Lesson Plan

SPED 435

Topic: /s/, /m/

Standards:
RF.K.1.d Isolate and pronounce the initial, medial, vowel, and final sounds in three-
phoneme words.
RF.K.3.d Read common high-frequency words by sight (e.g., the, of, to you, she, my, is,
are, do, does).

Objective:
Students will be able to tell the difference between a /m/ and an /s/ sound, and name
the letter that makes the sound when a word is told to them orally.
Students will be able to read the sight word, “the” when seen in various texts.

Student-Friendly Objective:
You will be able to read the word “the.”
You will be able to notice when a word starts with an /s/ sound, and when it starts with
an /m/ sound.

Assessment Plan: Most of my assessments today will be in groups and be used to

determine understanding of the class and of individual students. I will have response
cards students will raise so that I can see what their responses are, versus the children
all answering at the same time and not being able to differentiate who said what. We
will then do a think pair share, where children will brainstorm what pictures start with
/s/ on the page. This has been successful in the past to get everyone involved, and I am
also able to listen to partners brainstorm. I will then call on groups and we will discuss
their answers as a class. We will also have an activity where I will read out a sight word,
and the children will go stand on it. This will help me see where they are at by where
they are physically standing. I will also be able to tell who is more confident, by seeing
who walks over to the word first, versus the students that walk around and see what the
others are doing. Lastly, we have a worksheet that we are required to do where I will be
able to easily see who is struggling, and who is proficient at identifying the sound a
picture starts with, then labeling the letter (M or S). I feel like this is one of the most
helpful assessments because I can give one-on-one attention and feedback to the
students, and take time to look at their work later.

Materials Needed: Big book, Sammy seal card, pictures of beginning /s/ and not,
pictures of /m/ and /s/, Ss Book page 50, word cards (the, like, and)

Key Vocabulary:
Tools- objects that people use to help them do something
Cause- something that makes something else happen
Effect- what happens after a cause
Seal- is a mammal that lives in cold regions and likes to swim

Anticipatory Set:
• Sentence Lengths: I will read out loud sentences of different lengths. I will have
students count them out on their fingers.
• I will take out the Sammy Seal card and ask the children to tell me the beginning
sound. I will take out the Mimi Mouse card and ask the children to tell me the
beginning sound. I will then have the children tell me if they start with the same
sound. I will then ask them to tell me the letters they start with.

Instructional Inputs:
• I will remind students that we raise our hands to answer questions, and the only
person that should be talking is the person that raised their hand.
o I will mention that students that are participating and sitting appropriately
will be called on to participate.
• I will thank students that are sitting appropriately, raising their hands, and
transitioning smoothly.
• Today we are going to be talking about the sound /s/ at the beginning of words.
The sound /s/ is shown by S. We will compare it with the sound /m/ and the letter
M. We are working on these so that we can learn to read.

Modeling and Guided Practice

• I will tell the students that we are looking for words that start with /s/. I will tell
them that I will say a word, and they should hold up an S card if they think it
starts with an S. I will model it, then I will list words.
• I will tell the students that we are organizing pictures into categories of words
that start with S and words that start with M. I will hold up pictures and have
students sound out the beginning sound, then label what letter it starts with
their cards.
• I will turn on the smartboard for the Ss book. I will partner up the students and
have them come up with things on the page that start with the /s/ sound. I will
then call on groups to share what they found.
Closure:
• I will have students list words that start with /s/, then I will have them list
words that start with /m/. I will then have them come up and underline an M
or an S while sounding it out.

Independent practice/application:
• Students will complete the worksheet on page 35. I will review instructions
before turning them over to complete the page.
Modeling and Guided Practice
• I will review the sight words with the class. I will then introduce the game. I will
have the word written on a piece of paper. I will say a word, and have them
stand by the correct word. I will have a student call out words for me as I
demonstrate. We will do this a few times before having the children sit down
again.
• I will get out the big book for this week and ask cause and effect questions
relevant to the pictures. I will ask children to point out sight words if they see
them. If no one points out a word, I will point to it and ask the students to read
it.

Closure:
• I will have the students go stand on a word, and I will dismiss them as they
tell me what word they are standing on.

Differentiation
• B has a para that assists her in group time, and with assignments.
• R will need to be redirected throughout the lesson. He should be partnered with
L, who would be able to keep him on track.
• Ke should not be partnered with Ki or R.
• Ki and E should not sit next to each other.
• During whole group instruction, I will be able to easily check for understanding.
For those that don’t understand the question, I will review the rules and have a
student that understands explain it to them. During independent practice, I will
make it around to every student with the help of Mrs. Kinghorn to check for
understanding. If they don’t, we will review it with them.
• Early finishers will be able to read books quietly at their desks.

