Lesson Plan

Haley Haymond
Focus: Word Study: Alphabetic Level of Development
Grade: Kindergarten
Standards:
WIDA Standard 3 PreK-K: Repeat verses and chants involving quantity in a
whole group.
WIDA Standard 2 PreK-K: Repeat words or phrases from rhymes supported by
illustrations
Reading: Foundational Skills Standard 2: Demonstrate understanding of spoken
words, syllables, and sounds (phonemes).
Content Objective: SWBAT identify words with the short a vowel with CVC patterns
by finding appropriate words in a story individually.
Language Objective: SWBAT orally say the short a vowel by sharing their words they
found with a partner.
Materials:
A. See it. Say it. Hear it. By Kelly Doudna
Captain Cat by Syd Hoff
Have You Seen My Cat? Eric Carle
Detective Dinosaur by James Skofield
Song If All The Raindrops lyrics
Copies of the books for all students
Word sort of words listed below, plus non-examples
Language Vocabulary:
Hat
Math
Ham
Mad
Bag
Bat
Cap
Back
Band
Glad
Cast
Clap
That
Flag
Trap

Background Knowledge: Students need to understand that words may have the CVC
spelling pattern. Prior to this lesson students should know what a consonant is and what a
vowel is, then understand their relationship. To help ESLs with this concept, there should
be many visuals to aid, even maybe a song to distinguish between vowels and
consonants. When drawing the CVC pattern on the board, it would be beneficial to use
different colors for the vowels so that the students can distinguish by looks and by
understanding.
Introduction: To begin the lesson, remind students the pattern CVC, as well as what a
vowel and consonant is. Then students really need to understand the sound of the short
vowel a. A great way to help them remember the sound is to put it in the lyrics of If All
The Raindrops. Part of the song allows them to make the short a sound. Have students
sing this song a few times and repeat the short a sound.
Activity:
Step 1: Have students start with the word sort (hat, math, ham, mad, bag, bat, cap, back,
band, glad, cast, clap, that, flag, trap, with some non-examples) Students will separate the
short a sound from the non a sounds. It is important to read the words and ask students
if there are any that they do not know. Have the words on the board when discussing
them. Repeat the word and definition several times.
Accommodations: For some students it would be very beneficial for their cards to have a
picture of the word on it. For example, the word hat would have a picture of a hat on it.
For very low students, they would work with the teacher and have 3-4 words to sort. The
teacher would read the word to them and point to the picture and have them say yes or
no depending on if it has the short a sound. If a student has no English language
background, have them do example of words in Spanish. For cultural references, use
words that students would have exposure to based on their culture and background.
Step 2: As a class we will read A. See it. Say it. Hear it. Discuss the sounds heard
throughout the book.
Accommodation: Have access to the text for students. Either having a classroom set or a
copy projected on the board for all students to see. It is best for each student to have his
or her own copy.
Step 3: Individually students will then take a book from the list above (there will be
copies for each student) and write down words they find in the book that has the short a
vowel sound.
Accommodation: For ELLs it may be best to have them do it in a small group to provide
more scaffolding and guidance to complete the task. Having a graphic organizer would be
very helpful for these students as well. It would help them write the word, identify the
spelling patter, and then circle the letter a. This would also be a great opportunity to have
them see it, say it, hear it. The more that is reinforced, the more likely students are to
understand the topic. The text should be evaluated if it is appropriate for the students
ability level. Text may need to be adjusted to fit cultural background knowledge and
vocabulary level.

Ask questions such as:

What do we see on this page? Are there any pictures that can help us find a word with
the short a sound?
When we make the short a sound, what part of our mouth are we using? The front or
the back?
What do we do if we arent sure a word has the short a sound?
How does the song we sang earlier in the lesson help us remember the short a sound?
Provide ample wait time when asking questions for students.
Closing:
Step 4: With a partner, share two of the short a sounds you found in your book.
Accommodations: Students with limited speaking skills may draw a picture of the word
and present that. They may also point to the word and do their best to say the word. The
partners should be paired where there is student support for the low students. The teacher
may want to work with the students in the small group and have them share as a group.
Assessment Strategies For ELLs
The teacher will assess all students by having them turn in their list of words found in
their books. This will provide the teacher with how well students are able to identify
words with the short a sound and choose it out of a text. While working in the small
group, the teacher can have students do a page on their own in the text and have them
identify words, either by writing it down and/or verbally saying it. The students can also
draw a picture of the word if they are unable to write it.
Integrating Technology
The SmartBoard could be great for helping students with learning the vocabulary words.
Having pictures or the definitions that the students could drag the word to. The projector
and document camera might be needed as well if there is not enough copies for A. See it.
Say it. Hear it. By Kelly Doudna for each student in the class.
Imagine Learning may also be used on the computer as an additional resource for this
lesson on the computer to help aid the ESLs.
Home/School Connections: Have a literacy bag for students to take home that focuses
on the short vowel sounds. Have students practice finding words in other books at home
or every day objects found in their house. They can write a list or draw a picture with the
help of their parents. This ties in their culture because it deals with their home and their
environment, while also helping them identify the short a sound.