PINAURO LESSON PLAN 04-27-17

LESSON PLAN OUTLINE

JMU Elementary Education Program

MRS. BS KINDERGARTEN CLASS ELEMENTARY SCHOOL A

Name: Sara Pintauro

TITLE OF LESSON Phonic and Phonemic Awareness: Consonants

CONTEXT OF LESSON
In the beginning of the semester I performed a literacy assessment on my
case study child, B, at School A in Mrs. Bs kindergarten class. This assessment
consisted of activities testing their skills on rhyming, beginning sounds
recognition, spelling, the alphabet, letter production, letter sound production,
word recognition, and concept of word. From observing what sections B struggled
with during this assessment, I determined that B needs to work on his beginning
sounds recognition and recognition of the letters in the alphabet and his letter
sound production. To do this, I will go through every letter in the alphabet with
him helping him identify each letters sound. I then created a worksheet and a
pamphlet for him that he can bring home and refer back to, where he can practice

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his recognition and sound production of letters in the alphabet he was stuck on,
practice his beginning sounds, and work on his spelling.

CONCEPT/SKILLS OBJECTIVES PLAN FOR ASSESSMENT

What do you want students to How will your students How will you assess student
learn as a result of this activity? demonstrate understanding of learning of the concept?
OR the concept? OR
What skill do you want students OR How will you assess student
to demonstrate? How will students demonstrate demonstration of the skill?
success with the stated skill?
1: The student will learn to The student will go over the I will assess student learning of
recognize sets of words that pamphlet provided and identify the concept by observing him as
begin with the same sound. what the objects are that all hes going through the
begin with the same letter and pamphlet, recognizing the
sound and connect them with objects based on the pictures
the letter it starts with. and practicing the sound that
each of the letters make.
2: The student will indicate and The student will complete the I will assess student learning of
recognize beginning, middle, and sound it out worksheet where the concept at the end of the
ending sounds. they have to identify the first activity by looking to see if they
letter, middle letter, and ending colored in the bubbles with the
letter and the letter sounds for correct letters that make up the
each object provided. word for each object provided.
3. The student will learn to The student will go over the I will assess student learning of
identify initial consonant sounds pamphlet provided and identify the concept by observing him as
and the letters that represent the correct letter per each page hes going through the
those sounds. and say the sound the letter pamphlet, recognizing the
makes and repeat the sounds objects based on the pictures
the letter makes by identifying and practicing the sound that
and pronouncing the objects that each of the letters make.
begin with that letter.
The student will also complete I will also assess student learning
the sound it out worksheet of the concept by observing him
where they will figure out how to as hes completing the sound it
spell each object by decoding out worksheet, listening and
(breaking apart) each letters seeing how he sounds out the
sound. word of each object in order to
identify what letters make up the
word.
4. The student will expand on The student will go over the I will assess student learning of
their recognition and association pamphlet where they have to the concept by observing him as
with a picture and its word and study the pictures for each page hes going through the
meaning. and determine what the pictures pamphlet, recognizing the word
are and what beginning letter and meaning of each object
they are associated with. based on the pictures provided.
The student will complete the I will assess student learning of
sound it out worksheet where the concept either during the
 PINAURO LESSON PLAN 04-27-17
hell identify what object each activity or at the end of the
picture portrays. activity by watching him or
seeing if he colored in the name
of the object correctly and wrote
the correct object.
5. The student will practice their The student will complete the I will assess student learning of
spelling of common three letter sound it out worksheet where the concept at the end of the
words. hell write and spell each object activity by seeing if he correctly
based on each picture given. spelt each word.
FURTHER PLAN FOR ASSESSMENT

I will gather the students completed worksheet and make notes on any
struggles, hesitations, mistakes, improvements, etc. I observe while he goes
over the worksheet and the pamphlet.

