Week
2 Lesson Plan: Phonics Kindergarten
Tamara
Stotler
ESE
697: Characteristics of Students with Mild & Moderate
Disabilities
& Evidence-based Strategies
Julie
Treadwell
September
15, 2014
Week
2 Lesson Plan: Phonics Kindergarten
Creating
a lesson plan that is suited for students with disabilities can be challenging
for teachers, but with the right tools it can become easier and easier with
each lesson plan. All students range in likes, dislikes, strengths, weaknesses,
abilities, and readiness levels. A teacher needs to adjust and accommodate for
these differences in the classroom. One way a teacher can do these is through
their teaching style and preparation. Using universal design for learning (UDL)
and differentiate instruction (DI) can help a teacher prepare for the levels of
differences each student may have. Using these teaching/learning styles will
allow a teacher to differentiate and individualize the classroom curriculum to
suit the needs of their students (Puckett, 2013). Accommodations and
modifications need to be suited for each student who has an IEP based on their
IEP and their disability. One type of accommodation make work for one student,
but not another and the IEP team (which consists of: the student, parent,
special education teacher, regular classroom teacher, a school representative,
and any other supportive member) determines what types of accommodations may
work to suit the students’ needs to help them succeed (Kubiszyn & Borich,
2013).
The Classroom
This
fictional kindergarten classroom consists of ten students ranging in abilities,
readiness, likes, dislikes, strengths, and weaknesses. Three of the students
are on an IEP based on their qualifications for special education. One has a
visual impairment and is seated to the front of the class for optimal viewing
and access to the SMART board. One has a hearing impairment who is also seated
near the front of the classroom for optimal audio from the SMART board and
teacher. Finally the last student is placed towards the front of the room, with
minor distractions since they are listed to have autism and ADHD on their IEP.
Using optimal seating in the classroom will help eliminate the possibility of
negative behaviors due to distractions (Vaughn & Bos, 2012). The teacher
can incorporate the use of technology in the classroom such as the SMART board,
computers, and iPads to use to engage students’ attention and develop their
social interaction.
Lesson Plan: What is the Sound?
Creating a lesson
plan that works on phonemes is one that allows students a chance to make the
sound and determine the letter. Each week the teacher would work on different
sounds letters make and for this lesson plan the letter S would be used.
Once the students
settled down into the classroom by taking their assigned seats the teacher
would hand out large pieces of paper for their letter S. Students would recognize
and remember from previous letter projects that they are going to work on
finding words that start with the letter S. Students will look through a
magazine and find five S items and cut them out and paste them to their letter
S in front of them. The teacher will be able to monitor, observe, and offer
feedback/suggestions to all students as they walk around the room during independent
practice. To close the project the teacher will have students state what kind
of objects they found as the teachers writes the object on the SMART board to visually
show all students the different/same objects that were found. Students will
turn in their S projects to be handed in at the front of the room on the letter
wall.
This type of
lesson plan uses differentiated instruction (DI) by giving students the
opportunity to show conceptual concepts through visual and audial performance.
Students will be able to display their projects in the front of the class and
they work in large and small groups to gain the understanding of the phoneme.
The teacher is also able to differentiate with technology with the use of the
SMART board and computer. The teacher is also able to assist students who may
be struggling with the project through one-on-one, while building a stronger
personal relationship with students.
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Lesson Overview
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Lesson Title
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What is that
Sound/Letter?
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Grade Level
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Kindergarten
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Subject
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Language Arts/Phonics
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Summary
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The teacher will state the letter of the week: S, and have
the students say the sound and name some items that start with that letter.
Handing out magazine(s), paper, scissors, glues sticks, and pencils/crayons the
teacher will have students find the letter S in a magazine and cut it out and
paste it to their paper S. Students will look at various magazines (one for
each student) and the teacher will ask students to name items in the magazine
that starts with the letter S. Once a few items are identified the students
will go through the magazine (they have) and see if they can locate that type
of item. If they cannot locate it they can draw an image to the best of their
ability to represent the item. Once the activity is over the teacher will ask
students to find any other S items from the magazine and then hang the
pictures on the wall to dry and view for the week.
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Classroom Scenario
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There are 10 students in the kindergarten class and three
of them have an IEP. The classroom is arranged to be inclusive where students
are grouped together in small pods to allow the teacher to move around the
room easily. There are individual areas to encourage learning through
cooperative play.
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Students with
Disabilities in the Classroom
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There are three students with disabilities in the classroom:
one student has a visual impairment, one has a hearing impairment, and one
has autism and ADHD.
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PRETEACHING
TASKS/PLANNING
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Common Core State
Standards
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CCSS.ELA-Literacy.RF.K.2
“Demonstrate understanding of spoken words, syllables, and sounds (phonemes),” (Common Core State Standard Initiative, 2014a).
CCSS.ELA-Literacy.SL.K.1.a
“Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion),” (Common Core State Standard Initiative, 2014b). |
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Lesson Objective
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Students will be able to produce the sound as well as
identify items that begin with the specified letter/sound (S).
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Assessment (Describe
the assessment task and the levels of achievement based on what you expect
from students on this task).
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The teacher will be able to monitor and observe the final
product of the S project. Students will be able to cut out five items and
attach/glue them to their provided letter S. Once enough time has been given
the group will discuss the different objects that were found and the teacher
will create a chart and write the words on the SMART board for everyone to
see. Finally the S projects will be collected to be hung up on the letter
wall for future viewing.
