CEP Lesson Plan Form

Teacher: Mackenzie Roberts Date: April 8, 2019

School: Beattie Grade Level: Kindergarten Content Area: Literacy

Title: W.I.N. Rotations Lesson #:_2_ of _4_

Lesson Idea/Topic and This lesson is about blending “wh” and “sh”, as well as practicing our reading
Rational/Relevance: skills.

Student Profile: This is a small group of emerging readers. They are still securing their
phonological awareness and working on sounding words out.

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)

Reading, Writing, and Communicating. Standard 1 – Oral Expression and Listening. 3. Vocal sounds produce words and meaning to create early
knowledge of phonemic awareness. c. Identify words orally according to shared beginning or ending sounds.
Reading, Writing, and Communicating. Standard 1 – Oral Expression and Listening. 3. Vocal sounds produce words and meaning to create early
knowledge of phonemic awareness. d. Blend sounds orally to make one-syllable words.
Reading, Writing, and Communicating. Standard 1 – Oral Expression and Listening. 3. Vocal sounds produce words and meaning to create early
knowledge of phonemic awareness. e. Segment one-syllable words into sounds.

Understandings: (Big Ideas)

Increase reading knowledge and “blends”.

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select applicable questions from standard)

Can you hear the blend and sort it?

Evidence Outcomes: (Learning Targets)

Every student will be able to: (Create your own lesson objectives from the standard, follow the ABCD format, using student voice)

Colorado State University College of Health and Human Sciences Page 1

CEP Lesson Plan Form

I can: Hear the blend in a word.

This means: Sort words based on the blend in the word.

List of Assessments: (Write the number of the learning target associated with each assessment)

Are the children able to sort the blends properly?

Colorado State University College of Health and Human Sciences Page 2

CEP Lesson Plan Form

Planned Lesson Activities

Name and Purpose of Lesson W.I.N. Rotations – specialized instruction for a small group in literacy.
Co-Teaching Which model(s) will be used?
Will co-teaching models be utilized in this lesson? Rotations over the week.
Yes _X__ No ___ Why did you choose this model(s) and what are the teachers’ roles?

Approx. Time and Materials 45 minutes

9 unit books for emergent readers – potentially 9 for on grade level readers.
Wh- and Sh- lending worksheet
Sight word cards
Scissors
Glue sticks
Anticipatory Set The strategy I intend to use is: The alphabet and sounds
I am using this strategy here because: It gets the kids ready to read and warms up their
brains.

Procedures The strategy I intend to use is: Direct instruction

I am using this strategy here because: It can help the children hear it better if I explain it
and then they understand what is expected of them.

Teacher and Student Actions Data Collected

Colorado State University College of Health and Human Sciences Page 3

CEP Lesson Plan Form

First, we will start with the alphabet sounds.

Then, as a group, we will tap out words, anchoring them

first. After several words, each child will have a word to
sound out.

From there we will read nonsense words, I will give each Listening for when children
child a sheet of them and ask them to start reading them. are mis-pronouncing a
sound, which one and who.

Once it appears that the children are working their way

through the list, I will pass out expo markers and erasers
for the children.

I will give them words to color in based on which column

they’re in, so they can make the letter y.

After the children have made the letter and we discussed

that it made a y, I will collect everything and tell them our
new sight words for the week.

Then I will give the children their book to read. I will tell Notice who is developing as
them that I want each of them to read at a level 1 – a stronger reader and needs
whisper, so that I can hear everyone read part of the book. less help and what some
readers are struggling with.

I will also tell them that if they finish, I want them to re-
read the book until I tell them we’re done.

Once most of them have finished the book, I will collect

the book and explain the blending words.

I will tell the children that we are going to be talking about Notice who makes the sh-
the wh- and sh- blend. Then ask them what the sh-blend sound, and who knows the
sounds like, since I know that they know this. Then I’ll ask wh- sound.
Colorado State University College of Health and Human Sciences Page 4
CEP Lesson Plan Form

Closure The strategy I intend to use is: Transition to classrooms.

I am using this strategy here because: It is the easiest way to put literacy away and get
ready for the next part of the day.
Differentiation Content Process Product Environment
Modifications:

Extensions:

Assessment Informal assessment of how the children are doing and if this is a good place for their
leanring.

Colorado State University College of Health and Human Sciences Page 5

CEP Lesson Plan Form

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify
your level of achievement)

2. What changes, omissions, or additions to the lesson would you make if you were to
teach again?

3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)

4. If you used co-teaching, would you use the same co-teaching strategy for this lesson if
you were to teach it again? Were there additional co-teaching strategies used during
the lesson not planned for initially? Please explain.

Colorado State University College of Health and Human Sciences Page 6