Kindergarten Lesson Plan

Nichole Dellamarco

ECE 430: Early Childhood Education Capstone

Instructor Jessica DeBiase

January 7, 2018

Developed by Kristina Bodamer and Jennifer Zaur, Full-Time Faculty, College of Education, ECE/CD Department
 Introduction

This lesson will be taught in a formal classroom. The classroom is designed to be open

and comfortable for all students. Achievements (such as reading goals) are posted in the

classroom along with rewards charts for a child’s individual learning progress in different

subjects. Having visual representation of their achievements will help to encourage children to

continue to work hard.

Considerations

As per the purpose of a lesson plan, many considerations are made in its development.

Not only are grade level and state requirements taken into account, but also, the unique group of

learners that will be using the lesson plan. Each class is comprised of students that have unique

needs in how they learn. This lesson plan is highly adaptable to each individual learner and can

be tailored to fit the needs and skill level of each student and class.

Lesson Plan– Identifying Sight Words

Content Area or Developmental Focus: Beginning Reading Skills

Age/Grade of Children: Kindergarten

Length of Lesson Plan: Thirty minutes

Goal To be able to read words from the presented book with little help.

Objective By the end of this lesson, students should be able to “use knowledge of letter-
sound relationships to decode regular words in text and independent of
content” (TEC, p. (3)(B), 2016).

Standards Included (3) Reading/Beginning Reading Skills/Phonics. Students use the relationships
between letters and sounds, spelling patterns, and morphological analysis to
decode written English. Students are expected to:

Developed by Kristina Bodamer and Jennifer Zaur, Full-Time Faculty, College of Education, ECE/CD Department
 (B) use knowledge of letter-sound relationships to decode regular words in
text and independent of content (e.g., VC, CVC, CCVC, and CVCC words)”
(TEC, p. (3)(B), 2016).
This assignment also works to “maximize children’s learning and
development” of sight words (NAEYC, 2011).

Materials  Hop on Pop by Dr. Seuss (copy for each student)

 Bingo Cards with sight words from the week on them (one for each
student)
 Markers or bingo daubers (for each student)

Introduction Today we are going to be reading a book with many words that rhyme. Do you
remember what rhyming words are? Wait for student response. Today we are
going to use this book to practice our sight words and then play a game of
bingo!

Lesson Development: Direct Instruction (10 minutes)

1. Pass out a copy of Hop on Pop to each student.
2. Read the book aloud to students making sure to have them follow
along.
3. Stop on each page and have them repeat after the teacher and sound
out the sight words on each page.

Differentiation Toddlers- The book will be changed to a book that identifies shapes or colors
and children will be asked to identify shapes or colors around the classroom
that match those in the book.
Primary- A tougher book will be read and children will identify words that
they do not know the meaning of as a class. Definitions will be read and bingo
will be played with words and definitions to increase vocabulary.

Assessment Guided Practice/ Assessment (20 minutes)

(Practice/ Checking for 1. Pass out a bingo card to each student.
Understanding) 2. Walk around the classroom and randomly call out sight words for
the students to match.
3. As you walk around the classroom, carry a clipboard and make
note of the students struggling to read and match the sight words.

Closing Have an open discussion with the students about sight words they remember
from the book and which ones they think they did well on and what they feel
like they need more practice with.

Developed by Kristina Bodamer and Jennifer Zaur, Full-Time Faculty, College of Education, ECE/CD Department
 Conclusion

I used both Theme and Emergent curriculum as mentioned in the textbooks for the

creation of this lesson plan (Krogh, 2013). The Theme of rhyme helps children to become

familiar with similar letter sounds. Emergent curriculum was also used in the decision to play

bingo. Children love to play games. Allowing them to do something they enjoy, such as bingo, to

evaluate their progress helps encourage children to participate. Furthermore, creating a type of

game environment where children are highly focused helps to increase overall comprehension

and memory of the sight words displayed in the book.

Developed by Kristina Bodamer and Jennifer Zaur, Full-Time Faculty, College of Education, ECE/CD Department
 References

Chapter 110. Texas Essential Knowledge and Skills for English Language Arts and Reading

Subchapter A. Elementary. (106). Texas Education Code. Retrieved January 7, 2018,

from http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110a.html

Krogh, S. (2013). A Bridge to the Classroom and Early Care: ECE Capstone [Electronic

version]. Retrieved from https://content.ashford.edu/

National Association for the Education of Young Children. (2011). The 10 NAEYC program

standards. Retrieved

from https://www.naeyc.org/our-work/families/10-naeyc-program-standards#2

Developed by Kristina Bodamer and Jennifer Zaur, Full-Time Faculty, College of Education, ECE/CD Department