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General Education Lesson Plan Format 2010-11 Date: 10/18/10 School: Pittston Consolidate School Grade: Kindergarten Intern

Teacher: Hope Libby USM Teaching Standard focus 1,6,7,8 Title: A is for Apple: Building Letter-Recognition Fluency (adapted from www.readwritethink.org) (This lesson will also address students who are in the acquisition phase of letter and sound recognition.) Learning Results or Curriculum Standards: Subject: Language Arts Grade: K Standard: A. 1.a. Use comprehension strategies to understand texts within a grade appropriate span of text complexity. Knowledge Objectives Phase of Learning: Fluency (and acquisition for some students) Student Objectives: Students will interact with letters to better understand the letter name-sound connection. Students will build their letter-recognition fluency. Students will demonstrate their knowledge of letter names and sounds by creating an alphabet book. Students have been introduces to letters and their sounds. Students will practice what they are learning through small group discussions. They will be provided individual support to assist with skill building. Universal Design for Learning and Culturally Responsive Pedagogy. Students will be exploring letter-sound recognition through a variety of activities. This variety will address students varying learning styles. Specific Procedures (sub proof script) Opening Activity: Students will review the letters of the Alphabet with a visual chart. Teacher will discuss with students the different letters and review that each of these letters have a sound. Students will be encouraged to share the letters and sounds with which they are familiar. Activity 1: Alphabet Picture Pages Sorting 1. Gather students and bring out the alphabet chart. Ask them if they can think of words that begin with any of these letters. 2. Display the Alphabet Picture Pages cards for the letters in random order. 3. Ask students to say the name of the picture and then identify the beginning letter. Draw attention to the sound they hear at the beginning of the word.

4. Tape the picture below the corresponding letter on the alphabet chart. Activity 2: Uh-Oh! Card Game 1. Put the Uh-Oh! Cards in a bag and have students sit in a circle. Students should take turns drawing one card at a time out of the bag. They can either say the letter name, the sound it makes, or a word that begins with that letter. Once they say the name, sound, or word, they get to keep the card. If they draw an Uh-Oh! Card, they have to put all of their letters back in the bag. Continue passing the bag around the circle until every student has had a few chances. Once the time is up, the person who has collected the most cards wins the game. 2. After modeling how the game is played students get into groups of three or four to play. To help all students feel successful, tell the class that they can help each other out if someone seems stuck and asks for help.

3. After playing Uh-Oh!, have students take out their ABC books. Ask them to look through their book and find the letters they still need pictures for. Continue supporting students individually. Home Connection: Have students take their ABC book home to read to an adult. The very last page in the book is a comment page for parents to write a positive note about their child's ABC book. Closing Activity: Students will review letters and their sounds. They will be encouraged to continue to work on their ABC Book. Students will be informed that they will have ongoing opportunities to practice their letter and letters sound recognition. Materials and Resources Letter cards My ABC Book print out Uh-Oh! Cards Alphabet Picture Pages Assessment of the knowledge objective Keep a checklist of the letters and sounds students consistently recognize. Take note of each students level of participation during the group activities in the classroom. Reflect on each student's ability to identify the names and sounds of letters. Circulate while students navigate the alphabet games. Ask students about the objects they find and their beginning letters and sounds. Look through each students ABC book noting whether or not he or she was able to draw a picture of something that began with each letter. If possible, conference with students one on one and have them read their ABC book to you. Assessment of related learning

As an additional assessment, duplicate student copies of the Alphabet Picture Pages. Instruct each student to color the pictures then write the beginning letter in the corner of each picture square. Reflection of Lesson: (During Unit use Daily Reflection Log) 1. What progress did the students make toward the knowledge objective? How do you know? Student showed progress toward the knowledge objective in that they were able to put alphabet letters in order with minimal assistance. They demonstrated the ability to recognize the letters in the Uh Oh game and were able to produce the sounds of each letter with minimal assistance. 2. What do the data from assessing related learning suggest about the design of future lessons? I think this lesson was ambitious and I would break it into two separate lessons. I would do the book in another lesson. 3. If you had to teach this again tomorrow, what adjustments would you make regarding: Knowledge Objective: I would keep the knowledge objective. I think it was appropriate and realistic. UDL and CRP: Again I would break the lesson down into two parts. Classroom and/or individual student management: I think through breaking the lesson into two parts I could better address student needs. I feel I did address student needs in the lesson as I consciously changed the lesson as I saw student needs change. Assessment: I think the assessment strategies in this lesson were successful. 4. Personal growth: General thoughts, ideas, impressions about the lesson. What were your strengths and challenges? I felt comfortable with the lesson. I feel I was able to manage student behavior while addressing their learning needs. I feel the lesson was a bit ambitious and changed the lesson as I was teaching it as I recognized this challenge. The next time I teach this lesson I will break it into two lessons.