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Materials
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Accommodations/Modifications
to be provided
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TEACHING PROCEDURES
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Opening/Activating Prior
Knowledge
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The teacher will greet students (if the beginning of the
day) and had out paper with the letter S on it. In the front of the class on
the white board will be a large letter S. Students should remember previous
lessons and activities that have been done before for other letters. The
teacher will ask students what the letter is on the board and the sound it
makes.
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I DO: Teacher Input and Modeling
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The teacher will then ask students to name a few S items
(snake, shoe, ship, star, seahorse, sink, soap, she, shout, etc.). For each
word/item give the teacher will write out the word and draw an illustration
to represent the item.
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Checks for Understanding
(How will you know if students are grasping the concepts? What formative
assessments will you use to check for understanding?)
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Are students following along, do they understand the sound
they are looking for and can they locate an item that starts with S. The
teacher can observe and monitor while offering feedback. The teacher will
call on individual students who raise their hands to offer suggestions for
the letter S.
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WE DO: Guided Practice
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The teacher will then have everyone look at the magazine
they have in front of them, and try to find an S object. They will model this
in the front of the room, by finding the first object they find (shoe). The
teacher will ask students to find a shoe and then rip/cut out the S picture
while emphasizing the sound (phoneme of the S). After the picture is
cut/ripped out they will glue their shoe to the big S paper in front of them.
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Checks for
Understanding (How will you know if students are grasping the concepts? What
formative assessments will you use to check for understanding?)
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The teacher can monitor how the students are following
directions: did they find a shoe, did they cut it out, and did they glue it
to the large S in front of them. If one of these instructions were not
followed the teacher can offer oral reminders to keep them on track while
they work.
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YOU DO: Independent
Practice
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The teacher will then have students continue to look for S
items in their magazine, cutting and ripping them out of the book and then gluing
them to their S paper. Once five items are found (including the shoe) the
students can stop searching and cutting out objects. The teacher will allow
enough time for students to complete this task as the teacher walks around
and offers support/feedback for students completing their work.
Alternate: The
teacher will also offer if students are struggling and cannot find S objects
in their magazine they can draw objects onto their S picture to represent
different S objects.
Extended time:
If students complete this lesson quickly and are waiting on other students to
finish they can quietly go to the classroom computer and work on Phoneme Pop.
Phoneme Pop is an application and activity that pronounces the sound of the
letter and the students will have to pop/catch the letter/sound before it
goes off the board. The sounds/letters will switch to continue practice for
letter/sound recognition. They will work together and take turns quietly to
use the computer and game.
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Lesson Closure
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Students will return to their seats and go over the
different S objects they found. The teacher will call on individual students
and have them state their different S sounds/objects. The teacher will also
write the different objects on the board to show the different collections of
S objects and how students might have found similar or different items in
their magazine book. There are many different kinds of objects that start with
the S sound.
At the end the teacher will have everyone do the S sound
and pretend they are snakes as they bring their S picture to the front to be
added to the letter wall.
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Reflection
Assessment for
Learning: How will you use assessment results to assess student performance
on the lesson objective?
What steps will be
taken if objectives not met by all students?
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Based on observation the teacher will be able to monitor
the overall conceptual understanding of the lesson. Where students able to
grasp the sound of the letter S and could they find S objects in their
magazines or where they able to draw different S objects to represent the
sound. Depending upon the results the teacher can offer instant feedback and
instruction to help students get on the right track.
Guided assistance through one-on-one assistance if a
student does not understand the concept. Offering pull-out sessions if
necessary, but also continuing this lesson plans style for additional lessons
on different letters and sounds/phonemes.
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Conclusion
Creating a lesson
plan that is effective and uses evidence-based strategies will create a
successful template for students to learn. Using effective supports in the
classroom, such as technology tools for reading, writing, and word study instruction
will help engage students and encourage interactivity (Ludlow, 2012). Students
with an IEP and without should still receive effective supports in the
classroom, which consists of teaching styles, technology, and more will help
all students succeed and learn the required concepts (Ludlow, 2012). Understanding
the importance of creating a lesson plan that caters and accommodates all
students can be challenging to a new teacher, but over time they will learn
what works, what does not work, and what might need to be altered for each
student so they can grasp the learning concept that aligns with the Common Core
State Standards (CCSS).
References
Barrett,
J. (2007). Letters & sounds. Phoneme
pop. Retrieved from http://www.ictgames.com/phonemePopLS_v2.html.
Common
Core State Standard Initiative. (2014a). English
language arts standards. Reading foundational skills. Kindergarten.
Retrieved from http://www.corestandards.org/ELA-Literacy/RF/K/.
Common
Core State Standard Initiative. (2014b). English
language arts standards. Speaking & listening. Kindergarten. Retrieved
from http://www.corestandards.org/ELA-Literacy/SL/K/.
Kubiszyn,
T., & Borich, G. (2013). Educational
testing and measurement: Classroom application and practice. Hoboken, NJ:
John Wiley & Sons, Inc.
Ludlow, B. (2012). Learning supports: From crutch to
tool. Teaching
Exceptional Children, 45(1), 4. Retrieved from http://search.proquest.com/docview/1039297594?accountid=32521.
Puckett, K. (2013). Differentiating
instruction: A practical guide. San
Diego, CA: Bridgepoint Education, Inc.
Vaughn, S. & Bos, C. (2012). Strategies
for teaching students with learning and behavior problems (8th
ed.). Boston: Pearson.
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