Instruction Plan for a Single Lesson

Name: Kaylee Bouchard

Grade Level: Kindergarten
Group Size:

Individual ( x )

Date: 11/9/16
Subject/Topic: Phonics Analogic-based strategies
Small Group ( )

Whole Class ( x )

Standards: Which Maine Learning Results, Common Core Standards or Provincial Standards do
these objectives support?
1. CCSS.ELA-Literacy.RF.K.2.a
Recognize and produce rhyming words.
2. CCSS.ELA-Literacy.RF.K.2.c
Blend and segment onsets and rimes of single-syllable spoken words.
3. CCSS.ELA-Literacy.RF.K.2.e
Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new
words.

Objectives/Outcomes: What do you want the students to learn? (Observable & Measurable)
The students will: (SWBAT know/do)
1. Students will be able to list rhyming words
2. Students will be able to use onsets and rimes to produce new words
Instructional Materials: What instructional materials or technology will you need?
1. white board & markers

4. Hop on Pop by Dr. Suess

2. paper & pencils

3. worksheets (as shown & discussed below)

Introduction: How do you plan to introduce the lesson and/or motivate the students?
(Attention Getter, Review, and/or Preview) Explain your purpose.
1. We are going to read a book that includes a type of pattern that we are going to learn about
today, so as I read, see if you can figure out what the pattern might be. If you think you have
figured it out, keep it to yourself because I will ask our friends to share their thoughts at the end.
UMPI College of Education Lesson Plan Format

Revised 5/19/15

2. After reading the book, ask, Does anyone think that they have figured out the pattern? Call
on students as they raise their hands the words sound the same (rhyme) That's right! This type
of pattern is called a rhyme, and it is made when some words have the same sounds as others.
When the same letters are together in some words, they make the same sounds as they do in other
words!
3. Today we are going to learn about words that sound alike by breaking them into two parts, an
onset and a rime (write each word on the white board). Next to the word onset write, the lettersounds that the first letter makes --- Next to the word rime write, the group of letters that make
the words sound alike
Procedures: How will the lesson develop or proceed? What steps will you follow? Include
questions you will ask and examples you will provide.
Before putting too much effort into trying to explain what onsets and rimes are, create several
wide columns on the board and at the top of each one, write in one of the phonograms from the
book; ed, ad, ay, at. Under ay, write the word day and then ask the students, how many other
words can you think of that end in the same two letters? way, say, lay, bay, hay, May, pay, ray,
play
The word family, an will be written in a cloud on the board and each student will get a sheet of
paper and will need to work on their own to come up with as many of the words that belong in
that word family as possible.
w
M Students will draw lines from the
cloud with each of the consonants or
consonant blends they can use to
s
r make a word.Students will then write
each word below.
d
pl
h
l
b
p

ay

1. way
6. pay

2. say
7. day

3. play
8. ray

4. lay
9. May

5. bay
10. hay

After all students are finished (allow about 15 minutes), hand out work sheet with pre-developed
sentences and word bank. Allow students until the end of class to finish the worksheet.
May day play pay
hay say
1. I always ______ please and thank you.
2. My favorite ______ of the week is Friday.
3. How much did you ______ for that toy?
4. My Dad's birthday is in ______.
5. My little brother loves to ______ with blocks.
6. The farmer let me feed ______ to the horses.
UMPI College of Education Lesson Plan Format

Revised 5/19/15

Assessment/Check for Understanding: How will you measure if the students have met the
lesson objective?
- All worksheets will be collected; including ones done in class and ones completed at home.
Assessment will reflect the student's comprehension of the lesson by making sure that they
created actual words, and that they were able to correctly insert the word bank words into the
sentences.
- Careful observation of participation and thoughts shared during class discussion will be used
for assessment.

Closure/Transition: How will you end the lesson?

Now that you know how to create words by combining letter sounds (onsets and rimes), you are
going to use the other letter sounds from the book, Hop on Pop to write words that rhyme.
Students will go home with 3 sheets of paper, each with a cloud and a phonogram (ed, at, ad). At
the top of each paper, there will be directions for how many words the student needs to make
with that particular phonogram. The lines on the clouds will already be drawn (appropriate to the
amount of words expected) and the lines below will be drawn for the student to write out each
word.

Accommodations/Differentiation: What modifications could you make to lesson procedures,

materials, or assessment/check for understanding?
If any students are struggling to read words on the worksheet, I can: assist them to sound out the
words, pair them with another student, or read the sentences aloud to the class (depending on
how many students need assistance)
If any of the individual activities are difficult for one student to complete on their own, they
could be paired with another student.

UMPI College of Education Lesson Plan Format

Revised 5/19/15