STEPP Lesson Plan Form

Teacher: Brown Date: 1/25/17

School: Sanborn Grade Level: K Content Area:

Language Arts and Math

Title: Weather Words and What They Mean

Content Standard(s) addressed by this lesson: (Write Content Standards

directly from the standard) Standard 2.1: A concept of print to read
and a solid comprehension of informational text are the building blocks for reading

Standard 3.2: Appropriate mechanics and conventions are used to create

simple texts

Understandings: (Big Ideas)

Using pictures while reading is a helpful strategy

Reading helps people understand things and connect to the world

Creating a sentence

Inquiry Questions: (Essential questions relating knowledge at end of the unit of

instruction, select applicable questions from standard)

o How can we use the picture in the book to help us know what we are going to
read?

o How can you use pictures to guide your thinking and understanding of what
you are reading?

o How does a sentence begin?

o How does a sentence end?

Evidence Outcomes: (Learning Targets)

Every student will be able to: (Create your own lesson objectives from the
standard, follow the ABCD format, using student voice)

1) I can: be asked a question about what we are reading in a book about and get
the answer correct, this means I am able to comprehend what we are reading in
class.

2) I can: write a sentence that explains why I like or dislike the snow, this means I
can explain my opinion by creating a sentence that only has one upper case letter
and a period at the end.

List of Assessments: (Write the number of the learning target associated with
each assessment)

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STEPP Lesson Plan Form

Writing checklist (learning target #2) :

I drew a clear picture
I wrote my name and printed letters
I added labels
I used a resource
I stretched out words
I used finger spaces
I began my sentences with a capital letter
I used punctuations
By creating using this checklist that is familiar to students I will be able to take the
results from the checklist to decide what I will be working on tomorrow with
students writing time. I will pick a topic that most students have struggled on to
make sure to go over it and re-teach it to them so students fully understand it.

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STEPP Lesson Plan Form

Planned Lesson Activities

Name and Purpose of Lesson
Should be a creative title for you and the Weather Words and What They Mean. The purpose of this lesson is to
students to associate with the activity. go back to pages that have already been read to students. By looking at
Think of the purpose as the mini-rationale the pages again I will be asking in depth questions to help students
for what you are trying to accomplish understand how water freezes to become snow and how snow falls.
through this lesson.
Approx. Time and Materials 30 Minutes:
How long do you expect the activity to o Book called Weather Words and What They Mean
last and what materials will you need? o Ready Gen Teachers Guide Unit 3, Pages 252-253
o Writing prompt: Do you like a snowy day? Yes or No, because?
o Students tool boxes

Anticipatory Set As we have been reading about weather for a few weeks now, we are
The hook to grab students attention. going to learn more about snow. Please raise a quiet hand if you know
These are actions and statements by the something about snow.
teacher to relate the experiences of the -Students that are quiet will be called on first to share what they know
students to the objectives of the lesson, about snow. Call on about 4 students.
To put students into a receptive frame of
mind.
Procedures Teacher Actions Student Actions
(Include a play-by-play account of what -Have student gather on the rug -Students will find their spots on
students and teacher will do from the asking them to find their spots on the rug and will begin to listen to
minute they arrive to the minute they the rug. the book.
leave your classroom. Indicate the length -Once students are quiet begin - Students will answer questions
of each segment of the lesson. List actual reading the book Weather Word through out the reading
minutes.) and What They Mean page 25-32. -Students will listen to the
Indicate whether each is: -On the corresponding page ask directions on how to do their
-teacher input students these questions: writing prompt
-modeling -How do snowflakes form? - Students will think of an idea to
-questioning strategies -Why does snow fall? write about on why they either like
-guided/unguided: -After reading page 25-32 ask or do not like snow.
-whole-class practice students what they enjoy doing in -Students will begin writing quietly
-group practice the snow -Students will ask a teacher if they
-individual practice - Explain the writing prompt to need help sounding out a word.

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STEPP Lesson Plan Form

-check for understanding students. -Students will bring their work to

-other -Read the prompt to students Do the teacher once they are finished
you like snow? Yes or No? And writing and have checked their
why? work.
-Make sure students know to write -Once students are finished they
their names on their papers. can get a book from the library
-Explain the checklist to students and take it back to their seats
to make sure they check their quietly.
writing for all of the things. -Once all students are finished
-Explain to students that once they they can choose to share their
are done writing they can draw a work if they would like.
picture of what they wrote about. -When students are done sharing,
-Ask students to put their finger on they will get their jackets and line
their nose if they have an idea up for lunch.
what they are going to write about
and if students do not have an
idea yet they can stay on the rug
to think of ideas with the teacher.
-Students will go back to their
table and begin writing.
-Walk around as student are
writing and help them sound out
words and check sentences for
punctuation and lowercase letters.
-Once students are finished they
will give you their paper. Quickly
check their paper for lowercase
letters and correct punctuation.
-Once students are done they can
get a book and sit quietly reading
at their desk.
-When everyone is finished if
students want to share their work
they can.
-Pick students who are sitting
quietly to share first.

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STEPP Lesson Plan Form

-Finish with the closure

-Once students are done sharing
have them get their jackets to get
ready to go to lunch.
Closure Please raise a quiet hand if you learned something new about snow
Those actions or statements by a teacher today! I hope you enjoyed learning about snow because I know many of
that are designed to bring a lesson you love snow. By looking outside can you tell if it is going to snow
presentation to an appropriate conclusion. tomorrow?
Used to help students bring things
together in their own minds, to make
sense out of what has just been taught.
Any Questions?

Differentiation Modify: For E I will have a teacher that is working with him directly to
To modify: If the activity is too advanced help him stay on task. Some student will not be able to create a whole
for a child, how will you modify it so that sentence, but students will then be able to draw a picture of what they
they can be successful? are doing.
To extend: If the activity is too easy for a Extend: For B and A I will ask them to write two sentences and have
child, how will you extend it to develop them double check their sentences and words.
their emerging skills?
Assessment
How will you know if students met the Checklist:
learning targets? Write a description of I drew a clear picture
what you were looking for in each I wrote my name and printed letters
assessment. I added labels
I used a resource
I stretched out words
I used finger spaces
I began my sentences with a capital letter
I used punctuations

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STEPP Lesson Plan Form

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize

assessment data to justify your level of achievement)

All lesson objectives were achieved, when checking students

writing and using the checklist students work followed the checklist. I was
able to see where students had made mistakes before and changed it after
they were able to check the checklist themselves. Many students added
labels to their pictures so that it was easier to tell what was going on in their
picture that they drew. The only aspect on the checklist where four students
had trouble was with finger spaces between words. Now that I have this data
I will be able to focus on that skill with those specific students.

2. What changes, omissions, or additions to the lesson would

you make if you were to teach again?

If I were to teach this lesson again I would give the students

more time to write. Students really got into the writing piece and many of
them went into great detail. It was good to see students excited and involved
in the topic we were talking about and I think if students had a few more
minutes to finish their work they would really be proud of their work. I also
think more time to share would be good too because students wanted to
share their work and we only had time for a few students to share.

3. What do you envision for the next lesson? (Continued practice,

reteach content, etc.)

My next lesson will focus on writing since that is a big thing we

are working on in kindergarten. I will have students share their
opinions and what they learned so that I can keep using the checklist
repeatedly and students will use it as a resource in the future. Next
lesson I will add in the listening aspect more as well. I will check
students understanding of transferring what they heard and how they
are able transfer that into writing.

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