Lesson Goals Lesson Title: Alphabet-Letter-word relation Central Focus of Lesson: The central focus of the lesson is to enhance familiarization with the letters of the alphabet alongside the words which relate with this. If a student understand such a relation, it will be easy for them to express themselves read, or even speak with ease.
Name Yulia Gutsul
Lesson Plan Template and Rubric
Grade Level: Preschool Subject: ELA Number of Students:15 Date: February 26, 2021
Instructional Location:
Lesson Goals
Lesson Title: Alphabet-Letter-word relation
Central Focus of Lesson:
The central focus of the lesson is to enhance familiarization with the letters of the alphabet alongside the words which relate with this. If a student understand such a relation, it will be easy for them to express themselves read, or even speak with ease.
State Standard(s) Addressed:
Based on the state standards: CCSS.ELA-Literacy.RF.K.1.bRecognize that spoken words are represented in written language by specific sequences of letters.
CCSS.ELA-Literacy.RF.K.2
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
CCSS.ELA-Literacy.RF.K.2.b
Count, pronounce, blend, and segment syllables in spoken words.
Lesson Objectives and Language Demands
Content/Skill Objectives:
At the end of the lesson most of students would be able to:
Recognize words which relate to the specific alphabet letters.
Read the varied letters of the alphabet.
Determine given objects as relating to particular letters of the alphabet.
Demonstrate their vocabulary
Language Demands:
The kind of discourse or language skill students will gain is that related with the alphabet. Simple words that relate with the letters of the alphabet.
The word should have its first letter relating with the target letter of the alphabet.
Key Vocabulary: Letter A to Z
Land, cat, zebra, lion, Apple, Monkey, among other words that relate to the letters of the alphabet
Resources and Materials
Resources:
Letter cards with pictures, Alphabet chart, Magnet board, magnet letters
Materials:
paper, pencils, cards
Sources:
Prior Academic Learning and Prerequisite Skills
Prior Academic Learning and Prerequisite Skills:
The students would be able to recognize letters
The students should be able to pronounce.
The students would be able to relate pictures and give meaning.
Misconceptions:
Some students would consider pictures as relating directly with the alphabet.
Students would think that every only the pictures or words given represent the specific letters they have learned.
Lesson Plan Details
Beginning the Lesson/Introduction
Minutes [5 Minutes ]
What Teacher Will Do:
The teacher would great students, inform they are on the letter search
The teacher will remind the students that they will read the alphabet together
The teacher will inform the students that the current lesson focuses on the seeking of words of the letters
What Students Will Do:
Students would listen
Students will reflect on the previous letters
The students will read letters alongside the teacher
The students will listen and say words that they know
Introducing New Content/Skills
Minutes [5 Minutes ]
What Teacher Will Do:
Teacher would introduce flashcards and show to the students
The teacher will mention both letter and word /picture representing that letter
What Students Will Do:
Students would observe, listen what their teacher show them
Guided Practice
Minutes [ 10 Minutes ]
Formative Assessment:
What Teacher Will Do: Teacher will enhance word reading by calling upon one student to stand and show the card to the rest of the class.
The teacher will them model and prompt the students to think aloud about the letter, picture and possible word
The assessment here is informal and observation
What Students Will Do:
The students will think aloud and relate letter, picture and word.
Independent Practice
Minutes [ 5 Minutes ]
Formative Assessment:
What Teacher Will Do:
The teacher will have to keep away the other cards and pick new ones
The teacher will ask each student to come to the front pick a flashcard and determine both the letter and word.
The teacher will help where the student fails to do so
What Students Will Do:
Students will pick flashcards and determine both words and letters
The students will listen to the teacher’s correction
Closing the Lesson
Minutes [5 Minutes ]
Summative Assessment:
What Teacher Will Do:
Teacher would review a few words and letters already covered.
The teacher will quickly raise such letters and have students identify.
What Students Will Do:
Students would review the words and later work on more letters
Extension
What Teacher Will Do:
The teacher will give a task on more words and ask students to put as many as possible for different letters
What Students Will Do:
Students would work on more tasks
Accommodations/Differentiation
Students with Special Needs or IEPs:
Students who has partial visions, will require large prints
Students with ADHD will have to be closely monitored and called upon often
English Learners:
Repetition and scaffolding will enhance their understanding of the learned concept.
They may have to understand pictures in native language then slowly learn the English word.
Lesson Rationale/Justification
Principles of Research/Theory on Learning and Teaching:
Children learn through repetitive instruction (Bredkamp (2018). Through group engagement children learn to and extend knowledge. Skinner indicates that conditions that enhance learning are those allowing a student to explore and Vygotsky says that play and exposure to knowledge enables a child learn more. All these principles helped shape the learning and assessment process.
Assessment Guide: Formative/Summative Assessment (Evidence) of Student Learning
Assessment Strategy #1: Informal assessment Students will have to orally read the letters and accompanying words
Alignment with Lesson Goals:
In asking students to stand up and pick letters then read the words, it will be possible for them to identify the letters of the alphabet well and relate with words.
Evidence of Student Understanding/Skill:
Students will demonstrate ability to read, and express themselves using the alphabet and word that relate to this using the task ( Fountas and Pinnell, 2017).
Feedback to Students:
The students who will give right answers will receive a pat on the shoulder, and recognition through statements like good.
Assessment Strategy #2: Formal and summative assessment
Students will work towards determining more words that relate to the target letters
Alignment with Lesson Goals:
This assessment aligns with the intended objectives to determine if the learner can identify pictures and read words that relate to each letter of the alphabet.
Evidence of Student Understanding/Skill:
By identifying more words, students will be able to work with letters from the alphabet frequently.
Feedback to Students:
The teacher will acknowledge a student who is successful in handling every word and correcting that who will fail.
References
Bredekamp, S. (2017). Effective practices in early childhood education Building a foundation . Upper Saddle River: New Jersey: Pearson Education , Inc.
Fountas, I. and Pinnell,G.S. (2017) Responsive Teaching Across the Grades .2nd ed. NH: Heinemann
New York Education Department. (n.d.). New York State Next Generation English Language Arts Learning Standards. Retrieved from http://www.nysed.gov/common/nysed/files/programs/curriculum-instruction/nys-next-generation-ela-standards.pdf
Zhou, M. & Brown, D. (2015). Educational Learning Theories: 2nd Edition. Retrieved from https://oer.galileo.usg.edu/cgi/viewcontent.cgi?article=1000&context=education-textbooks
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