Early Childhood Special Education Lesson Plan

Teacher Candidate: Theresa Falcn

Grade Level: Kindergarten

Lesson: Word Study

Unit of Study: Five Senses
Goal of Lesson (Common Core State Standards/Division of Early Childhood where appropriate)
CCSS.ELA-Literacy.RF.K.2.a
Recognize and produce rhyming words.
CCSS.ELA-Literacy.RF.K.1.c
Understand that words are separated by spaces in print.
Objectives: Student will be able to write, paste, recognize and match pictures (Down) with the right corresponding word.
Pre-Assessment:
During morning meeting the day before play a game. Call it the rhyming game.
Teacher: I am going to say some rhyming words. Tell me a real word or a made up word that rhymes withdog and log
(teacher responds with hog, bog, and jog). Now it is your turn. Tell me a real word or a made up word that rhymes with.
cat, hat. (Student tells the rhyming word. If the student doesn't understand the concept, give other examples and then
continue with the assessment.)
Post-Assessment:
Have children read/describe what they wrote.
Materials:
Printed pre made worksheets
Samples of all worksheets completed
Glue
Pencils
Scissors
Cat in the Hat book

Hour glasses
Vocabulary List:
See, bee, fee, tee, tree
Hear, ear, near, tear, gear
Smell, bell, fell, sell, well
Feel, eel, heel, peel, steel
Eat, beat, heat, meat, seat
Taste, paste, waste
Use of Technology: N/A
Differentiation:
Up- Children will be given worksheets and will be able to write down the matching words to the words on the top of the
page.
Across- Children will cut out letters from the bottom of the page and glue the matching word to the word on the top of the
page
Down: Children will match cut and match words to the word on the top of the page with the picture.
Seating Configuration/Use of Physical Space:
1) Student will begin on the rug to listen to the story and instructions of word study activity.
2) Student will stand up and stretch out their body (Brain break)
3) Students will be directed to their assigned table (tables are numbers, children divided by level of understanding) for the
small group activity.
4) Back to the rug for wrap up.
Teaching roles and collaboration:
Teachers Role
1.
Will assist with individual writing of the matching words. (Table 1)
2.
Create a vocabulary chart with words and pictures (table 2 and 3)

See, bee, fee, tee, tree

3.
4.
5.

Hear, ear, near, tear, gear

Smell, bell, fell, sell, well
Feel, eel, heel, peel, steel
Eat, beat, heat, meat, seat
Taste, paste, waste

Create a table version of worksheets with words and pictures

Prepare and send home an activity book to continue rhyming exploration at home.
Send invitation home of Rhyming party

Assistants Role
1. Will set up table with the needed materials. (All three tables)
2. Will assist with individual writing of missing letter or help take dictation where needed. (Table 2)
3. Take pictures during individual work
Aide Role
1. Assistant any student that needs assistance with the gluing of the pictures. (Table 3)
2. Take pictures during large group activity and individual work
3. Sit at circle time to support children where needed.
Classroom Management:
1. Teacher will review rules of the rug and of the table.
2. Teacher will review instructions of the Word Study activity.
3. Teachers will use positive narration to identity which students are doing good listening and following instructions.
4. Teachers will reward students with stickers and or first choice for free choice play (depending on number of
children.)

Engagement of students/anticipatory set/Motivation:

1. Label word wall with pictures of things we like to see, smell, hear, taste (eat) and touch
2. Have various items that the children can see, hear, taste, touch and smell. Allow the children to try all if time is
allowed.
3. Have the children demonstrate how to use their favorite sense and mention what rhymes with words.

Connection to Previous lesson/Prior Knowledge:

1. Last week we talked and labeled a word wall with various words that rhyme.
2. This week we are exploring our senses related to words that sound alike.
Lesson Presentation:
Estimated Time: 20 minutes
1. Introduction to lesson (5 minutes)
Teacher will outline word study lesson for today.
Good morning class today we will be writing and matching words that sound just like our five senses (Show them
book). Before we go and create and be detectives and match our words let me read you a fascinating book on the
Called The Cat in the Hat
2. Read the book, Cat in the Hat (10 minutes)
Questions will vary depending on cooperation and classroom dynamics
3. Brain break (needed to keep focus and on task) (2 minutes)
4. Explain instructions for the word study project, show book and send children to their assigned table. (3 minutes)
Guided Practice/Active Involvement/Small group work/Independent Practice:
Estimated Time: 20 minutes
The children will participate in making their matching worksheets. Using the material on table and assistance of teachers
assigned to table if needed.
When independent work is done, children will transition back to rug.
(A song will be use to transition to the rug.)
It is time to go to the rug, to the rug, to the rug
It is time to go to the rug and share what we learn.
***Those that need transition time will be given a countdown verbally and visually using a 5 minute hour glass than a 1
minute hour glass)

Final Summary/Closure:
Estimated Time:10
Today you were detectives and documented what words rhymed with our five senses.
Give each child a chance to share. Teacher will ask each child by name Which five senses did you like to rhyme with
(Allow child to come up and show what they wrote and or pasted.)
Teacher will ensure to those that did not finish that time will be allotted later for completion.
Announce to the children that next week we will have a Rhyming party for their family and school members.

Extension:
1. Send letter home to parents to discuss topic of the senses.
2. Invite the parents for the Rhyming party
3. Send supporting activity book home to continue exploration