Hunter

College School of Education: Lesson Planning Guide

Teacher Candidate: Miryam Kashanian


Unit of Study/Theme Lesson is situated in:

Goal of Lesson (Common Core State

Standards/Division of Early Childhood where
appropriate)

Grade Level: Kindergarten

Word Study Lesson Plan

The Unit of Study I am working on is All About Me. The big idea I am
working on in this unit is word studies of the childrens names in the
class. The children will learn letter recognition through their names and
as well as their peers. We will first concentrate with beginning letter
symbol-sound correspondence, and then move onto the next letters.
New York State Common Core Standards for Kindergarten

CCSS.ELA-LITERACY.L.K.1 Demonstrate command of the

conventions of Standard English grammar and usage when
writing or speaking.

CCSS.ELA-LITERACY.L.K.1.A Print many upper- and

lowercase letters.

CCSS.ELA-LITERACY.W.K.2 Use a combination of drawing,

dictating, and writing to compose informative/explanatory texts
in which they name what they are writing about and supply some
information about the topic.

CCSS.ELA-LITERACY.SL.K.3 Ask and answer questions in

order to seek help, get information, or clarify something that is
not understood.

CCSS.ELA-LITERACY.SL.K.4 Describe familiar people,

places, things, and events and, with prompting and support,
provide additional detail.

CCSS.ELA-LITERACY.SL.K.5 Add drawings or other visual

displays to descriptions as desired to provide additional detail.

Objectives:

SWBAT identify the first letter in their name and of their peers
names, 10 out of 12 times
SWBAT correspond the first letter in their name with its proper
letter sound, 8 out of 10 times
SWBAT to identify and write their own name, as well as the
names of their peers, 10 out of 12 times
SWBAT to identify similarities and differences of the letters in
their names (For example if two children begin with the letter A
but also have different letters after that in their name), 10 out of
12 times
SWBAT to write in capital and lower case letters, with 80%
accuracy

Pre-Assessment

For two weeks prior to the lesson, during transitions from one activity to
the next the teacher will call the children by saying, If your name
begins with the letter B, please line up, etc The second week the
teacher will add in, If your name begins with the letter that sounds like
BBB, please line up.
Teacher will make anecdotal notes of which children recognized the first
letter in their name and/or sound of the letter.
The teacher will present each child with a list of the names of the
children in the class. I will ask each child to identify their name (first),
and then I will read the other names and ask them to point to the name
that I just read. I will have a check-mark list for each child to keep
notes of the names they were and were not able to identify.

Post-Assessment

I will analyze the students end product (their name written on the cover
of their All About Me book) to see that they were able to write the name
of the Star Student as well as their own name.
Each child will also be illustrating a picture of their classmate and
writing the classmates picture on the photograph as well.

My assessment is directly tied to the objectives of the lesson. I will

check all of their completed work to make certain that they have learned
how to write their own names and their classmates names as well.
Materials

Materials:
Paper: All About Me/Star Student Cover book
Paper for peers to illustrate and write the Star Students names
Pencils No.2 Ticonderoga thin and thick pencils
Pencil grips
Colored pencils

Use of Technology

The children will watch a three minute movie clip of the book
Chrysanthemum on the classroom smart board via You Tube
https://www.youtube.com/watch?v=ZxoAC9AQvWI by Therese
Fossen.

Differentiation:

I have made modifications for my higher, across and lower functioning

students.
There will be different papers for the lower functioning students that
already have their name written on the page with dots so that they may
connect the dots to write the letters. They will also have separate premade papers for writing their classmates names. There will be thicker
pencils available, as well as pencil grip holders to help those with finemotor difficulty.
I will be using visual cues throughout the lesson to remind the children
to sit with whole body listening. This will give them reminders about
how to sit attentively, look at the speaker, and wait for their turn to
speak.

Seating Configuration/Use of Physical Space:

The children have designated rug spots for when they will be sitting and
listening to the story and instructions during the lesson. The rug spots
have been decided upon based on behavioral considerations. Two
students need to be sitting close to the teacher so they can pay attention,

listen, and be less distracted.

The children have seat assignments at their tables. The tables are
divided into seasons, Summer, Spring, and Fall. The chairs are labeled
with the childrens names on it. The assigned seats have been decided
upon based on behavioral considerations.
Teaching roles and collaboration:

This is an ICT classroom with two teachers. It is an ASD Nest Program

classroom. I will be acting as the lead teacher on this lesson. I will
gather the children to the rug, and choose the Star Student. The other
co-teacher teacher will also be sitting on the rug area to help manage the
group. Then as the children get called to work at their tables, each
teacher will go with a small group of children to their tables to give
further assistance to those children who need it most. There will be two
groups with a teacher and one without. After, the children get settled at
their seats, I will walk around the room and check on the other groups
work. We will be praising and monitoring the childrens work and
progress through the assignment.

Classroom Management:

I will praise and reinforce the children that are listening and paying
attention with their whole body, eyes on the speaker, sitting like a
pretzel, mouth closed, listening ears and focused attention to the one
speaking.
For attention-seeking behavior I will take the visual cues out to remind
the children what they should be doing and ask them to check in with
me so that I know they are ready to do their work. I will continue to
praise the children that are paying attention and remaining on task.

