Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Molly Hine

Date 19 November 2015 Subject/ Topic/ Theme Phonics/Letter Forms and Names/Letter Match
Grade Kindergarten__

I. Objectives
How does this lesson connect to the unit plan?
Building on top of the lesson before about making letters
cognitive- physical socio-
Learners will be able to: R U Ap An E C* development emotional
Identify how to look at letters and notice the small differences that make each character unique. X
Learn to attach a name to the letter. X
Recognize the print of letters and be able to use that knowledge to make connections between letters and X
sounds. X
Read the poem with me through guided-reading. X X
Say the letter to their partner when drawing from the cup of letters.
Common Core standards (or GLCEs if not available in Common Core) addressed:
CCSS.ELA-LITERACY.SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something that
is not understood.
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 Slight understanding of some letter sounds, how they look, and how they are written.
knowledge and skills.

Pre-assessment (for learning):

Outline assessment
activities
(applicable to this lesson)
What barriers might this
lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
Prior observing of students abilities to say a letter and then write that letter in their writing
workshops.
Formative (for learning):
Note how quickly children are able to match letters.
Formative (as learning):
Note the letters for which most children know the names.
Summative (of learning):
Give quick letter recognition test (uppercase, lowercase, or both)
Provide Multiple Means of Provide Multiple Means of Action Provide Multiple Means of
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
Use chart to share a poem Display of poem
Ask what students notice about the
poem (letters, alphabet, etc.)
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
Read the poem in large group
Magnetic letters and foam Children work in pairs on a tabletop
uppercase letters and match letters to the alphabet
strip

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 Provide options for comprehension- Provide options for executive Provide options for self-regulation-
activate, apply & highlight functions- coordinate short & long expectations, personal skills and
term goals, monitor progress, and strategies, self-assessment &
Alphabet strips modify strategies reflection

Encourage students to read with me Have children locate capital letters

possibly by themselves in the poem

Materials-what materials Chart (The Place To Be poem)

(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
Pointer for shared reading
Magnetic and foam uppercase letters
Cups for letters
Alphabet strips
Cut out of high frequency words for kindergarteners and 12 first grade words

Large group partner 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 look at the Sit on large carpet and have a large group
(opening/ shape of a letter and say its name. discussion about the poem.
introduction/
engagement)

Tell them I am going to teach them more Have the students work in pairs.
about letters. Take Magnetic and foam letters from a
Display the poem I have written on the cup and place them under the alphabet
chart paper. strip to match each letter saying the
Development Read title and the poem. name of the letter.
(the largest Ask children what they notice in the poem After the partner checks the others work
component or (letters, alphabet, letters they know, etc.). reverse roles.
main body of Guide children to notice lots of different If students finish quickly, have them pick
the lesson) letters. up a pile of high frequency cut out words
Point out that each letter has a name. and spell each word using the letters in the
Point and reread. cup while saying each letter name to their
partner.
Reread with children joining.

Closure
(conclusion, Read the poem again. Ask children to locate capital letters that
culmination, match the letters that begin their names.
wrap-up)

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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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