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This lesson plan is for a kindergarten phonics lesson focused on identifying the sound of the letter B. Small groups of 2-4 students will work at circular tables. The objective is for students to identify the sound that the letter B makes and find words with B in them. Materials include magnets, boards, whiteboards and markers. Activities include identifying B sounds, demonstrating how changing one letter makes a new word, having students do a "Making Words" activity, writing and sounding out the word "Henry", and challenging students to think of other words with B. Assessment will be informal observation of students during the activities.

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rkvance5
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142 views

Lesson Plan Format

This lesson plan is for a kindergarten phonics lesson focused on identifying the sound of the letter B. Small groups of 2-4 students will work at circular tables. The objective is for students to identify the sound that the letter B makes and find words with B in them. Materials include magnets, boards, whiteboards and markers. Activities include identifying B sounds, demonstrating how changing one letter makes a new word, having students do a "Making Words" activity, writing and sounding out the word "Henry", and challenging students to think of other words with B. Assessment will be informal observation of students during the activities.

Uploaded by

rkvance5
Copyright
© © All Rights Reserved
Available Formats
Download as RTF, PDF, TXT or read online on Scribd
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LESSON PLAN

Name: Bethany Vance


WGU Task Objective Number: EAT Task 4
GENERAL INFORMATION
Lesson Title !ubject"s#: Making, Rhyming words

To$ic or Unit o% !tu&': Phonics
Gra&e(Level: Kindergarten
Instructional !ettin):
(e.g., group size, learning context, location [classroom, field trip to zoo, etc.], seating arrangement,
bulletin board displays)
Small grous o! " to # students seated at a circular ta$le
!TAN*AR*! AN* O+,E-TI.E!
/our !tate -ore -urriculum(!tu&ent Ac0ievement !tan&ar&"s#:
To view standards: o to Tas!"tream "tandards #anager under $rograms % &esources. T'en go to
(rowse "tandards ("tandards )izard). "elect your state. "elect standard(s).
%&%&'& (nderstand and aly honological awareness and honemic awareness&
Lesson Objective"s#:
(e.g., w'at students will accomplis' by t'e end of a single lesson* needs to align wit' core
curriculum+student ac'ievement standard)
Students will $e a$le to identi!y the sound that is made $y )&
MATERIAL! AN* RE!OUR-E!
Instructional Materials:
#aterials needed for t'e lesson (e.g., textboo!, construction paper, scissors, $ower$oint, guided note
templates)
Magnets and $oards
*hite$oards, markers, erasers
Resources:
"upplementary information and+or places w'ere you found information for t'e lesson
Selling Through Phonics + The Mac,rackens
IN!TRU-TIONAL 1LAN

!e2uence o% Instructional 1roce&ures(Activities(Events "$rovi&e &escri$tion an&
in&icate a$$ro3imate time %or eac0#:
1. I&enti%ication o% !tu&ent 1rere2uisite !kills Nee&e& %or Lesson:
(e.g., anticipatory set, sc'ema, purpose of lesson for students, connections to previous
learning, definitions of terms reviewed)
Ask students what an ) sounds and looks like& Ask students to think o! words that ha-e ).s in
them&
/" minutes0
2. 1resentation o% Ne4 In%ormation or Mo&elin):
(e.g., term definitions, concepts, processes and+or approac'es)
1emonstrate how changing one sound in a word makes a comletely new word&
/" minutes0
3. Gui&e& 1ractice:
(e.g., teac'er directed, scaffolding, c'ec! for student understanding , including any -uestions
to as! or anticipate from students)
)a-e students do the Making *ords Acti-ity&
/%2 minutes0
4. In&e$en&ent !tu&ent 1ractice:
(e.g., teac'er monitored, c'ec! for student understanding , including any -uestions to as! or
anticipate from students)
Ask students i! they can write out the sentence, )enry hid his horse& *ork with students to
sound out the words&
3e4t, challenge students to think o! words with ).s in the middle&
/%2 minutes0
5. -ulminatin) or -losin) 1roce&ure(Activit'(Event:
(e.g., review terms, concepts, and+or learning process* establis' connections to t'e next
lesson* c'ec! for student understanding , including any -uestions to as! or anticipate from
students)
Today we learned a$out ).s& 3e4t time we will learn a$out 5.s&
/" minutes0
1e&a)o)ical !trate)' "or !trate)ies#:
(e.g., direct instruction, cooperative learning groups, partner wor!)
,ooerati-e learning grous and Sel!6directed learning&
*i%%erentiate& Instruction:
.escribe accommodations for suc' groups as /nglis' 0anguage 0earners, 'earing impaired, learning
disabled, p'ysically disabled, and+or gifted+accelerated learners.
E77 students will $e gi-en an oortunity to comare the sound o! ) to a sound in their nati-e
language& They may also think o! words in their !irst language that ha-e a similar sound&
!tu&ent Assessment(Rubrics:
.escribe 'ow you will !now if students 'ave met t'e ob1ective(s) for t'is lesson (include pre2 and
post2assessment plans3formal and+or informal, summative and+or formative, etc.).
8n!ormal assessment o! student while working on the Making *ords Acti-ity&

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