Engagement of students/anticipatory
set/Motivation:

I will get the students attention by choosing a Star Student to be the

student of the day, each day for 10 days (some days we will have two
students so that it doesnt take as long, as it can be hard to wait). We
will be doing the name word study on each child in the class. They will
be motivated to participate because they will want their turn as the Star
Student. Once the Star Student has been chosen they will wear a

crown for the lesson, sit in the teachers spot at the front of the rug, and
they will be able to call on their peers as part of the lesson. The children
in the class will cheer the childs name, and the teacher will be waving a
pom-pom. For example, Give me an M! All the children will cheer
loudly M! etc
Connection to Previous lesson/Prior Knowledge:

Lesson Presentation:
Estimated Time: 15 minutes

The students will have listened to the story of Chrysanthemum by Kevin

Henkes. We will have a discussion about the story and what a persons
name means to that person. They will have the opportunity to share
what they like about their name. I will deepen the connection by asking
all the parents to send in a couple of sentences describing why they
chose the name that they chose for their child. We will read these to the
class, and the children will be able to learn more about their friends and
their given names.
1. I will begin the lesson on the rug by choosing a Star Student of
the day. Today our Star Student today will be
2. The child will get dressed in our star student crown and will be
invited to sit in a chair at the head of the group. A picture of the
child will be taken.
3. We will do our word study on that child: For Example;
I will ask the children, What letter does Monicas name begin
with? I will place that letter in the letter chart holder. Then we
will sound out and put the other letters in their appropriate places
until we spell out M-O-N-I-C-A.
4. Next, I will use bright red colorful pom-poms to cheer the letters
in the Star Students name. I will say, Give me an M, Give
me an O, etc
5. After that, I will remind the children that Chrysanthemum had
13 letters in her name. Lets count the letters in Monicas name
to see how many she has. We begin counting. I point to each
letter one at a time as the children count (modeling 1-1
correspondence).

6.

The student will then have an opportunity to call on her peers as

they ask her getting to know her type questions; such as, What
is your favorite color? What is your favorite food? What is your
favorite toy to play with?
7. Lastly, the star student will stand and we will look at him/her
and describe his/her attributes, clothes that they are wearing, etc
8. The children will be instructed to draw a picture of the Star
Student as they look on that day and to write their name (the
word study of the day) on their paper.
9. The Star Student will be asked to do this of him/herself.
10. The children will transition from the rug to their designated
tables. They will be called by the sound of the first letter in their
names.
11. The children will work in small groups and independently at
their tables to complete this task.
12. The teachers will be at the tables to assist all the children who
need it.
Guided Practice/Active Involvement/Small group
work
Independent Practice:
Estimated Time: 10-15 minutes

The children will be working in small groups at their tables. There are
three tables and 4 children at each table. The children will be able to
share the word (the Star Students name) with the teacher at their table
as well as their peers. The children will work independently at their
seats to illustrate a picture of the Star Student.

Final Summary/Closure:
Estimated Time:

The children will remain at their tables until they finish. They will also
share their letter writing (of their friends name) and illustration to the
child who was the Star Student.
I want them to learn and be able to recognize each others names. I
want them to be able to identify the letters in their own name, as well as
their peers name. I want the children to take away from the lesson the
feeling that they are all unique and one of the things that makes them
special is their name and the story of their name.

Extension:

The children will be receiving homework sheets to practice writing their

names. They will be asked to practice writing the name five times on
the page. Each day one page will be sent home with another students
name on it (for 12 days because we have 12 students).

Early Childhood Special Education Lesson Plan

Teacher Candidate: Miryam Kashanian




Grade Level: Kindergarten
Lesson: Word Study Childrens Names in the Class
Unit of Study: All About Me
Goal of Lesson (Common Core State Standards/Division of Early Childhood where appropriate)
New York State Common Core Standards for Kindergarten

CCSS.ELA-LITERACY.L.K.1.A Print many upper- and lowercase letters.

CCSS.ELA-LITERACY.SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional
detail.
Objectives:
SWBAT identify the first letter sound in their name and of their peers names, 10 out of 12 times
SWBAT correspond the first letter in their name with its proper letter sound, with 80% accuracy
SWBAT to identify and write their own name, as well as the names of their peers, 10 out of 12 times

Pre-Assessment:
The teacher will present each child with a list of the names of the children in the class. I will ask each child to identify their
name (first), and then I will read the other names and ask them to point to the name that I just read. I will have a check-mark
list for each child to keep notes of the names they were and were not able to identify.

Post-Assessment:
I will analyze the students end product.
I will assess that the students will be able to identify the first letter sound in their name and in their peers name
I will evaluate that the students were able to write the name of the Star Student as well as their own name.
I will examine that the students are able to identify their own name and the name of their peers


Materials:
Paper: All About Me/Star Student Cover book
Paper for peers to illustrate and write Star Students name
Pencils No.2 Ticonderoga thin and thick pencils
Pencil grips
Colored pencils

Use of Technology: The children will watch a three minute movie clip of the book Chrysanthemum on the classroom smart
board via You Tube
https://www.youtube.com/watch?v=ZxoAC9AQvWI by Therese Fossen.

