Академический Документы
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11/10/2014
(edTPA Aligned)
Background Information
Teacher Candidate: Audrey Frazier
Date: November 12, 14
Cooperating Teacher: Sue Conway
Grade: Kindergarten
School District: Washougal School District
School: Hathaway Elementary
University Supervisor: Jim Dixon, Lori White
Unit/Subject: Literacy
Instructional Plan Title/Focus: Exploring the Alphabet with Letter Awareness
Section 1: Planning for Instruction and Assessment
a. Instructional Plan Purpose: This instructional plan is designed to help students recognize
the letters in their names, gain a general awareness of letters in the alphabet, and develop an
understanding of the relationship between letter sounds and print. Students should come to an
understanding that letters can be used for many reasons and can be found in many places
(posters, signs, newspapers, phones, etc)
b. Alignment to State Learning Standards:
LITERACY.L.K.1.A: Print many upper and lowercase letters.
LITERACY.RF.K.1.D: Recognize and name all upper- and lowercase letters of the alphabet.
ELP Standard K.2:
An ELL can participate in short conversations, follow some rules for discussion, and respond to
simple yes/no and wh- questions.
c. Content Objectives:
SWBAT identify letters around the classroom on posters, signs, etc
SWBAT print many letters of the alphabet.
Language Objectives:
SWBAT recite some of the letters in their names.
d. Previous Learning Experiences:
In the first few weeks of classes, students have learned a variety of alphabet songs. Students
have listened to ABC books, participated in small letter hunt activities, and practiced writing the
letters in their names during morning work. Students have had a brief introduction to letters
and the alphabet, and have practiced writing a few words.
e. Planning for Student Learning Needs:
As explained previously, students have been briefly introduced to the alphabet in the weeks
prior to this activity. Students will be able to reflect on past learning experiences and life
experiences throughout this lesson to help further their learning. This lesson plan will be taught
in a variety of ways in order to reach all types of learners. Teaching will be done through
singing songs, reading books, class discussions, independent work, and hands-on activities. If
it is too hard for students to move around the classroom to complete their Alphabet Write the
Room worksheet, they will be given the option to use a clipboard or to sit at their table and fill
out their worksheet from there. It will also be addressed that English isnt the only language
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that uses letters, and that in fact all languages use some type of letters. I will briefly provide
some examples in Spanish and other languages to help students broaden their
understandings, and in order to reach ELL students. I would also allow students from different
cultures to share what they know about letters or how to say the alphabet in their language. If
students dont know how to say the alphabet in their language, I could also incorporate
YouTube videos or songs. Students will also observe cultural differences that the bears in the
Alphabear story have. Additional accommodations will be added as needed and seen fit.
f. Assessment Strategies (Informal and formal)
Content/Language Objectives
SWBAT identify letters around the
classroom on posters, signs, etc
Assessment Strategies
Formative: During the opening activities of this
lesson, students will participate in a class
discussion. Each student will have an opportunity to
share where they have seen letters and how they
know letters can be used. Each student will also
have an opportunity to point to the first letter of their
name on the alphabet word wall. During this activity,
I will use a checklist to keep track of student
understanding.
Summative: Students will be able to express their
understanding and show their learning by identifying
letters around the classroom on the Alphabet Write
the Room worksheet. This activity will be done
individually so I can gain a sense of which students
are aware of what letters, as well as what students
still need assistance.
g. Student Voice
K-12 students will be able to:
Student-based evidence to be
collected (things produced by
students: journals, exit slips,
self-assessments, work
samples, projects, papers, etc.)
Before going into the lesson,
the student learning targets will
be explained the students. The
instructor will then check with
the students to make sure they
understand what their goal is.
Students will be asked to use
thumbs up, thumbs sideways,
or thumbs down to show their
understanding of the targets
and how to meet them.
There will be a number of
Write the room alphabet
activities done throughout the
following weeks to measure
student progress and show
improvement. Students will be
able to compare their original
worksheets to the ones
completed later on to monitor
Description of how
students will reflect on
their learning.
Individually, the instructor
will meet with each
student and discuss how
they are feeling in relation
to the learning targets.
Students will share what
they are understanding
and what they still need
help with.
alphabet.
During individual
discussions, students will
share how their
awareness of letters has
expanded and describe
the different places they
have seen letters used.
3. Closure:
To bring closure to this lesson, we will end with a final class discussion. Students will have an
opportunity to show the class their Write the Room worksheet and share what letters they
have found. I will ask the group some of the same questions that were asked at the beginning
of the lesson and see if their answers have changed. For example, I will ask the students, why
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is it important for us to learn the alphabet? in order to check for understanding. I will also ask
the students where else they could do this activity and what types of places might have letters
at them (e.g. at home, daycare, the store, the library, etc..) Students should have a general
understanding of what letters look like, why they are important, and how they can be used.
4. Independent Practice:
To encourage independent practice outside of the classroom, I will ask the students to continue
hunting for letters throughout the day and when they are not in the classroom. To get families
involved, students could do their own alphabet hunt at home and have their parents help them.
Students could record a list of all the letters they find throughout their home and bring that list
back to school to share with their classmates. Parents could further expand on this letter hunt
activity by encouraging their children to look for letters in the different places that they go (ex.
church, the grocery store, the mall, movie theater, etc)
5. Instructional Materials, Resources, and Technology
-Alphabears: An ABC Book by Kathleen Hague
-ABC Rock song
-Alphabet Write the Room worksheet
-Alphabears Activity Guide
-Alphabet letter chart
-Teddy bear worksheet: ___ is for ______ (ex. A is for Audrey)
6. Acknowledgements:
This lesson plan was adapted from an activity designed by my cooperating teacher, Sue Conway.
Ideas were also gathered through the use of the book, Alphabears: An ABC Book by Kathleen
Hague and the attached activity guide.