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Task 2 lesson plan

The document outlines a kindergarten classroom setting with 15 students, including one with ODD and several who struggle with emotional regulation. The lesson focuses on phonics skills, specifically the 'sh' sound, utilizing various materials and activities to engage students and assess their understanding. Differentiation strategies are included to support diverse learning needs, ensuring all students can participate and succeed.

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Hannah
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Task 2 lesson plan

The document outlines a kindergarten classroom setting with 15 students, including one with ODD and several who struggle with emotional regulation. The lesson focuses on phonics skills, specifically the 'sh' sound, utilizing various materials and activities to engage students and assess their understanding. Differentiation strategies are included to support diverse learning needs, ensuring all students can participate and succeed.

Uploaded by

Hannah
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Knowledge of learning Enviromint and classroom demographic

I am in a kindergarten classroom, Heggerty time, there are 15 students in the classroom. There is
one student who has ODD and requires a para with them throughout the day when there is one.
There are a few students that struggle with regulating their emotions and they also act out when
they go throughout the day. Some of the students are below grade level and need some extra time
when working independently and group work. There is also a student that takes meds for their
behavior problems and tends to act out when it gets close to lunch time.
State standard EL.RF.K.3 Know and apply grade-level phonics and word analysis skills in
decoding words.
Cross-curriculum opportunity - SL.K.8 Use words and phrases acquired through conversations,
reading, and reading aloud. The students are showing critical thinking while reading and writing in
their reading books.
Learning objective/ goal of the lesson- The students will be able to isolate and articulate the sh
sound. Identify pictures on the consonant digraph sound poster and the words from the sound
poster that begin with consent sh.
Data –Specific Assessments - The students have been doing Heggerty since the second week of
school and when we do it, I make sure the student knows what I expect from their responses. We
also work on sounding out and going over letters toward the beginning of the school year as we get
into sounding out harder words as they progress. I also observe the students sounding out words
and sounds they make to write and read sentences.
We do work pages in the Hegarty books, and this shows me that the student understands and can
read simple sentences and when we do whiteboards the students sound out and write the sounds,
they hear on the board to show they know how simple words are spelled or how they sound.
Vocab- Verbs- a,e,i,o,u,sometimes y,
Consonants - all the other letters
digraph -a blend of letters
Red words- CVC words the students should know by looking at them
Materials needed-

Sound wall card:/sh/,

letter card: sh

consonant digraph sound poster

Read Book

White boards

Pencil, Marker

Sight words cards


Structure of the Class- The students will be at the carpet showing direct instruction and group
activity in their reading books. We will go over expectations while doing the lesson. Their eyes
should be watching, ears listening, voices quiet and body still and staying in their rectangles on
the carpet. I give simple reminders to check their bodies throughout the lesson while on the
carpet. The students are to be participating as a whole group as we go through the lesson and
respond when asked.

Implementation and Student Engagement


Opening: Hello class, we are going to work on more phonics skills with different exercises to
see what we have learned for so long to make us better readers.
Learning Activities: We are going to start with the beginning sound of bug. The students will
say the sound b. We will do a few more of the beginning sound. In the next section we are
separating the sounds in the word shell. The students will say sh-e-l and use the actions to show
the separation of the sounds. Next, we go into the middle, and it sounds like a dog. The students
will say the sound o. Then we put words back together after I sound it out. The students will say
like t-e-d and then put it back together. Lastly, we do change of the beginning sound of like red
change r to l to make what word then the students would say led. Then we get out white boards
to practice writing words they can sound out. The student writes out the words like dog and
shows me it when I ask to see if they can sound out and spell the words I said. Then we worked
on our reading book and the pages assigned to the lesson we are in. The students were working
on double letters in words like doll and why they are spelled like that, and we also went over the
sounds and letters sh and what it sounds like.
Closure: The students get done with their workbooks and show the teacher their work to see if
they understand the lesson objective. We go over the next page we will do tomorrow as a sneak
peek of learning.
Differentiations/UDL Strategies- I will enhance the students with diverse needs by giving the
students more time to respond when writing on the white boards and having a chant for the
student to understand they are not listening or even talking too much on the carpet to get them to
show me champs behavior on the carpet instead of letting them talk while missing recess because
of it.

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