Differentiation:
Higher:
1) The children will be able to write their name and their peer name with proper noun grammar.
2) They will write the first letter with capital letters and the rest in lower case letters.
3) They will illustrate a picture of the child with great detail and describe their work to the teacher.

Across:
1) I will be using visual cues throughout the lesson to remind the children to sit with whole body listening. This will give
them reminders about how to sit attentively, look at the speaker, and wait for their turn to speak.
2) The Star Students name will be spelled out, as well as sounded out, letter-by-letter and visible for those who need
help writing.
3) The childrens names will be on their seats at each individual table to help with behavioral considerations. Higher
learners will be mixed in with children who need extra support and strong peers to model.

Lower:
1) There will be different papers that already have the word study of the day, Star Students name written on it with dots
for the child to connect.
2) There will be thicker pencils with pencil grip holders to help those that are still developing their grip and have weaker
fine-motor skills.
3) Joseph will be seated with Ms. Kashanian to help him stay focused on the activity; he will have a special cushion on his
seat to help him remain seated.

Seating Configuration/Use of Physical Space: The children have designated rug spots for when they will be sitting and
listening to the story and instructions during the lesson. The rug spots have been decided upon based on behavioral
considerations. At the rug, two students, Joseph and Adam, need to be sitting close to the teacher so they can pay attention,
listen, and be less distracted.
The children have seat assignments at their tables. The tables are divided into seasons, Summer, Spring, and Fall. The chairs
are labeled with the childrens names on it. The assigned seats have been decided upon based on behavioral considerations.


Teaching roles and collaboration:
This is an ICT classroom with two teachers. It is an ASD Nest Program classroom. I will be acting as the lead teacher on this
lesson. I will gather the children to the rug, and choose the Star Student. The other co-teacher teacher will also be sitting on
the rug area to help manage the group. Then as the children get called to work at their tables, each teacher will go with a small
group of children to their tables to give further assistance to those children who need it most. There will be two groups with a
teacher and one without. After, the children get settled at their seats, I will walk around the room and check on the other
groups work. We will be praising and monitoring the childrens work and progress through the assignment.


Classroom Management: I will praise and reinforce the children that are listening and paying attention with their whole
body, eyes on the speaker, sitting like a pretzel, mouth closed, listening ears and focused attention to the one speaking. I will
have visual cues for them to show me they are sitting whole body listening.
The visual cues will remind the children what they should be doing. I will ask them to check in with me so that I know they are
ready to do their work. I will praise them for paying attention.

Engagement of students/anticipatory set/Motivation: I will gain attention through positive reinforcement. I will remind
the students that if they do great whole body listening they can receive a smiley face sticker for their Caught Being Good!
Chart.


Connection to Previous lesson/Prior Knowledge:
The students will have listened to the story of Chrysanthemum by Kevin Henkes. We will have a discussion about the story.
They will have the opportunity to share what they like about their name.


Lesson Presentation:
1. I will begin the lesson on the rug by choosing a Star Student of the day. Today our Star Student today will be
2. The child will get dressed in our star student crown and will be invited to sit in a chair at the head of the group. A
picture of the child will be taken.
3. We will do our word study on that child: For Example;
I will ask the children, What letter does Monicas name begin with? I will place that letter in the letter chart holder.
Then we will sound out and put the other letters in their appropriate places until we spell out M-O-N-I-C-A.
4. Next, I will use bright red colorful pom-poms to cheer the letters in the Star Students name. I will say, Give me an M,
Give me an O, etc
5. After that, I will remind the children that Chrysanthemum had 13 letters in her name. Lets count the letters in
Monicas name to see how many she has. We begin counting. I point to each letter one at a time as the children count
(modeling 1-1 correspondence).
6. The student will then have an opportunity to call on her peers as they ask her getting to know her type questions; such
as, What is your favorite color? What is your favorite food? What is your favorite toy to play with?
7. Lastly, the star student will stand and we will look at him/her and describe his/her attributes, clothes that they are
wearing, etc
8. The children will be instructed to draw a picture of the Star Student as they look on that day and to write their name
(the word study of the day) on their paper.
9. The Star Student will be asked to do this of him/herself.
10. The children will transition from the rug to their designated tables. They will be called by the sound of the first letter in
their names.
11. The children will work in small groups and independently at their tables to complete this task.

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12. The teachers will be at the tables to assist all the children who need it.

Estimated Time: 15 minutes

Guided Practice/Active Involvement/Small group work/Independent Practice:
The children will be working in small groups at their tables. There are three tables and 4 children at each table. The children
will be able to share the word (the Star Students name) with the teacher at their table as well as their peers. The children
will work independently at their seats to illustrate a picture of the Star Student.

Estimated Time: 15 minutes

Final Summary/Closure: They will share the page that they illustrated with the teacher. They will identify the peers name
and some of the peers attributes that they illustrated.
Estimated Time: 5 minutes

Extension: They will practice writing the name of the Star Student for that day 3 times instead of 5 times.

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