Wilkes University Lesson plan TEMPLATE

(Revised 2020)

PART 1: Lesson Content

Teacher Candidate: Miss Madison Goodrich Grade: Kindergarten

Date of lesson: 02-08-2022 Subject: ELA-Fundations

Goal or purpose of lesson

A statement or overarching idea that is broad and applicable to similar topics.
 Students will practice CVC words through tapping, saying, and writing.
Essential question (200 level)
An open-ended question based on the goal aimed to be thought provoking and generate student inquiry. Essential questions should be broad
enough to be considered over time and in multiple contexts.
 Why is it important to know our CVC words?

Standard(s): (NAEYC 5c) Objective(s): (NAEYC 5c)

What are the standard(s) addressed in this lesson? Include number and What the students will be able to do - Specific knowledge and
text of each standard being addressed in the order they occur in the performances, developmental outcomes, expected student actions.
instructional delivery. Refer to http://www.pdesas.org INCLUDE (and use color coding): CONTENT (what are the students
learning – look to the standard), ACTION (how will the students
demonstrate their learning), MEASURE (how well they need to do it)
NOTE: Degree of mastery does NOT need to be in a percentage.
Standard(s): Objective(s):
 Standard - CC.1.1.K.C  Students will be able to use what they know about letter sounds, to
Demonstrate understanding of spoken words, syllables, and tap out each sound of a CVC word with 80% accuracy.
sounds (phonemes). • Recognize and produce rhyming words. •  Students will be able to use what they know about letter sounds to
Count, pronounce, blend, and segment syllables in spoken blend the letter sounds together saying the CVC word with 80%
words. • Blend and segment onsets and rimes of single-syllable accuracy.
spoken words. • Isolate and pronounce the initial, medial vowel,
and final sound (phonemes) in the three-phoneme (CVC) words.

Assessment Plan: (NAEYC 3b)
How will the teacher candidate know students have achieved the objectives? Describe the entire assessment plan including prior to beginning the
lesson, during the lesson, then following up after the lesson. For the prompt “Rationale”- provide a brief description of why the particular
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assessment was chosen. For the prompt “How will this inform instruction,” provide a brief description of what information this assessment will
provide the teacher.
Pre-Assessment Checking for Understanding Post-Assessment
How will the teacher candidate gather results (Formative assessment) (Can be a formative or summative
of students’ prior understanding, skills, and How will the teacher candidate assess assessment)
beliefs either formally or informally? children's emerging knowledge and skills How will the teacher candidate assess
during instruction-- Are they building children’s knowledge and skills after
knowledge? instruction? How will the teacher candidate
know they learned and performed what was
targeted?
The teacher will…. Have students spin the The teacher will…. Have students blend the The teacher will…. Have students write down
CVC Word Wheel, and tap out the word that is sounds in their CVC word, saying the word the CVC word using their Fundations boards.
revealed on the screen. aloud.
Rationale: It is important that students are able
Rationale: It is important that students Rationale: This will show that students can put to recognize written letters and that they are
understand the sounds in words, and can tap the sounds tapped out together to form a word. able to form their own letters. This will benefit
out each individual sound. their development in reading.
How will this inform instruction? This will
How will this inform instruction? This will lead to the writing portion of the activity. How will this inform instruction? This will
lead to the blending of the sounds together. continue after each spin of the wheel and lead
to the closure of the lesson.

PART 2: Lesson Implementation

Resources/Materials: (NAEYC 1c)
What materials will the teacher candidate use? List all books, materials, technology/media and materials used in lesson and/or as a resource.
USE APA formatting. Provide a brief description of how the resources/materials meet the four critical features (health/safety, respect for diversity,
supportive, and challenging)
CVC Word Wheel- Students will be called on to spin the CVC word wheel, which will give them a CVC word that they must tap out, pronounce,
and write.
Fundations Boards- students will use their Fundations boards to write the CVC word that appears on the wheel. This is good handwriting
practice, as students’ Fundations boards provide them with lines in which they are to use to practice their letter writing skills.
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Dry Erase marker- Students will use a dry erase marker to write the CVC words. No other marker is to be used on their Fundations boards.
Smartboard- The Smartboard will be used to display the CVC Word Wheel to students.
Board erasers- When students finish their words and we are moving on, they can erase the previous word that they had written.
Management of Classroom Environment and Teaching Strategies Utilized (Integrated throughout the teacher’s step-by-step plan):
(NAEYC 4b)
The teacher candidate will provide a brief explanation of the student behaviors expected, how the teacher will communicate these expectations
and what consequences are involved throughout the lesson. Provide a brief explanation of all strategies, tools, resources and/or methods the
teacher candidate will use to manage the students throughout the lesson. Consider the groupings that have been chosen (small group, large
group, individual), transitions, and/or how to maintain focus and engagement with the content and materials throughout.
Physical arrangement:

