Kindergarten Lesson Plan

Lesson Topic: Phonics, Word Recognition, and Phonological Awareness

Date: 5/14/2021
Group and K Class: R (KJ)
Iowa Core Standard: RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
Learning Target: I can recognize sight words, cut-up sentences, segment and blend words, read nonsense words and digraphs.

Procedures: (describe what you will Time Oral Directions and Guidance Given to Materials/Supplies Needed
do) Allotted: Students

Introduction: 3 minutes Hi again! I hope you are ready to do some

work today!
Greet the Students.
Explain the different activities we will Today we are going to be doing some
be doing. activities that are very similar to our activity
from Monday. We will begin with sight
words, and then cutting-up sentences,
segmenting and blending words, and
reading nonsense words and digraphs. This
is your goal for today: I can recognize sight
words, cut-up sentences, segment and blend
words, read nonsense words and digraphs.
We only have 15 minutes to work today so
we are going to try our very best to stay on
task.

Do you have any questions before we

begin?

Learning Activity: Total: 10 Begin with sight words: Use a white board White Board
minutes and write the words from list 1. (Show the Marker
Students will work on sight words, student the white board and have them read Eraser
cut-up sentences, segmenting and Sight Words: the word).
blending, nonsense words, and 2 Minutes Jam Board:
digraphs. List 1: https://jamboard.google.com/d/1aEbmTIBn-
Cut-up Play NQ2ZmMWJExK28KO8DaN6CkOsXPlO8YpcfM/
Sentences: 2 Can viewer?f=3

Conclusion:
Wrap-up: Summarize what was done
in today's lesson.
Minutes See
And
Segmenting My OG Card Deck:
and Said https://ogdrill.marooneyfoundation.org/#/
Blending: 2 Like SaveLoadDecks/R_KJ_-1
Minutes Is
Have https://wordwall.net/resource/489245/english/cvc-
Nonsense Here nonsense-words
Words: 2
Minutes Cut-up sentences using the Jam Board.
Have the students read the sentences. After
Digraphs: 2 the student has read the sentence, mix up
Minutes the words for the student to recreate the
sentence.
Segmenting and Blending: Begin by asking
the students what the pictures represent.
Then, have the student use the Jam Board to
isolate phonemes out loud and blend them
together stating the word.
Nonsense Words: Use the Orton-
Gillingham card deck to blend nonsense
words and have the student read the word/
use word wall for more nonsense words.
Digraph: Have the student use the Jam
Board to drag the diagraph to the image it
represents while also noticing the incorrect
digraph. (WH, CH, TH, SH)
2 Minutes Great work today! You worked hard as the
lesson went by fast. Today we worked on
sight words, cutting-up sentences,
segmenting and blending, nonsense words,
and digraphs. Did we reach our goal for
today?
Do you have any final questions? See you
 next Monday!

Differentiation: Change the lesson to fit the needs of the student. (For student 1, use more difficult sentences to cut-up. For Student 4 and 6, spend more time
working with segmenting and blending words and provide more scaffolding).

Assessments: Is the student on task? Is the student following the activity directions? Is the student segmenting and blending? Cutting-up sentences? Reading
nonsense words?

Post-Lesson Reflective Evaluation:

Student 1: Student 1 did a great job during the lesson. She was able to identify all of the sight words and read the two provided sentences that were made more
difficult specifically for her. She was also able to rearrange the sentences very easily. She was able to identify each picture and segment and blend the
matching words to the picture. She seems to have a very good understanding of letter sounds and blending words together such as nonsense words. She also
was able to correctly match the digraphs to the pictures and state what the picture represents and how the digraph matches the picture. Overall, she did a great
job of staying on task and moving through the lesson without distractions. In the next lesson, I plan to do the same things as this lesson and change the
sentences to a bit more difficult ones for her and change the sight words list.

Student 2: Student 2 did a very good job during the lesson. She was able to identify all of the sight words with Student 3. She was able to read the two
provided sentences and rearrange them into the correct order. She was also able to identify each picture and segment and blend the matching words to the
picture, with some modeling. She seemed to have a very good understanding of letter sounds and blending words together such as nonsense words. She was
also able to correctly match the digraphs to the pictures and state what the picture represents. Overall, she did a good job of staying on task and moving
through the lesson. In the next lesson, I plan on changing the sentences and the sight words for her.

Student 3: Student 3 did a very good job during the lesson. He was able to identify all of the sight words with Student 2. He was able to read the two provided
sentences with some scaffolding and rearrange them into the correct order. He was also able to identify each picture and segment and blend the matching
words to the picture. He seems to have a very good understanding of letter sounds and blending words together such as nonsense words. He was also able to
correctly match the 3 of the four digraphs to the pictures and state what the pictures represent. The /sh/ in the word fish was difficult for him to identify at first,
but with some additional modeling he was able to match the word. In the following lesson, I plan on changing the sentences and the sight words for him.

Student 4: Student 4 did a pretty good job during the lesson. She was able to identify most of the sight words with Student 5. She was able to read the two
provided sentences and rearrange them in the correct order. She was also able to identify each picture and segment the words.. However, she had difficulty
blending one of the words “dot” . She seemed to have a good understanding of blending nonsense words, but at times she had to stop and think for a moment
how you would say the word. She was able to correctly match 3 of the 4 digraphs to the pictures and state what the pictures represent. The /sh/ in fish was
tricky for her. She did a good job of moving through the lesson, even when being a bit distracted at times. In the following lesson, I plan on changing the
sentences and sight words for her as well as spending more time on segmenting words.

Student 5: Student 5 did a very good job during the lesson. She was able to identify all of the sight words with Student 4. She was able to read the two
provided sentences and rearrange them in the correct order easily. She was also able to identify each picture and blend the words to the matching picture. She
also had a hard time blending the word dot but with some scaffolding she was able to identify it. She seemed to have a very good understanding of letter
sounds and blending words together such as nonsense words. She was also able to correctly match the digraphs to pictures and state what the picture
represents. Overall, she did a good job of working together with Franny and moving through the lesson with just a few distractions at times. In the following
lesson, I plan on changing the sentences and the sight words for her.

Student 6: Student 6 did a pretty good job during the lesson. She was able to identify some of the sight words with Student 7. She was able to read the two
provided sentences and rearrange them in the correct order. She was able to identify each picture,, but had a hard time segmenting and blending the word
“dot”. Other than that word she was able to segment and blend the rest of the words and nonsense words. She was partially able to correctly match the digraphs
to the pictures but had a hard time with the /sh/ in fish. She did an okay job of staying on task. In the following lesson, I plan on changing the sentences and
sight words for her. I will especially focus on segmenting and blending words and working on diagraphs with her since she seemed to be a bit confused during
the lesson.

Student 7: Student 7 did a good job during the lesson. She was able to identify most of the sight words with Student 6. She was able to read the two provided
sentences and rearrange them in the correct order. She was able to identify each picture and segment and blend the matching words to the picture. She seemed
to have a good understanding of letter sounds and blending words together such as nonsense words. She was also able to correctly match the digraphs to the
pictures and state what the picture represents except for the /sh/ digraph in fish. Overall, she did a very good job of working together with Student 6 and
moving through the lesson with just a few distractions at times. In the following lesson, I plan on changing the sentences and sight words for her.

The students did not write anything during the lesson, so there are no student samples.