Lesson: Phonics Letter Recognition Grade Level Kindergarten Time 20 minutes

Common Core Standard: Kindergarten, Reading Standards: Foundational Skills Common Core Standard Phonics and Word Recognition: 3. Know and apply grade-level phonics and word analysis skills in decoding words. a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant. b. Associate the long and short sounds with common spellings (graphemes) for the five major vowels. c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

Unpacking of Standard: Decoding Skills Making meaning from text Difference between words and letters o Recognize the difference between a letter and a word o Understanding that letters (and letter sounds) form words Alphabet knowledge Letter sounds and patterns apply Phonemic Awareness Understanding individual sounds and being able to manipulate phonemes Phonological Awareness Understanding of sounds and sound patterns Using the understanding of letters and sounds to read sight words Being able to distinguish between sounds and graphemes

Materials/ Preparation: Before administering this lesson, make sure student/s have basic knowledge of the alphabet and letter sounds. Materials Include: Pocket Die/s Bingo dabber Recording sheet

Summary of Lesson: Directions 1. This lesson includes a pocket die, a bingo dabber, and the recording sheet. 2. The pocket die will have the same letters and sight words that the recording sheet has on them. 3. There are six columns (which each include a letter or sight word). 4. So, the die has A,D, E, I, L, N and the recording sheet will have the same letters. 5. Each time the student rolls the die, the will have to recognize and pronounce the letter (if they can) and use the bingo dabber to record it on their sheet. The goal is to be able to recognize the letter on the die and match it on their recording sheet. 6. The first student to match five letters correctly wins the game. Procedure: 1. I am going to work with one or two students and I will also play the game (just to have another person). 2. The student/s will be asked to throw the pocket die 3. Once a letter pops up on the pocket die, the student has to use letter recognition to match the letter on the pocket die to the correct letter on the worksheet. 4. I will then ask the student to pronounce the letter that they rolled. If they do not know how to pronounce it, I will go over the letter with them. We will practice until the student seems to have a solid understanding of the letter and what sound it makes. 5. Student/s will throw the pocket die as many times as it takes to fill up one column of the worksheet. The first student to get five correct letters will win the game. 6. If the student/s successfully completes the game with single letters, we will do the same routine, except we will use sight words. 7. Student will throw the pocket die and they will have to match the sight word on the die with the correct sight word on the worksheet.

8. I will have the students correctly pronounce the sight words and discuss what the word means. 9. I will have multiple dice made in case the time goes quick and/or if the students/students have the attention to identify more letters and sight words.

Skills/Strategies Implemented: o This lesson works on letter recognition and ability to use and understand sight words. This lesson uses an individualized approach to teaching sounds and recognition of letters and sight words. Each student is at a different level; this game allows for an approach that helps students learn at their individualized level.

Differentiation: The die/s will be modified to work on the skills/ letters/ words that the students individually have to work on. As students progress the die/s they work with will change to help the students work on a new set of skills that they are ready to master next. Each die will be individualized to meet the needs of specific students.

Closure/ Evaluation of Student Performance: The end of the game will be closure. We will play until all students have finished filling up their game boards/recording sheets. I will take individual observations on what the student does well and what they struggle with. This will help to determine what the students understand and what the students still needs to work on.

Reflection: I finally got the chance to teach my literacy lesson. I had the opportunity to teach my lesson to two students, Robert and Brian. Mrs. Ryan felt that those two students would do well and could handle my lesson; she was not sure about a few of her other students. It was a good experience and really gave me the opportunity to realize just how quick you have to adapt lessons right there on the spot. It also allowed me to gain experience with behavior problems and trying to teach when a student refuses to listen to you.

I started off teaching my lesson with just Robert because Brian was in the seclusion room for kicking. Robert and I started off the lesson by playing the game with just single letters, where Robert was required to roll the die, identify the letter on the die, pronounce the letter, and then locate the letter on the game board. Once he did all of the steps, he would use a bingo dabber to mark a spot. Every time he rolled the die, he would do the same steps and mark another spot on the game board, the first person to reach the top of the board won the game. We played once, and then Brian was back, so we decided to move onto sight words. Brian is very smart and he definitely knows his stuff, he just has a really hard time with behavior, and that is the main reason he is in Mrs. Ryans classroom (along with speech problems). So, if I could get Brian to sit still, play the game, and listen he did great, but that was definitely a challenge. He was all over the room and when you asked him to sit down; he would just scream no and continue doing the bad behaviors. It was a challenge, but I got Brian to play about half of the game with Robert and myself. It was interesting to watch and observe each of the students behaviors and responses while playing the literacy game. It was really neat, because Robert got frustrated at the beginning of the lesson because he could not read the sight words, so he did not want to play the game. After a couple practice trials, Robert learned that he could still use his letter recognition skills to roll the die and then locate the word on the game board. Towards the end, he was even started to recognize some words and would read them. I would definitely change a few minor things if I ever did this lesson again. I would prefer to play this game in a little bit of a bigger group, I think it would be more entertaining and beneficial for the students. The students would get the chance to see their peers playing and identifying letters, which would inturn, help them increase their own skills. Also, the bingo dabbers! They turned into their own personal game/lesson. In the future, I would require the students to roll their die, identify the letter or word, and then I would give them the bingo dabber to dab the game board and then take it away until their next turn. Allowing the students to keep the bingo dabbers turned into the students making marks all of their game boards and trying to control the situation when I already had little time to complete the lesson in the first place. Overall, I believe the lesson went well and it was fun and also a good learning experience.