Scribd
Upload
697 views3 pages

Lesson Plan TK

This lesson plan is for a transitional kindergarten language arts class. The standard is for students to recognize and name all uppercase and lowercase letters. Students will learn the letter G, its sound, and words that start with G. Activities include introducing uppercase and lowercase G, reading a story about the letter G, and making glittered popsicle stick G's. Formative assessment includes identifying letters and sounds. Summative assessment has students pull letters out of a bag and say the name and sound. Accommodations include large print posters and felt textured letters.

Uploaded by

api-296995969
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
697 views3 pages

Lesson Plan TK

This lesson plan is for a transitional kindergarten language arts class. The standard is for students to recognize and name all uppercase and lowercase letters. Students will learn the letter G, its sound, and words that start with G. Activities include introducing uppercase and lowercase G, reading a story about the letter G, and making glittered popsicle stick G's. Formative assessment includes identifying letters and sounds. Summative assessment has students pull letters out of a bag and say the name and sound. Accommodations include large print posters and felt textured letters.

Uploaded by

api-296995969
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
You are on page 1/ 3

Lesson Plan Form - LBS 400

Revised 08/05/14
Candidate:

Subject:

Grade level(s):

Angela Vasquez

Language Arts

TKTransitional
Kindergarten

Date: 11-10-15

Standard:
1.6

Recognize and name all uppercase and lowercase letters of the alphabet.

I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):


1. The student uses letter sound knowledge to decode written language.
2. Name and Identify each letter of the alphabet.
3. Understand that written words are composed of letters that represent sounds.
4. Learn and apply letter sound correspondences of a set of consonant and vowels to begin to read.
II. LEARNING OUTCOME (Objective):
Given the letter G, students will be able to recognize that letters have specific sounds. Additionally,
students will be able to recognize the upper G and lowercase g. Theywillexaminetheletternameand
soundconnection.Studentswillbuildletterrecognitionfluency.Demonstratetheirexistingknowledgeof
lettersoundsandnames. Also, students will have an awareness of the relationship of letters to words.
Students will be able to say the G sound by creating green glittered Gs on popsicle sticks.

DOK/Cognitive Rigor Level: Students should be able to differentiate between letters, numbers and
symbols. Students need to be able to recognize uppercase and lowercase letters.
Language Demands PartnerthestudentwithanativeEnglishspeakingstudenttopracticesaying
andlisteningtolettersandhowtheyarepronounced.Substituteseveralchoiceswhenthestudentfinds
strugglestoidentifytheEnglishletter. Makethepagesaheadoftimewiththeletter,theEnglishword,and
theSpanishwordalreadyonthepage.

III. CURRICULUM CONNECTION: We are continuing our lesson in the alphabet. The lesson that
comes before this lesson is learning to recognize uppercase F and lowercase f and learning the sound
of F. Then after this lesson comes the recognition of uppercase G and lowercase g.
IV. INSTRUCTION
ENGAGEMENT (Motivational Activity):
Anticipatory Set: Who can tell me what sound letter G makes? We have been learning about the
letters of the alphabet. The letter of the week that we will be working on is uppercase G and Lower
case. We are going to sing our ABC song. Whowouldliketosingthealphabetsongbythemselves?
WearegoingtoreadthestorytheletterG.
Student friendly objective: By the end of our lesson you should be able to recognize the letter G by

creating green glittered Gs on popsicle sticks.


Purpose: Students will be able to use letter- sound knowledge to decode written language. To
understand that written words are composed of letters that represent sounds.
INSTRUCTIONAL SEQUENCE (Teaching Methodology With Student Activities):
Step #1: Introduce the letter upper G and lower case g by sounding them
a. T input I would introduce the letter uppercase G and lower case g to students by pointing to it on
the alphabet.
a. T model I will show students how the letter G sounds. Then students will repeat after me.
b. Student response: Check for understanding by choral response by having students repeat the sound
of G.
Step #2: Recite words that begin with the letter G
a. T input- I will express the G sound while reciting the words giraffe, gorilla, goat, and goose.
a. T model- I will point to the letter G words like giraffe, gorilla and goose and then say them out
loud. Then I will have students repeat after me.
Student response: Check for understanding with choral response by having the students repeat the
words they see.
Step #3: Have students name words that begin with the letter G
a. T input- I will point to some G words on the board like giraffe, gorilla, goat and goose.
a. T model I will sound out the words and then have students repeat after me.
b. Student response: Check for understanding by pair share by having students make partners with
other classmates and add more words to the list.
Step #4: Read Story the Letter G
a. T input I would read the story and then ask questions like what part of the story did you like? What
did you learn?
a. T model I will share my favorite part of the book, then students will share about their favorite part
of the story.
b. Student response: Check for understanding by active participation by having students raise their
hand and share one of the questions about the book.
APPLICATION ACTIVITY (Practice and/or Reflection):Forguidedpractice,studentwillbegivena
worksheetthatinstructsthemtodrawalinefromthepictureofthegoattothepictureswhosenamebegin
likegoat.TherearesixpicturesonthepagethatbeginwiththeletterG.
MATERIALS & RESOURCES:
Sample of completed project
Glue
The story of the letter G
Green glitter
Construction Paper
Popsicle sticks
V. ASSESSMENT STRATEGIES (Methods For Obtaining Evidence Of Learning):

Formative: Mystudentswillbeabletoidentifythelowercaseversionofaletterwhengiventhreeanswer
choices.Inaddition,theywillbeabletoidentifytheuppercaseversionofaletterwhengiventhreeanswer
choices.Studentswillbeabletopickthecorrectfirstletterofawordwhengivenapictureoftheword,and
threeanswerchoices.Thestudentswillbeabletocorrectlyidentifythesoundofaletterwhenaskedbya
teacherandshowneithertheuppercaseorlowercaseversionofthatletter.
Mystudentswillbeabletonameawordoftheirownthatstartswithaparticularletterwhenaskedbythe
teacher.
Summative: Attheendofthelesson,wewillplaceallalphabetcardsinabagandaskeachstudenttopull
outacardandmakethesoundoftheletterandsayitaloud.
VI. ACCOMMODATIONS and/or MODIFICATIONS FOR INDIVIDUAL LEARNERS
To accommodate individual learners I will hang posters with large print letters to help students with vision
disabilities identify the letters. Then I will create felt textured letters for students who may not be able to
identify the letter that goes with the sound as reinforcement. Most importantly, I will allow additional time
or instructions for activities. In addition, secure additional alphabet strips to the desks with uppercase and
lowercase sight words to help with identification. Perhapsworkwithlettersofpriorknowledgeforthese
students,suchastheonesintheirnameorfavoritepet(catdog). Breakdowntheactivitiesintosmaller
workingsections,forexamplehavethestudentworkwithfivelettersatatimeinsteadoften.

VII. HOMEWORK (if appropriate):

No homework

You might also like