College of Education

LESSON PLAN LETTER R

Name: ​Madilyn Oye

Grade Level: ​Kindergarten
School: ​Fred Assam Elementary
Date: ​09/16/20
Time: ​8:30am-9:00am

CLASSROOM REFLECTION
Based off of a previous lesson I liked the flow of things and how the students fixated towards
the routine of the lesson. The only thing I would potentially change in my lesson would be the
activity sheet utilized. The letters o,p,and q were on the sheet and they were confused at times
with some of the cursive letters utilized in the activity sheets as they looked similar to q. I think
I would either find a different activity sheet or get rid of those confusing cursive letters. Some
new insights I have with my students would be allowing them to get a little bit of a word in but
don’t allow it to be too much talking. I also gathered insights on some students that can’t
concentrate next to eachother and have come up with effective ways to handle this. This may
consist of them going to a new carpet spot or even having to sit at their table spot. Other than
that I think the students got a lot out of the lesson and are able to identify multiple letters.

Lesson Goal(s) / Standards

K.RF.1D. Recognize and name all upper- and lowercase letters of the alphabet.

Lesson Objectives
● I can identify both the uppercase letter R and lowercase letter r within my reading and
writing.
● I can utilize phonics to understand the sound of letter R and how it fits with words.
● I can create connections with sounds and pictures that reference the letter R.

Materials Needed:
· Letter R Card
· Pointer
· AlphaTales Letter R book ​Rosie Rabbit’s Radish
· Smart board
· ABC mouse letter R video
· Name chart with Yes/No cards at the top
 · Name cards of students
· White board with marker and eraser
· Activity sheet with push pins
· Stickers
· Highlighter
· Letter strip in seat pocket along with pencil box

Contextual Factors/ Learner Characteristics

There are a total of 23 students in the classroom 12 boys and 11 girls. There is 1 student
on a speech IEP and there are 2 students who have a speech evaluation pending. There are also 2
students who see a reading specialist for reading/writing support.

A. The Lesson

1. Introduction (5-10 minutes it is hard due to COVID regulations we get

interrupted by milk break)
· getting attention
○ (Teacher state and students repeat) “We know letters, we know lots of letters.
Today lets learn the letter R!”
○ “Let's start by singing our letter song, remember to follow the pointer finger with
your eyes!” (Follow each letter up to Q)
○ “What sound does the letter R make class? Put it in your brain if you think you
know and then on 3 say it out loud!”
○ Make a fist and place it on palm saying the /R/
○ Sing how the letter R will piece into our song.
○ Point to uppercase R and lowercase r and asking students if they understand or see
the difference.
· relating to past experience and/or knowledge
○ Knowing words that start with R and writing them on the board. (the amount
depends on how many students come up with and depends upon how quick
getting milk break goes)
○ Utilizing the book and the last page for students to recognize letter R images.
· creating a need to know
○ Knowing words with R on the whiteboard.
○ Sounding out the letter R within the words on the whiteboard.
 ○ Seeing if the letter R is in their name by using the name chart.
· sharing objective, in general terms
○ Learning about the letter R and the sound it makes.
○ I can identify uppercase and lowercase letter R.

2. Content Delivery (Body of the lesson plan)

Part 1 activity (10-15 minutes)
● Tell the students that we are going to read a letter R book. (AlphaTales ​Rosie 
Rabbits Radish​) 
● Ask students to identify letter R words through images or from the sound and to 
catch those words in their brains. 
● Once the book is finished I will ask the students to think of the letter R words they 
caught in their brains and we will write 3 of them on the board with our other letter 
R words. 
○ Examples from the book could be rabbit, radish, rose, ribbon, rooster, run, 
rope, rock, red, raindrops, or remarkable.  
● The students will then be asked to pay attention to the letter R video from 
ABCmouse and see all the letter R words that the video came up with.   
○ Link to video is ​https://www.youtube.com/watch?v=B3cQWN6QP5s  
● During this time students will be given their name to put on a yes/no chart. This 
chart signifies either “yes, I have the letter R in my name or no, I do not have the 
letter R in my name.” 
● Once the students have completed both this activity and finished watching the 
video their attention will be back on the yes/no chart.   
○ “Wow we sure have learned a lot of letter R words. Some of them we 
maybe have not heard before and some we have. Now, lets see if the 
letter R is in your name!” 
○ Start by seeing if we can subatize yes/no columns. 
■ Call on a student to see if we can, if yes we will subatize the yes 
column. However, we have 9 students with an R in their name so 
odds are they can’t subatize that.   
■ I will then call up a student to count the yes column. 
■ I will then call on another student to count the no column which will 
be 14.   
■ The students will then need to remember these numbers in their 
brains for when we write them on the whiteboard. 
 ● I will continue with this activity, by making my way over to the white board asking 
students to move back a little bit so there is space at the whiteboard and so that 
everyone can see. 
● I will then have a student come write on the board the yes amount for R in names 
and the no amount for R in names.

 
○ The format on the board will look like the above image. Students know 
that the circled R means yes and the circled R with the line through it 
means no.   
 
Part 2 activity (10-15 minutes) 
● We will then move onto the mystery name on the whiteboard. 
○ It essentially is similar to hangman only students guess letters and they go 
in a discard area where the correct letters go into the correct spots as 
shown in the photo below. 
○ The mystery name will be one of the students that has a letter R in their 
name. 
 ○ The students will continue guessing letters until they fill in all the spots of 
the name. 
○ Once they fill in all the spots we will identify where the letter R is. 

○  
○ The students and I will then identify all the letters in the name and say 
who’s name it is together. Normally the student who notices that it’s their 
name will say it. 
○ We then will count and snap the syllables and decide how many syllables 
are in the name.   
○ The students will then be told to give themselves a pat on the back 
because they’ve done awesome identifying the letter R.   
● The push pin activity sheet will then be introduced to the students. 
○ The students understand that they go on their number dot and put the 
pushpin through the dots on their letter R activity sheet. 
○ I will call up students to grab a sheet and push pin to begin the activity 
sheet.   
● Once every student has a sheet I will go around and assist any struggling students 
as to how to better help themselves. I will also ensure they remain ontask. 
● Students will come to “Hyvee” when they have completed their sheet and wait in 
line patiently.   
● I will then ask them what letter is on their activity sheet and what sound it makes if 
it is complete. 
● I will put their name in highlighter on their sheet and give them a sticker telling 
them to trace their highlighted name. 
● Once this is completed students are able to put their activity sheet in their mailbox 
and move onto milk break and coloring in their letter strip which is in their seat 
pocket.   
 3. Closure
Tell the students it is important to be able to know different letters in order to read
and to become smart learners. Remember the sound or letter R sounds like? Perfect, we will
add the letter R to our song tomorrow.

B. Assessments Used
Monitoring students' success with knowledge of the letter R when coming up with letter
R words and identifying them within classmates names. I will also be asking the students if they
know what the letter is they utilized their push pin for on the activity sheet. Then also ask what
sound the letter R makes. Once they get this figured out the students will receive a sticker.

C. Differentiated Instruction
· Make the letter R with your body.
· Write the letter R on individual white boards.
· Above level students could write words with the letter R that they may see around
the room on a piece of paper.

D. Resources