Students will be placed in pre-arranged heterogeneously mixed desk groups of three students per group. Students will have the opportunity during
the lesson to stand next to their desk, where they must have enough space between them and their classmates, so they can dance to the music of the
CVC Word Wheel. The teacher will be located at the front of the classroom, by the Smartboard.

Expectations:

The teacher will set expectations at the beginning of the lesson. The teacher will explain that in order to participate in the fun wheel portion of the
activity, students must follow directions, stay quiet when the teacher is talking, and raise their hands to share answers. The teacher will explain that
students must tap out each word, then say the word, and finally write the word. The teacher will state that students must stay beside their desk
while they dance so that they do not hurt themselves or others.

Processes and procedures:

The teacher will use familiar classroom management strategies such as “1…2…3… eyes on me,” or “give me five” to refocus student attention.
The teacher will also use these strategies to manage transitions, followed by new instructions. The teacher will look for students that are
sitting/standing nicely and paying attention, to call on to spin the CVC Wheel. Students will have their Fundations boards in their desks, as well as
a dry erase marker. The teacher will communicate for students to get out these materials at the beginning of the lesson.

Strategies, tools, resources, methods:

The teacher will utilize the Smartboard for this lesson. The teacher will use a CVC word wheel, where students will spin the wheel for a CVC word
to tap out, blend, and write. Students will use their Fundations boards to supplement the lesson. The teacher will ask that students raise their hands
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to share answers and ask questions. The teacher will remind students that if they work hard and follow directions they can receive a ticket
individually, and if they can do this as a class, they will receive a link on the classroom behavior management chain. This means that all students
are showing the teacher that they can work hard and follow directions, they are keeping noise levels to a minimum, and all of their work is
complete. At the end of the week, students will have the opportunity to go to the PBIS store and use their tickets to buy something.

Consequences and alternate plans:

If students do not meet expectations, the teacher will speak with the student and prompt them to answer the questions that they ask. The teacher
will be modeling this activity along with the students for the entirety of the lesson. This activity will be completed as a group, so there will not beb
extra time or students that finish early.

Learning Experience – Step-by-step plan: (NAEYC 5b)

Provide a sequence of the lesson illustrating how all objectives are met within the allotted (yet flexible) time frame. Show the logical flow
including an engaging opening, designed learning experiences, ongoing checking for understanding, and closure. This step-by-step plan should be
illustrating exactly what you plan to do in teaching this lesson. Be thorough. A substitute should be able to carry out the lesson from this plan.

Process Steps Teacher Students

guided by the What questions (include Higher Order Thinking) will the What will students do? What tools will students use? Where in
5 E’s teacher candidate ask? What will the teacher candidate do, the classroom are the students? How will students be
say, and/or write? What tools will the teacher candidate use? grouped?
Engage  The teacher will begin the lesson by explaining that it  Students will sit quietly at their desks, listening for
“the opening” is time for Fundations. directions from the teacher.
 The teacher will ask students to get their Fundations  Students will get the Fundations boards and markers
boards out of their desk, as well as their dry erase from their desks.
marker.  Students will listen to the teacher’s expectations of
 The teacher will explain that students will be using the students before beginning the lesson.
Fundations Wheel, but this time instead of letter  Students will stand beside their desks appropriately.
sounds, students will be tapping, blending, and writing
CVC words.
 The teacher will explain that in order to participate in
the fun wheel portion of the activity, students must
follow directions, stay quiet when the teacher is
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talking, and raise their hands to share answers.

