Winona State TPA-Referenced Lesson Plan

Teacher Candidate Name: Kenzie Riess

Grade & Subject Area:

Kindergarten Reading

Date for Planned Lesson:

2/8/23

Personal Goal: My goal is to provide brain breaks in every lesson plan because kindergarteners' attention
span is limited and I want to be supportive of their needs by providing them with a break to recharge.This
goal helps me to increase student engagement when they return to learning

*Examples are given in the right hand column. When submitting your lesson plan,
you may either replace the given examples or leave them intact.

Lesson Title Heart Word Bingo

MN/CC State Standard(s) MN Standard:
- direct quote from MN standards 0.1.1.3 - Know and apply grade-level phonics and word analysis skills in decoding
documents words:
- if only focusing on one part of a a. Decode words using one-to-one letter sound correspondences in 3-phoneme cvc
given standard, underline the part words and knowledge of word families, demonstrating both accuracy and
being focused upon automaticity.
b. Read high-frequency words, in and out of context, demonstrating both accuracy
and automaticity.
Central Focus The students will read and write high frequency words.
- derived from standard,
- communicates general goal
Learning Target for this Lesson I can read and write heart words.
- concisely says what students will
be able to know and do
- start with appropriate language
function (active verb)
Academic Language (AL) a. Domain-specific academic vocabulary:
a. Domain-specific Acad CVC Word
vocabulary Phoneme (Sound)
b. General Academic vocabulary
(words used in school across many
Decode
subject areas)
c. Syntax Sentence Frame:
b. General academic vocabulary:
Example sentence that students can use Bingo
to accomplish target
d. Point in lesson where students c. Sentence Frame:
will be given opportunity to use Academic N/A
Vocabulary (Note: It is important that this
appear in TPA videotape segments d. Students will use the vocabulary throughout the entire lesson.
Needed modifications/supports
A. Identify how some form of
additional support will be provided
for some aspect of the lesson for
given student(s)
a.visual, graphic, interactive
b.reduced text, rewritten text,
fill-in the blank notes, word
banks
c. graphic organizers,
sentence frames
Resources & materials needed
Lesson Part
Phase 1
State Target & Activate Prior
Knowledge
A. Post the learning target
statement and indicate whether the
teacher or student(s) will read it
aloud
B. Engage students in activity
to elicit / build prior background
knowledge
TM- may be offered or request to take a break with his take a break box
List of heart words
Heart Word orthographic mapping of challenging heart words they recently learned
Movement/Water Break
Free doodling time (1 minute)
Bingo Mats x5
Smarties
Whiteboards
Dry Erase Markers and Socks
Heart Word List (numbered)
https://wordwall.net/resource/5195603/number-bingo-1-20 (Bingo Wheel)
Heart Word orthographic mapping handout x5
Pencils x5
Learning goal paper
Activity description / teacher does Students do
TW hand the students SW free doodle for 1 minute.
whiteboards/markers and allow 1 minute of
free doodling.
TW say “Eyes on me in 3, 2,1…” and I will SW look at the teacher, listen,
ask them to set their markers down so and put their markers down.
they can listen.
TW state the learning goal. SW repeat the learning goal.
TW explain that they will be successful in SW listen to the information and
meeting their learning goal after we do prepare for learning.
orthographic mapping of three heart words
and play heart word bingo.
TW ask the students to identify the heart SW identify the heart words (I,
words they know in the learning goal. can, and)
TW ask the students to write their name SW write as many heart words
and write as many heart words that they that they have memorized by
know on their whiteboards for 2 minutes. heart.
TW ask each student to say their favorite SW say one heart word that they
heart word they wrote. wrote.
Phase 1 Assessment
Explain the plan to capture data
from this phase of the lesson
Phase 2 Teacher Input / Inquiry
- Explain procedures
- Demonstration the task
- Teacher think aloud
TW take a picture of each student’s
whiteboard with heart words on it and
upload it to a class file.
Heart Word Bingo Assessments
TW model how to complete the orthographic SW watch the demonstration.
mapping with the word “to”
-Finger stretch the word
-”How many phonemes do you hear?” (2)
-Color in that many circles
-Write the letters for the phonemes
-Color in the hearts for the tricky parts
-Write the tricky part
-Write the whole word
TW ask the students to finger stretch the word SW finger stretch the word “like”.
“like”.
TW ask “How many phonemes do you hear?” SW say how many phonemes
they hear.
TW ask the students to color in the circles for SW colors in each phoneme for
each phoneme. the word
TW ask the students to spell and write each SW write the phonemes they
phoneme they hear. hear.
TW ask the students to color in the hearts for the SW determine the tricky parts
tricky parts of the word “like” and color in the hearts for them.
TW ask the students to write down what the SW write down the tricky parts.
tricky parts were
TW ask the students to write and say the word SW write the word.
“like”.
TW ask the students to finger stretch the word SW finger stretch the word “be”.
“be”.
TW ask “How many phonemes do you hear?” SW say how many phonemes
they hear.
TW ask the students to color in the circles for SW colors in circles for each
each phoneme. phoneme for the word.
TW ask the students to spell and write each SW write the phonemes they
phoneme they hear. hear.
TW ask the students to color in the hearts for the SW determine the tricky parts
tricky parts of the word “be” and color in the hearts for them.
 TW ask the students to write down what the SW write down the tricky parts.
tricky parts were

