Name: LESSON PLAN GUIDE

TEKS: (C2) Objective: (C3)

Developing and sustaining foundational language skills:
Given a written sentence on an assignment, student will be
listening, speaking, discussion, and thinking--oral
able to clearly identify key words and match them to
language. The student develops oral language through occurrences in an image as well as rewrite the sentence.
listening, speaking, and discussion.
Specific Measureable Attainable Relevant _Time
Grade: Kindergarten Subject: English/Reading

Task Analysis: (C4) Strategy to teach Language: (C4)

What lang. must be taught: English I will use word games and word walls to help my
students understand words form and write
What skills must be taught? Listening, speaking and beginning reading andsentences
writing and retain their meanings to use them in
real world scenarios.
Assessment: (C5)
This is an embedded assessment because I am assessing the knowledge of the student after each lesson by looking at
the work they have done after our group discussion. I can see where each student stands and if I need to focus a little
more time in this area or if I can move on.

Strategies for Success: (C6) Element of Technology: (C6)

For this lesson I found an app called Sentence Maker. This
I think for this lesson I will use Cooperative Grouping. I
app lets you customize sentences you want and provide
think the “Think Pair Share” method would be a helpful
pictures and clues. I think this would be great for homework
technique to use so the students are still thinking
after the lesson or even more independent learning.
individually but also collaborating with their classmates.
Resources / Materials needed: (C6)
Learning Styles Addressed: (C6)  Tactical learning: Each student is physically placing each
word in the correct order
Visual – Visual Representation of the words on the word wall  Each student will be verbally reading the sentence and
Auditory – Verbally reading the sentence and words aloud as a sounding out the words.
class
 I will incorporate words that will challenge students but
Kinesethic – Having students come up and place the word in
the correct part of the sentence not be impossible to write, sound out or understand.

Higher Order Questions to ask: (C6)

1. Find another example of where this word could be used or where you might see it?
2. Can you compose a new sentence using this particular word?
3. What can you think of that rhymes with this word? What is the opposite of this word?

Hook: (C7) Closure: (C7)

I think the hook for this lesson will be drawing and For closure on this lesson I think I would do pair share. I
creating what they understand the word on the word wall think this can help students broaden their thoughts on one
is. I think it’s a good way to keep them engaged while word by discussing it with a classmate and learning new
gauging what they know of the word and how they use it. ways to use or view that word.
 1. Teacher Input / Direct Instruction / Modeling: (C6)
During this lesson I will be in front of the class helping put together the sentence from the word wall. First I will pick a
student to draw the word. Once the word is chosen we will sound out the word and define what it is. I will place an
image of the word on the board as well so students are able to make the connection between the word and the
physical object

2. Student Activities / Guided Practice: (C6)

After the word is chosen and we understand what it means, I will help guide the students to create a sentence with
the word. Students will choose what they want to say and how to form it into a sentence. I will choose students to
come up and place words in the correct place then we will read the sentence out loud as a class.

3. Independent Practice: (C6)

After reading and putting together a sentence with the word from the word wall, students will be asked to individually
copy and rewrite all of the words from the word wall we have learned so far as well as match them to the correct
image. This will keep their memory sharp on previous words, as well as allow them to practice their writing skills.

Modification: If students are having trouble with Encourage students to identify words from the
some words, we will do our homework together as word wall in morning messages and in books we
a class so they understand what they are having read
trouble with. Make use of the word in their sentence writing
Accommodations:
Modifications I can accommodate
/ Accommodations: (E6) this lesson Comprehensible Input Techniques: (R6)
and solo reading
by giving shorter assignments, highlight the word in
daily use and check work each day after class.

Notes:
Name:
DELIVERY PLAN (C8)
OBJECTIVE:
By the end of class, student will have mastered a new word from the word wall and will be able to correctly use it in a sentence and
write it!

OPENING:
I will first establish excitement through prizes and engaging work from day one with the word wall so students recognize this activity
as exciting and fun. I want them to look forward to the word wall activity. We will use previous word wall words when learning new
words to show the students how much they remember from previous activities and make sure they are still using those words, as well
as the new ones. For homework, I will ask the students to use the word at home with parents or friends so they can see the relevance
in learning new vocabulary outside of the classroom. They will notice how valuable and exciting learning new vocabulary when they
accomplish this task.

TEACHER INPUT:
The tools I will use to teach new vocabulary and spelling will include kinesthetic, visual and auditory learning. I will have the students
copying the word on paper, drawing pictures of the word, listening to and reading sentences aloud and interacting with the word
with online work. I want the student to be involved in every learning style so the vocabulary they learn is registered in all types of
learning styles.

MODEL:
First, as a class we will create a sentence with pictures using the word, sounding it out and spelling it. Each student will have the
opportunity to add to the discussion. After this, each student will do the exact same thing but individually. They will practice writing
the word and drawing a picture to connect to the word.

GUIDED PRACTICE:
While this independent work is going on, I can watch the students as they work and make sure they are using the correct writing
format and have a complete grasp on what the word means by looking at their illustrations and how they connect the word to the
picture they have drawn.

INDEPENDENT PRACTICE:
Not only will the independent work in class demonstrate how they have mastered the work, they will also have an assignment to
work on for homework using the application I have found. They will also be required to use the word while at home in a sentence and
have their parents/guardian sign off on how they used it or if they did.

CHECK FOR UNDERSTANDING:

During the individual class work, I can access to make sure that the students collectively and individually understand the words. If
they are not, I can take a step back and fill in the gaps. If I see a few struggling I can pull them aside during the individual work time
and give them the extra help they need.

ASSESSMENT:
Each student will be expected to turn in the individual work they have done during this period. If words are spelled correctly and the
sentence we created in class is correct the students have achieved the knowledge I have expected from them.

RESOURCES / MATERIALS:
The materials I will need include a list of words for the word wall that is at a challenging level for my students, but not too hard to
understand. I will need all of my words in a basket and a place in my room to set them up for students to see. I will also need to
create worksheets based on the word we are learning in that time as well as iPads for the use of my application I want to use.

CLOSURE:
I will have the students use exit notes to leave the classroom telling me what they liked about the lesson and what they learned.