 The teacher will explain that students must tap out each
word, then say the word, and finally write the word.
 The teacher will state that students must stay beside
their desk while they dance so that they do not hurt
themselves or others.
 The teacher will ask students to stand beside their desks
at wait for instructions.
Explore  The teacher will look for students that are standing  Students will stand appropriately and wait to be called
“active learning” nicely and quietly to call on to spin the wheel. on.
 After the student spins the wheel, the teacher will  Students will watch the teacher model first, and then
model how to tap out the word first, and then have begin tapping when instructed to.
students tap out the word on their own.  Students will blend the sounds and say the word aloud.
 After tapping out the word, the teacher will ask the  When instructed, students will write the word on their
class what the word is. Fundations board.
 After students share what the word is, the teacher will
instruct students to write the word on their Fundations
board.
 This will be a continuous routine cycle throughout the
remainder of the lesson.
Explain  The teacher has created a whole group lesson, where all  Students will participate in the whole group lesson.
“how will the students are expected to participate.  Students will watch as the teacher models how to
teacher instruct?”  The teacher will demonstrate and model how to complete the activity.
complete the activity.  Students will tap, blend, say and write the words from
 The teacher will prompt students when to tap the the wheel.
words, how to blend and say the words, and finally  Students will write words using their best handwriting.
how to write the words.
 The teacher will walk around the classroom as students
are writing the words to see their progress and help if
needed.
Elaborate  The teacher will take a call and response approach to  Students will respond appropriately to the teachers

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“ongoing checks hearing students tap put the words and blend them prompts to students.
for understanding” together.  Students will raise their hands to answer questions and
 The teacher will ask students questions regarding the share ideas.
sounds in words, or clarify if students are struggling  Students will write their letters correctly on their
with a word or sound. Fundations Boards.
 The teacher will walk around as students are writing to
see how they form their words, and if their letters are
written correctly.
Evaluate  To close the lesson, the teacher will call on students to  Students will raise their hands to share how they can
“closure” use a particular word in a sentence. use a word that they worked on in a sentence.
 This will show that students can use their words in a  Students will sit back down at their desks at the end of
sentence that makes sense, and is pronounced correctly. the lesson.
 The teacher will thank students for following directions  Students will put their Fundations boards and markers
and working hard. back into their desks.
 The teacher will ask students to sit back down in their
seats and put their Fundations board and markers in
their desks.
 The lesson will end.
Differentiation of instruction: (NAEYC 4c)
How will teacher candidates differentiate the lesson (content, process, product, affect) for a variety of learners (including gifted & talented,
special needs, ELL?) What strategies, supports, methods will the teacher candidate use and explain why? Must include a minimum of TWO ways
to differentiate.
How do you plan to differentiate? Why is this necessary?
 The teacher will allow students to stand next to their desk or  Between wheel spins, a song plays, and this allows for students to get
sit in their seats. up and moving if they choose to do so. Students are motivated by this,
 The teacher will walk around and assist students by writing and it provides a brain break in between words.
out the words and having students rewrite them if needed.  This will provide students that have difficulty forming letters a model
to help them write each word.
Home/extension link: (NAEYC 2c)
PreK-4 students: How will the teacher candidate connect this plan to children’s home lives and/or community resources around you?
Middle/secondary students: What homework or extensions to the lesson?

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The teacher will encourage students to practice tapping their words at home with a family member or friend.

PART 3: Lesson Reflection

Reflection (Complete after the lesson is done): (NAEYC 4d)
Answer the questions that pertain to the level of the course for which this lesson is being completed.
100-Level Education Courses:
● What went well?
● What did I learn about planning and teaching?
● What did my students learn?
● How do I know they learned?
● What changes and/or improvements will I make in an
effort to be more effective with this particular group of
students?
● If I were to teach this lesson again, what would I keep
the same and what would I change and why?
(NOTE: Your answers should provide a brief explanation of WHAT
HAPPENED to prompt this reflection – for example, do not just state
“I learned how important it is to be prepared” – you should also state
what occurred in the lesson that inspired this reflection.)
These reflection questions are to be answered for lesson plan
assignments that do not have a field component so teacher candidates
are not teaching their planned experience.
 What did you feel was the strongest part of the lesson? Why?
 How does the lesson specifically promote positive student
outcomes?
 If you were to conduct this lesson with students, what do you feel
the students would enjoy most? Where do you feel they would be
most challenged?
 What are some questions you feel students may have after the
lesson and what do you think you could do to provide further
exploration, explanation, or examples?

200-Level Education Courses: In addition to the questions listed

above for 100-level Education courses, respond to the following
questions:
● How did I differentiate instruction to meet the needs of
my students?
● If I were to teach this lesson again, how could I further
differentiate to better meet the needs of the students?
300-Level Education Courses: In addition to questions listed above
for 100- and 200-level Education courses, respond to the following
question:
● What classroom management strategies and techniques
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did I implement? Were they effective?