RELATED VIRGINIA STANDARDS OF LEARNING (Kindergarten)

~Highlighted in bold are the standards they will mostly be implicating during this
lesson~
Oral Language
K.1 The student will demonstrate growth in the use of oral language.
b) Participate in an oral language activity including choral and echo
speaking and recitation of stories with repeated word order
patterns.
c) Participate in oral generation of language experience narratives.
K.2 The student will expand understanding and use of word meanings.
a) Increase listening and speaking vocabularies.
c) Use words to describe/name people, places, and things.
d) Use words to describe/name location, size, color, and shape.
e) Use words to describe/name actions.
f) Ask about words not understood.
K.3 The student will build oral communication skills.
a) Express ideas in complete sentences.
d) Listen and speak in informal conversations with peers and adults.
f) Begin to use voice level, phrasing, and intonation appropriate for various
language situations.
g) Follow one- and two-step directions.
h) Begin to ask how and why questions.
K.4 The student will identify, say, segment, and blend various units of
speech sounds.
a) Begin to discriminate between spoken sentences, words, and syllables.
c) Blend and segment multisyllabic words at the syllable level.
d) Segment one-syllable words into speech sound units including
beginning phoneme(s) (onset) and ending (rimes)
e) Identify words according to shared beginning and/or ending
sounds

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Reading
K.5 The student will understand how print is organized and read.
a) Hold print materials in the correct position.
c) Distinguish between print and pictures.
d) Follow words from left to right and from top to bottom on a printed page.
e) Match voice with print (concept of word).
K.6 The student will demonstrate an understanding that print conveys meaning.
a) Identify common signs and logos.
b) Explain that printed materials provide information.
c) Read and explain own writings and drawings.
d) Read his/her name and read fifteen meaningful, concrete words.
K.7 The student will develop and understanding of basic phonetic
principles.
a) Identify and name the uppercase and lowercase letters of the
alphabet.
b) Match consonant, short vowel, and initial consonant digraph
sounds to appropriate letters.
c) Demonstrate a speech-to-print match through accurate finger-
point reading in familiar text that includes words with more than
one syllable.
d) Identify beginning consonant sounds in single-syllable words.
K.8 The student will expand vocabulary.
a) Discuss meanings of words.
Writing
K.11 The student will print in manuscript.
a) Print uppercase and lowercase letters of the alphabet independently.
b) Print his/her first and last names.
K.12 The student will write to communicate ideas for a variety of purposes.
a) Differentiate pictures from writing.
c) Use letters and beginning consonant sounds to spell phonetically
words to describe pictures or write about experiences.
d) Write left to right and top to bottom.
Aesthetics
6.16 The student will identify how visual language communicates
personal meaning.

MATERIALS NEEDED
A printed out brochure version of the pamphlet created and provided below.
A printed out copy of the worksheet created and provided below
Capital and lower-case consonant letter cards (to go over alphabet and the sounds
of each letter)
Pencil and crayon (to write and color in letter bubbles on worksheet)
Note pad and pen (to take notes about what I observe)

PROCEDURE
 PINAURO LESSON PLAN 04-27-17

OVERALL
This will be done during Literacy Centers when he is playing around the
classroom waiting to be called over by one of the teachers for their small-
group instruction.

1. PREPARATION OF THE LEARNING ENVIRONMENT

- There will be a cleared space in the corner of the room away from others
where I can work with and observe the student one-on-one.
- The alphabet letter cards will be retrieved from the resource bin in the
classroom and placed on the table.
- Crayons and a pencil will be sharpened and available at the table.
- The worksheet and pamphlet will already be printed out and placed on the
table.
- A note pad and pen will be placed on the table in front of the chair I will be
sitting at.

2. PLAN FOR TAKING TURNS DURING THE ACTIVITY

-There will be no taking turns because it is just a lesson plan for one student.

3. INTRODUCTION OF THE ACTIVITY TO CHILDREN

I will start off by pulling the student away from play during Literacy Centers
time. Next I will give the student an overview of what we will be doing together
and the directions to each activity. I will tell the student We will be working on
the sounds of each letter in the alphabet today. You will then get to read
through a pamphlet I made and get to identify the objects, the letter they start
with, and the sound each letter makes. Then you will get to complete a
worksheet I made where you identify each object based on the picture given,
then slowly say each sound in the word to choose which letter bubbles you
should color in. Then you get to write what each object is! All of this will be
described to the student as Im holding up each activity/worksheet and
pointing to whichever part I am explaining. I will then go over with him the
example problem on the worksheet to allow him to see what I expect from him
to do. Lastly, I will ask him if he has any questions and answer any of them if
he does. Then I will clarify with the student that he fully understands
everything I just explained about what we are doing. If I dont think he was
fully listening or looks confused, I will ask him to briefly explain to me what him
and I are doing and what he has to do.

