IMPORTANT: When you are finished entering all of your information into the template, any information

provided here to help you through the planning process (in RED) can be deleted.

EDUC 2220- Educational Technology Lesson Plan Template

Capture the Word

Camaryn Cornute
Kindergarten Reading and Writing

Common Core Standards:

Language standards
 L.K.2. Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

Reading standards for foundational skills

 RF.K.2. Demonstrate understanding of spoken words, syllables, and phonemes (sounds).
 RF.K.3. Demonstrate basic knowledge of one-to-one grapheme (letter)-sound correspondences by
producing the primary sound or many of the most frequent sounds for each consonant.

Lesson Summary:

This lesson is designed to build recognition and association of words, letters, sounds, syllables and names.
Students will participate in a scavenger hunt; Students will be given a list of 5-10 words/letters they must use a
device that is able to take pictures and find objects associated with that word or letter outside (with
supervision) or around the classroom. (Students must be in the picture when finding the associated objects). T
Students will then be able to go on computers or iPad and go on a website to continue their sight word
learning.
Estimated Duration:

This lesson will take 1.5 weeks to complete. Each of the lessons will be divided up into three 40-minute class
periods.
Commentary: To gain the interest of the students, we will play a game of “eye spy” to create that general
concept of the lesson. I will begin the lesson with a series of “eye spy” prompts and have the students look
around the room and find objects associated with that prompt. (i.e. “I spy with my little eye something that
starts with the letter L). Students will then raise their hands to answer the prompt, guessing what object or
sound I am asking for. I will then ask the students to write me a list of words beginning with a specific letter
etc. This activity will quickly transition into the main lesson.
Instructional Procedures: (This will be one of the most detailed sections of this assignment).’

Day 1: As a group, the teacher will begin the eye spy lesson which will continue on having the students list
words with a letter from the alphabet. Students will say aloud what words they have come up with and what
sounds are associated with that letter. This activity until we have completed at least two of the twenty-six
letters of the alphabet. To complete the first part of the activity, the teacher will assign the students into groups
of 2-3 students (depending on the class size), each group will then be given a list of 15 prompts of a specific
letter(s). They will also be given an iPad to take pictures with themselves and the objects off the scavenger list.
Depending on each group, completing all of the prompts should take anywhere between 15-30 minutes, those
who finish their prompts will give their pictures to the teacher to be looked over. If all of the prompts and letter
correlate, they will be given their next letter continuing the same process. This lesson will continue into the
next day.
Day 2: This day will continue similarly as day one, if needed students who haven’t completed their first list
will continue and will move onto their next letter. As students continue with their first or second letter
scavenger hunt those groups that are finished will gain permission from the teacher and go on a an app that is
already downloaded on the iPad called “Pocket Sight Words” students will be able to continue their sight word
learning for 25- 30 minutes, this lesson may continue until the next day. After the 30 minutes, those who have
completed their second letter scavenger hunt will continue their learning on the app.

Day 3: After the other students have completed their time on the app, as a class student will be given a “quiz”
on what they have just learned. The quiz will consist of word building off of sounds. The teacher will spell out
words with sound (i.e. cuh-ahh-tah) the students will spell out what they believe the word the teacher is
spelling. After spelling out ten words the teacher will evaluate how well they done on all activities, and
identifying what area still need to be worked on.

Pre-Assessment:
Before the first activity, the teacher will ask the students what sounds are associated with each letter. After
hearing their answers teacher and students will continue associating sound with words, and correcting

Scoring Guidelines:
During the last day of the activity, the teacher will speak with each individual student and ask them a series of
questions regarding their understanding of the words, sounds, and letters. The teacher will then use their
judgment to assess the student’s comprehension of the lesson.
Post-Assessment:
A test will take place after the initial activity the teacher will give a spelling test of 10-15 words that the
students will have to spell and use in a sentence. This test will reflect their comprehension of sentence structue,
vowels, consonants, etc.
Scoring Guidelines:
80% and higher (3 missed words or less) in either category will be considered mastery of content. Students
who miss 4 or more words will be asked to try again in spelling the words and come back for a one-on-one
with me. Students who miss 5 or more words will have not mastered the contents and will receive instruction
to have a follow up to go over they words they missed, ad will be asked to re-take the test. .

Differentiated Instructional Support

Describe how instruction can be differentiated (changed or altered) to meet the needs of gifted or accelerated
students:
Students who have displayed accelerated understanding of the content and the activity. They can further their
knowledge by giving the students letters that would be harder to find. Using the same concept, with more
advanced words. For example, if there are more objects with common words such as b,d,e,c, etc. This activity
could be altered to have students find objects that begin with x,w,z, etc.
Discuss additional activities you could do to meet the needs of students who might be struggling with the
material:
Students who have displayed struggle with finding specific words give them easier words to find. Similar to
the students who are accelerated. It may be easier for students who are struggling to find objects with more
common letters like b,d,e,c, etc. Even going far as to giving them specific objects to find.

Extension
Helps with spelling, sights words, vowels, consonants, and sentence structure.

https://www.education.com/games/kindergarten/spelling/

Homework Options and Home Connections

With parent permission and supervision, students can continue this lesson at home. Using the same method of
taking pictures of associated words and sounds. Parents can give their child miniature quizzes, even taking the
lesson farther by having students make sentences etc. Parents can also read with their child at home to gain
better understanding of sight words.

Interdisciplinary Connections
During this lesson students are using their creative skills to take pictures of items that interest them and
correspond with the material. The artistry and creativity that is displayed come from a place of intrest and
creativity.
Materials and Resources:

For teachers iPads, computers, internet connection, flash drive to store pictures, paper pencils, list
of words, digital camera for documentation.

For students iPads or Computers, paper, pencils, list of words or letters.

Key Vocabulary
Syllables, Vowels, Constants, Sound-letter relations,

Additional Notes