Week 6

Phonics Lesson

 

Candidate’s Name: Shaindy Schwartz

Grade Level: Kindergarten

Title of the lesson: Letter Recognition

Length of the lesson: 45 minutes

Central focus of the lesson (The central focus should align with the CCSS/content standards and support students to develop an essential literacy strategy and requisite skills for comprehending or composing texts in meaningful contexts)   Phonics and Letter Recognition

Knowledge of students to inform teaching (prior knowledge/prerequisite skills and personal/cultural/community assets)    Phonemic awareness, phonological awareness, letters and alphabets, letter-sound correspondence

Common Core State Standards (List the number and text of the standard. If only a portion of a standard is being addressed, then only list the relevant part[s].) Common Core Learning Standards for ELA and Literacy)    CCSS.ELA-Literacy.RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). CCSS.ELA-Literacy.RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words. CCSS.ELA-Literacy.RF.K.3.a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.

Support literacy development through language (academic language)   ●   Students will know the sound each letter of the alphabet makes

Learning objectives   Students will learn to identify initial consonant sounds and the letters that represent those sounds.

Formal and informal assessment (including type[s] of assessment and what is being assessed)   I will assess each student individually by having them read/ sound out the first letter of each flashcard which I will show them  with one word on each card with a corresponding picture to help them know what the word says

Instructional procedure: Instructional strategies and learning tasks (including what you and the students will be doing) that support diverse student needs. Your design should be based on the following: ●     understanding of students’ prior academic learning and personal/cultural/community assets ●     research and/or theory ●     developmental ●     appropriateness Consider all students, including students with IEPs, ELLs, struggling readers, and/or gifted students. 1.    Students will listen to "ABC Letters in the Library" story book. 2.    Students will reread the book with a partner sounding out the beginning sound of each word. For example, “bah” for “beautiful”. 3.    Students will do a worksheet based on the words they read in the book. There will be a pictures for each word from the book. Students will have to write the first letter of each word that they recognize based on the picture shown

Instructional resources and materials used to engage students in learning.  "ABC Letters in the Library"  book http://preview.tumblebooks.com/ViewOnline.aspx?Is5=false&ProductID=3244

Reflection The instruction was geared for all types of students, even ones that need support or are challenged. Every student can do the instructions given. There were different tasks involved: first reading as a class, then with a peer, and then individual work. Each child learns a little bit differently and because there were different activities in the lesson, each child at some point had the opportunity to learn in a way that fits them.

 

 

 

Dr. Hui-Yin Hsu Spring 2014