Transition:
• At 9:10 I will tell the students that Mrs. Kinghorn will talk to them about their
capital letters test.

Reflection:
 Weekly Reflections for Week 5 (October 21-October 25)
Teacher Candidate Name: Leah Jones
Placement: Mrs. Kinghorn Kindergarten

Monday: (10/21)
What I taught today: I taught the /s/ sound and S and compared them to /m/ and M, read “Little Red
Hen,” handwriting S, V, W, and helped with math worksheets at the end of the day after making copies.
What Total Participation Techniques (TPT) did I use today? How did they work? I had the students
sit at their tables and sort out objects that started with a /m/ or /s/. Two tables did it independently, one table
just played with the objects, and the other two tables had Mrs. Kinghorn and I mediating them. I feel like I
should have given more examples of how to do it, since it’s a new activity. It is difficult to gage these
activities, since half do great on their own, some need someone there to tell them not to be playing, and
some need one-on-one help. I think this would have made a great station, rather than independent work.
Reflection of my teaching today: I am struggling with timing. I don’t know how long activities are going
to last, and I’m always scared to take more time to explain things because I’m worried about not having
enough time for everything. I struggled with keeping attention again today. I don’t know how much of the
behaviors are from the students being kindergarteners, or bored, or what. I feel like I need to try and
incorporate more TPT’s, and that might help. The only reservation I have about TPT’s is that they take a lot
of time to explain up front, and then you have to transition more, something these students struggle with. A
few of the activities the book has planned are things that you only pick a few students for, so a lot of the
children feel left out, or don’t pay attention if they’re not involved. Mrs. Kinghorn suggested I try counting
down from 5, because that is a procedure that she has starting using to quiet the class and it has been
effective, so I want to try and use that too. The children did great with the book, and I was so happily
surprised with their answers to the questions like, the friends weren’t helping at the beginning, why are
they helping now?” We had lots of good comments and answers that were all related to the book, and all
were good answers. Handwriting went as usual, but I was a little stressed about time so I feel like I rushed
the instructions more than I should have. It’s difficult to gage time, because some children need 10 minutes,
while some need 3.
Day Seven: (10/16)
What I taught today: The sound /m/ and the letter M, and the sound /s/ and the letter S. I also did a few
sight words. I also helped check math worksheets.
What Total Participation Techniques (TPT) did I use today? How did they work? I used cards for
students to hold up if I said a word that started with S. It was so helpful to see who thought what, and I felt
that I was better at responding to incorrect answers this way. However, like most things, some students
would just do what their neighbor did. I had a partner pair and share, but they were laying all over the floor,
and constantly talking, so I broke it up and just took individual hands. I had sight words for students to go
stand on after I said it, and at first, children stampeded to them and then started rough housing, so I then
had half of the carpet go to one word, and the other half go to another. That helped a little bit, and the
students seemed to enjoy it.
Reflection of my teaching today: I realized why my first day went so well; I had Mrs. Kinghorn helping
with behaviors. Today, I didn’t have that, and I really struggled with it. I felt like I did a pretty good job at
being consistent with raising hands, not blurting out, sitting up and in their rows, but I could not keep the
children quiet. I would ask them to catch a bubble, eyes on me, positive reinforcement, talking to them
about it, and count down, but they weren’t as effective as I would have liked. However, I feel really good
about what we covered and what they comprehended. I really liked using the cards for responses, because it
kept them quiet, and I was able to work through the mistakes with the whole class. I had a student whose
name started with an S and one that started with a M and had them hold our cards after the class told me
what letter they started with. It was harder to know who said what, but the majority of the class was saying
the right answer. The worksheet went really well, there were a lot less questions than there were on
Monday, so I feel like I did better at going over the instructions with them. As stated above, the four sight
words was a fun activity to get them up and moving, but Mrs. Kinghorn gave me the suggestion to have
them tip toe, or slow motion walk over, to decrease the craziness. After, we didn’t have time to review the
books because of all the time it took to redirect children and quiet the class down. However, I felt a lot less
rushed and frantic than I did on Monday.
My goal for this week:
My goal for this week: I want to focus on making more positive interactions with the students, especially
in large group. After this Monday, I realized I spend way more time telling them what not to do, and not
enough time thanking or praising students that are doing what they are asked.
This didn’t go as well as I was hoping. I had less one-on-one time with the students because I felt
so rushed. I also really just struggled so much with keeping them quiet and feelings pressed for time, so I
didn’t take as much time for that positivity. I feel like I need to work on this a lot more, as I work on better
use of procedures and keeping the class quiet.
My goal for next week: Better use of procedures, better at getting and keeping attention. Also, using
positive feedback.