a new word. I could have varied my positive feedback and used more specific feedback, such as what a great word! Did I omit the word okay when finishing a sentence? No, I think I included the word okay because I was nervous and I used it as a comprehension check.