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Mat Session CK and Number 13 – Rhyming Table Top Activity

Burrendah Primary School – Kindergarten

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: KINDERGARTEN Time: Tuesday & Wednesday Students’ Prior Knowledge:
Date: Term 2, week 6
The students are able to identify the Letter C and
Learning Area: English Letter K through exploring these letters in weeks four
and five of term two. They are also able to visually
identify these letters (CK) through name writing as well
as other word formations.

Strand & Content Description(s) from the Australian


Curriculum:
English
o ACELY1653 produce some lower case and upper
case letters using learned letter formations.

General Capabilities ( areas that are covered in the lesson)


Personal and
Literacy Numeracy ICT Critical and Ethical
Social
Intercultural
competence creative thinking behaviour understanding
Competence
Cross-curriculum priorities ( areas that may be addressed in the lesson)
Aboriginal and Torres Strait Islander
Asia and Australia’s engagement with Asia Sustainability
histories and cultures
Lesson Objectives
As a result of this lesson, students will be able to:
 Students will be able to identify the letters (CK) as well as specific word formations that are associated with
the letter.

Teacher’s Prior Preparation/Organisation: Provision for Students:


o CK Word Cards Students with vision impairments may be provided with
o Pictures to Match Word Cards larger text sheets or further assistance in retrieving the
o Bells correct materials for the activity.
o Name Sheets
o Permanent Markers For early finishers, they are to transition to the free play
o Whiteboard Erasers centres around the classroom.
o Number of the Week Template (13)
o Letter of the Week Template (CK) Students who struggle to keep focused on the task at hand
o Anecdotal Notes will be provided with other alternatives (for example, if you
o Word Cards (six) finish this work you will be able to go and play with the
o Pictures to match word cards blocks).
o Discussions and Questioning.
Students who are not fully developed in their literacy skills,
the adapted booklet will be used to assist the students in
completing the table top activity for gathering an
understanding of the positional words.
Mat Session CK and Number 13 – Rhyming Table Top Activity
Burrendah Primary School – Kindergarten
LESSON DELIVERY Resources/References
Time
8:30am Motivation and Lesson Introduction:
1. The students enter the classroom and place their library books in the
basket located at the front of the classroom.

2. The students are then required to locate their name set up on the
three desks. Bells
The students are to place the letters of their name in order, trace the
pre-written name provided and then write their name by themselves Name Sheets
on the line provided at the bottom of the laminated sheet.
Once the students have completed this, they are able to free play in Permanent Markers
the available play centres around the classroom until the day begins.
Whiteboard Erasers
During the above activities, the educator must walk around and praise the
students to increase their self confidence levels as well as providing support Number of the Week
where needed. This is extremely important if their parents have departed. Template
3. The educator will then ring the bells to signal to the students to Letter of the Week
transition to the mat to begin the day. Template
4. Good Morning introductions are complete as well as the timetable for
the day (located at the top of the whiteboard for the students).

5. After the timetable has been read and explained with the students,
the number of the week (13 – thirteen) will be introduced to the
students.
o Does anyone know what this number is?
o Let’s all count to 13 together. The educator may wish to
extend the students thinking by prompting “oh no we have ran
out of fingers, what can we do?”
o What two numbers together make 13?

6. Once the number of the week has been introduced, the letter of the
week (CK) is introduced to the students. The students with the
educators assistance will make the sound and work through some
word cards.

7. Once the video is complete, the educator will instruct the students to
turn around and face the desks. The rhyming table top activity will be
explained to the students as well as the craft lesson.

8. One student is selected for the table top rhyming activity and two
students are selected for the craft table top activity. Once these
students are selected, the rest of the students are free to play in the
other learning centres around the classroom until their name has
been called.

During the mat session, if the students become off topic or distracted, the
9:20am educator is to implement the behaviour management strategy of “are your
eyes watching (pointing to eyes), are your ears listening (pointing to ears), are
you voices quiet and are your bodies still.
Mat Session CK and Number 13 – Rhyming Table Top Activity
Burrendah Primary School – Kindergarten
Lesson Development:
9:20am
The table top activity is set up with the appropriate writing and drawing
materials before instructing students to come to the table to complete their
activity.
1. An individual student is called up to the table top rhyming activity from
free play to complete the activity. Word Cards
The students are chosen based on their level of concentration within
their play scenarios Picture Cards

2. “Today, you are going to be matching the words and pictures and Anecdotal Notes
then we are going to see what words rhyme together”. The educator
is to focus the students’ attention towards the expectations of the Discussions and
activity known as: Questioning
o If the words and pictures match.
o Matching the correct rhyming words.

3. The individual student is to match the word (read aloud by the


educator) with the picture (which the student will source for
themselves.
The educator may need to assist the student in identifying what the
pictures are.
When the student has picked the word card and the picture they want,
they are to place it beside them until all cards have been matched.

4. Once the student has matched all word cards to the pictures provided
on the table top activity in front of them. The educator will say “what
word rhymes with duck?” The educator will give the student some
options and observe whether or not they can rhyme in anecdotal
notes. Once the student has found the two words that rhyme, instruct
them to say it aloud and ask “do you think it rhymes?”

5. The students will complete their work by the educator scaffolding


discussions to extend their thinking.
To give students the best possible learning experience a choice of six
word cards with matching pictures will be provided for this activity.
The words are identified as: Sock, Lock, Brick, Kick, Stick and Lick.

As recess takes place at 10:30am if some students have not completed the
activity they will do so after recess or in the next session on another day
where time permits
10:30am

Lesson Closure:
Discussions
At the closure of the table top activity, invite the students to share their
thoughts on the rhyming activity through scaffolding questioning.
Questioning
Do you think you have matched it correctly?
Do the words you have chosen rhyme? Let’s see (say words out loud).
However, if these do not match focus the students towards the intended
direction.
The closure of the lesson is completed when the students have completed
their matching activity as the classroom is very play based.

Assessment:
The students are observed during their play activity through the form of
Anecdotal Notes
anecdotal notes.
Anecdotal Notes will be taken on the following:
o Ability to match the correct words to the picture cards and then the
individual students’ ability to locate another word that rhymes.
Mat Session CK and Number 13 – Rhyming Table Top Activity
Burrendah Primary School – Kindergarten
However, these are recorded in terms of their understanding, what they take
from the activity through their discussions and whether or not the students are
able to match the picture correctly to verbally explain it.

Early Years Learning Framework Outcomes


o Outcome Two – Children are connected with and contribute to their world.
- 2.4 Children are connected with and contribute to their world where they
become socially responsible and show respect for their environment.

o Outcome Five – Children are effective communicators.


- 5.1 Children interact verbally and non-verbally with others for a range of
purposes.
- 5.2 Children engage with a range of texts and gain meaning from these
texts.

o Outcome One – Children have a strong sense of identity.


- 1.3 Children have a strong sense of self through creatively expressing
ideas and responding to the ideas of others.
- 1.1 Children feel safe, secure and supported through developing their
emerging autonomy, inter-dependence, resilience and sense of agency.

o Outcome Four - Children are confident and involved learners.


- 4.1 Children develop dispositions for learning such as curiosity,
cooperation, confidence, creativity, commitment, enthusiasm,
persistence, imagination and reflexivity.
- 4.2 Children develop a range of skills and processes such as problem
solving, enquiry, experimentation, hypothesising, researching and
investigating.

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