UNT Lesson Plan Template

Pre-service Teacher: Grade(s): School/Mentor Teacher (if

Kaleigh Bell Kindergarten applicable):
Jacqueline Troutz

Subject area(s): Unit Topic/Theme: Lesson Title:

Reading Reading Strategies Does it look right? Does it sound
right? Does it make sense?
Relevant TEKS: Relevant ELPS: Relevant TX CCRS:
(2) Reading/Beginning
Reading Skills/Phonological
Awareness. Students
display phonological
awareness.
(F) blend spoken onsets
and rimes to form simple
words (e.g., onset/c/ and
rime/at/ make cat); (G)
blend spoken phonemes to
form one-syllable words
(e.g.,/m/ /a/ /n/ says
man);
(H) isolate the initial sound
in one-syllable spoken
words; and
(I) segment spoken one-
syllable words into two to
three phonemes (e.g.,
dog:/d/ /o/ /g/).
(B) recognize that
compound words are made
up of shorter words;
Lesson Objective(s)/Performance Outcomes

I can use my strategies to solve tricky words.

Assessment of Objectives (Description and Criteria)

Content

The teacher will use red/green cards to see if students can tell if the teacher is saying
the right word. Students will do a Kahoot as a partnership that the teacher can check to
see if the pairs can correctly identify a cvc word.
Materials and Resources

Leveled reader, ipads, ebook, red/green active participation cards, computer, high
worksheet, low folders, small flashlights, letters in a bag

Management of the Instructional Environment

The teacher will pair students up based on level of need for the kahoot game, and using
the ipad will engage the students for the assessment. The teacher will use callbacks to
get students attention and will use music for smooth transitions.

Technology Integration

Student pairs will use an iPad to log on to the kahoot game. They will play as a team to
answer the questions. The teacher will project an ebook for students to see during the
mini teach.
Diversity and Equity

Small groups are based on the level of the students. Some students will work on letter
recognition while other blend onsets and rime, and the highest students will manipulate
sounds.

Activities/Procedures (Include timeline and grouping configurations)

Mini teach-
Go through the power point and explain the objective for the day. Then, the teacher will
project, Sloth wants a snooze on the board and practice reading one page. Give each
child a red/green card to use to answer yes or no questions. Today we are talking does
this word look like? When we decide if a word looks right, do we need to match the letter
to the sound? (have students answer with their card). Can I use the picture to help me?
So if a see a picture of a polar bear, but the word starts with a b what do you think the
word is? Polar or Bear? We are deciding if the word looks right and makes sense! Lets try
it together. Choose a page of the sloth book and read a few words. Stop at a word and
talk about what we need to do to figure out this word. I need to look at the beginning
sound and see if the word I say makes sense with the picture. Wrap up discussion,
collect cards.
6 minutes

Kahoot-
Tell students that we are going to play a game to decide which word looks right. We must
make sure all of the letters look right and sound right. Call student partners and have
 one student get the ipad while the other student finds a spot on the carpet. Once all
groups are finished, give the students a couple of seconds to figure out who will be
partner one and who will be partner two. Tell partner one to log in to Kahoot and partner
two will write the nickname. Once all students are on, start the 4 question quiz. Students
must work together and switch between partner one and two during the game. After,
have all students turn off the ipad and give it to Mrs. Troutz. It is time to start rotations.
Play the flight of the bumble bee and display where each student goes for rotation one.
7-8 minutes

Small group-
The first group is the lowest. Start the day by doing letter recognition from a bag. Put
letters in bag and have students take turns pulling letters out and identifying them. Ask
them if they know any words that start with that letter or if they know the sound. Then,
begin a leveled reader with the students and see if they can identify the pattern of the
book. Pause for sight words and see if they can identify the words.
9 minute rotation, 1 minute to clean

The second group will start their activity by switching the beginning sounds of words.
Allow students to use dry erase boards if they need to write the word. Pull a different
leveled reader and ask the students what the strategy was today and how they are
going to use it today. Have students read the book independently using a whisper phone
so the teacher can zone in on students and work on the skill as needed.
9 minute rotation, 1 minute clean.

The last group will start by doing a short activity from the folder. Then choose a leveled
reader and have the students identify sight words and use our strategy of the day. Ask
students if the word they are saying looks right, sounds, and if it makes sense in the
book.
9 minute rotation, 3 minute to clean

Have students come down to the carpet and ask, what is one thing you liked about to
day? then what is one thing you didnt like so much, and how can we fix/change the
situation.

*if time goes over, finish last rotation after lunch

Reflection

This lesson was engaging and I think the students enjoyed the iPads they were getting to
use. They were slow going with turning them on and logging in, but I think it is a skill
they need to learn and practice, I dont just want to do it for them. I also think that the
small group rotations went well. I did not get to all the groups I wanted to see, because
of the amount of time on the iPads, but I did see my lowest group, which is one I know I
need to see every day. I created and went over learning objectives each of my groups
and we reflected on if we learned those things today. In my middle group, we did not do
one of the activities planned and the students could tell me that we didnt do that so
they did not meet that learning objective. Overall I think student engagement was great,
the students need a little more practice with the reading strategy, but ware on their way
to understanding it.