Lesson Plan Form

Candidate: Subject: Letter S Grade level(s): Date: 11/12/19

Jasminne Benitez and its sound Kindergarten
Standard:
CCSS.ELA-LITERACY.RF.K.3.A
Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or
many of the most frequent sounds for each consonant.
CCSS.ELA-LITERACY.RF.K.2.D
Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-
consonant, or CVC) words
CCSS.ELA-LITERACY.RF.K.1
Demonstrate understanding of the organization and basic features of print.
Details
Sounds and letter recognition is essential to support successful readers.

I. DESCRIPTION OF CONTENT & CONTENT TYPE:

What are students learning?
Teacher will teach students the new letter sound /s/. Students will identify the letter name and sound.
II. LEARNING OUTCOME (Objective):
Students will _____________________(level of cognition) ___________________________ (content) by
________________________________(behavior or activity)

DOK/Cognitive Rigor Level:

Purpose: Why are students learning this? Why is it important?

Students will practice sounding out and tracing the letter that makes the /s/ to learn letter-sound
correspondces. It is important because it is the foundation to learn how to read. It can be used to begin to
decode simple CVC words.
Language Demands:
What vocabulary will be learned throughout this lesson?
Sound
Letter
III. CURRICULUM CONNECTION:
What lesson would come before this lesson? What lesson would come after this lesson?
BEFORE THIS LESSON STUDENTS WOULD HAVE BEEN TAUGHT OTHER LETTER SOUNDS.
AFTER THIS LESSON STUDENTS WILL REVIEW THE LETTER SOUNDS AND INCLUDE S.

IV. INSTRUCTION
A. ENGAGEMENT:
How will you introduce the content and get students interested?
Teacher will use the letter S puppet and introduce the new letter and its sound. Students will learn how
to say the letter s in Spanish and Sign language. Teacher will use a different voice as the puppet and
ask students, “Which students’ name begins with the letter sound /s/?”
Students will be able to raise their hands and answer. The teacher and students will brainstorm other
words with the /s/ sound.
B. INSTRUCTIONAL SEQUENCE: (adjust your number of steps as needed)
Step #1: Introduction
a. What will the teacher do?
Teacher will introduce the new letter sound and explain it is necessary to learn the sound in
order to read words.
Model: Teacher will point to the letter card s and say the sound for the letter. Teacher will
repeat the letter sound and emphasize it.
Students will support students by describing the shape of one’s mouth when making the sound.
Ask students, “What does the letter sound for s sound like?” or “Which animal makes the sound
/s/?”

b. What will the students do?

Students will repeat the sound for the letter s.
They will brainstorm an animal that makes a similar sound to s and share their ideas with the
whole group.

Step #2:
a. What will the teacher do?
Teacher will provide students with opportunities to confirm understanding and positive
feedback. Teacher will ask students to think about the sound of the letter s then turn to their
partners and share. While the students share, the teacher will confirm the responses and correct
if needed.

Sentence Frames will be provided to support students in their academic conversations.

If a student does not correctly produce the sound of the letter, the teacher will repeat the model.
Teacher will actively praise students for the correct responses.

b. What will the students do?

Students will turn and face their partner using the conversation skills, such as eyes and ears
listening. Each partner will take a turn asking one another, “what is the sound of s” and the
other partner will respond. Students will produce the letter sound for s.

Step #3:
a. What will the teacher do?
Teacher will give each student a letter s card and model the following activity.
Teacher will:
1. “Watch me while I trace the letter that makes the sound /s/ with my pointer finger.”
2. Use pointer finger to start at the top of the letter and trace it with her finger.
3. Now it is your turn. Show me your pointer finger.
Teacher will support students struggling by partnering with them individually.
b. What will the students do?
Students will listen and observe the tracing of the letter s. Students will then use their index
finger to trace the letter card. Elbow partners will share with each other the tracing of the letter
card.
Step #4:
a. What will the teacher do?
Teacher will model writing the letter that makes the sound /s/ on a white board. During the
teacher model, she will explain where to start and end. Teacher will use simplified instructions
to ensure understanding. Next, the teacher will pass white boards and markers but go over
proper use. Now it’s the students’ turn to copy the letter.
 Once the students are writing the letter s, the teacher will check each students’ writing. If
necessary, the teacher will support the struggling students.
b. What will the students do?
Students will use the white boards to copy the letter s five times.
Step #5:
a. What will the teacher do?
Teacher will model by using the puppet to talk about the /s/ and show examples of words with
the s sound. Next, the teacher will ask students to think about words with the letter s sound.
Students will pair up with their elbow partner and share words with the /s/. Teacher will ask
students to justify their thought and explain which part of the word is the /s/ in.

b. What will the students do?

Students will brainstorm words that contain the letter s sound and share with their elbow
partners. The students will identify if the /s/ is in the beginning, middle, or end.

C. APPLICATION ACTIVITY:
How will students apply what they learned?
Teacher will provide play dough for students. Students will be expected to create their own letter s using
the play dough provided. The student will create the letter and produce the sound /s/.
D. MATERIALS & RESOURCES:
What do you need for the lesson?
 LETTER S PUPPET
 WHITE BOARD
 LETTER S CARDS
 MARKERS
 PLAY DOUGH
 WORKBOOK

V. ASSESSMENT STRATEGIES:

Formative:
How will you check for understanding throughout the lesson and monitor progress?
Students will have multiple opportunities to showcase understanding. Students will use the play dough to
effectively show comprehension. In addition, the teacher will check in with students to ensure the
students understand the sound and letter s. Students will check in at the end of the lesson with a quick
exit slip.
Summative:
How will you know if they mastered the standard?
FORMAL ASSESSEMENTS CAN BE COMPLETED AFTER THE LESSONS.
VI. ACCOMMODATIONS and/or MODIFICATIONS FOR INDIVIDUAL LEARNERS (Content,
Instruction, Practice):
How can we provide equal access for emerging bilingual students or students with special needs?
(Accommodation)
Students will have access to sentences frames to support their ideas. Extended time for students that need.
Number of items to be paired will be adapted to benefit students. Teacher will adapt level of participation
expected. Directions will be simplified and accompanied with gestures. Use audio, visual aids, guided
imagery, examples, and more. Flexible seating arranged.
How will differentiate for struggling students and high achievers? (Modification)
Students will be provided different instruction that meets their own individual goals. Students will have
pre-read activities. Students will be expected to show understanding in a different manner depending on
level. Higher achieving students will write in answers while struggling students will have the opportunity
to express understanding in a different manner. Modified worksheet that is cut out or highlighted.

VII. CLOSURE:
How will you conclude the lesson?
Students will complete S worksheet in phonics workbook. Students will individually answer the questions
with some guidance from teacher. The teacher will model how to complete the worksheet and support
struggling students. Students will then pair share once the worksheet is completed. Students will have the
opportunity to discuss their answers and justify it.

Teacher will close by checking for understanding from each student in a one to one interaction.