TW ask the students to write and say the word SW write the word.
“be”.
TW ask the students to put their orthographic SW go to their cubby and get a
mapping into their cubby and take a water break. drink of water.

TW count down if needed to have students SW return to the table.

return to the table.

TW explain the expectations of heart word SW listen to the expectations

Phase 2 Assessment Explain
the plan to check for
understanding of steps/
procedures demonstrated in this
phase
Phase 3 Guided Practice
- Paired/collaborative work
- Teacher(s) may roam &
assist
bingo. and directions.
TW observe student engagement and assist as
needed to complete the orthographic mapping
handout.
TW hand out bingo cards, expo markers, and a SW collect their materials.
sock to each student.
TW ask each student to write down heart words SW writes 9 heart words on their
in each box (9 words).-Show list as needed- bingo card.

TW offer the heart word list as needed. SW use the heart word list if
needed.
TW hand out smarties to mark their heart words
as we go. SW collect their smarties.

TW ask students to open their smarties to have SW open their smarties.

them ready to go.

TW remind the students that they will be used to SW listen to the expectations
mark off each word and they can eat them at the and prepare to use the smarties
end. They will also mark off the sides so that as bingo markers, eat later.
they do not get dirty with markers.
Phase 3 Assessment I will observe and assist as needed to help the
Explain the plan to check for ability students write 9 heart words.
to apply demonstrated
steps/procedures during guided
practice

Phase 4 Independent practice
- Individual student work
TW spin the wheel to determine which heart
word they are looking for.
TW assist students in locating their heart words
during each round.
SW watch and listen for the
heart word they are looking for
on their bingo card.
SW read their heart words.

TW continue to spin until someone calls bingo.

 SW mark their heart words with
a smartie.

SW yell bingo when they fill their

Phase 4 Assessment
Explain plan to check for ability to
apply demonstrated
steps/procedures during
independent practice
Phase 5 Restatement & Closure
a) Restate learning target
b) Explain a planned opportunity
for students to self-assess their
perceived level of mastery for the
target.
card with smarties.
TW observe and record if students are able to
read and locate each heart word on their bingo
card.
TW assist as needed if they miss a heart word
each round.
TW resay the learning goal and ask the students SW self assess their success in
if they got it or if they would like more practice meeting the learning goal for the
with their heart words. lesson.
TW record their responses on a class list.

Phase 6 Summative Next Steps

Attach a class roster (first names
only) with space to indicate for
each student the needed next
steps of instruction.

*This lesson plan is based on the work of David Denton (2013) with added modifications. An introductory video to the basics of the plan is available
at https://www.youtube.com/watch?v=-yCj7IMyWAQ.
Updated 1/2016