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4. IMPLEMENTATION OF THE ACTIVITY (specific procedure for teacher

and students)
Setup
While the students are all at music, you must sure all of the tasks for the
preparations of the learning environment (as listed and described above) are
fulfilled.
Before
During the start of Literacy Center time, you must call the student over to
the corner table and introduce the activities to him and make sure he
understands what he is supposed to do (as listed and described above)
Activity Part 1 - Letter Cards Game
First you must use the consonant letter cards to play a game to help him
recognize each letter and identify their sounds. You must mix up the cards and
turn 3 of them face down in front of the student. You will tell him he can flip
over each card one at a time and say the letter and the sound the letter
makes. You will explain to him that if he identifies the correct letter and sound,
he gets to keep the card in a pile next to him, but if he doesnt, I get to keep it.
By keep it I mean you will mix up the incorrect cards and put them back into
the pile of unused cards. As he goes through the cards and correctly recognizes
the letters and their sounds, you will NOT say good job, you will tell him he
won that card. If he doesnt correctly recognize the letter and/or their sound,
you will tell him the correct letter and demonstrate the sound it makes and ask
him to echo you. You will then say, I won this round but youll get a chance to
win back this card later on. You will go through the whole pile of cards
repeating these instructions for each until he has all of the cards in his pile. You
will then tell him he won the game.
Activity Part 2 - Pamphlet
You will put the letter cards aside and introduce to the student the pamphlet.
You will briefly describe the directions to what you want him to do with the
pamphlet again (as described above), and then begin assisting him with
starting the first one. The first page on the pamphlet is the letter A. You will
point to the first picture (apple) and ask him Do you know what this is?
-If he answers incorrectly or he doesnt know the answer: you wont TELL
him the answer, but you will help guide him to the answer. You will ask him
what he thinks it looks like. If this doesnt help him identify it, you will give him
a hint (the object is a type of fruit), and then expand on his knowledge by
asking him questions having to do with the hint (What types of fruit are circular
and red?) This should guide him to the answer, if it doesnt you can tell him
what the object is. Then you will proceed with the lesson as if he answered
 PINAURO LESSON PLAN 04-27-17
correctly:
-If he answers correctly: you will then point to the next picture on the page
and ask him to identify the object.
-If he answers incorrectly or he doesnt know the answer: you wont
TELL him the answer, but you will help guide him to the answer. You
will ask him what he thinks it looks like. If this doesnt help him
identify it, you will give him a hint (It is an animal usually found in
ponds in very warm places) and then expand on his knowledge by asking him
questions having to do with the hint (What type of animals can
live in water and out of water) This should guide him to the answer, if
it doesnt you can tell him what the object is. Then you will proceed
with the lesson as if he answered correctly:
-If he answers this correctly: you will ask him what the two words
have in common. If he answers that they both start with the same
letter or sound, ask him what letter that sound makes or what
letter he thinks they both start with.
-If he answers incorrectly or he doesnt know the answer: You
will have him repeat the name of both of the objects slowly,
breaking up the sounds they both make, emphasizing the
sound at the beginning of the word. If he still doesnt recognize
what they have in common tell him to hear what sound he makes in the
beginning of saying both of the objects. You can say both
objects to him slowly and have him try to guess what sound
comes first in both of the objects when youre saying them,
This should guide him to the correct answer, if it doesnt then tell
him the sound both of the objects begin with (a sound) and have recognize
and go over which letter makes that sound. Then you will
proceed with the lesson as if he answered correctly:
-If he answers this correctly: You flip over the piece of paper that
has been covering the letter A the whole time and say,
Yes apple and alligator both start with the letter A! with a
smile on your face. Remember not to say good job or youre
right/correct.
You will continue this process for all every page in the pamphlet. When you are
all done going over it, tell him to put his name on the front of the pamphlet and
put it in his mailbox to take it home and to go over it if he has time every day
until he can go figure them all out on his own.
Activity Part 3 Worksheet

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You will put the pamphlet and introduce to the student the worksheet
sound it out. You will briefly describe the directions to what you want him to
do with the pamphlet again (as described above), and then begin assisting him
with starting the first one. You will point to the picture (cat) and ask him what it
is. If he doesnt know or answers incorrectly, you will ask him questions such as
well what does it look like etc. until he comes up with the answer. If he is still
struggling you may give him hints (Its a type of pet that many people have in
their homes) and if he still doesnt guess it you can give him the answer and
explain why the picture is what it is. Next you will move onto the color
section and say Here you will sound out the word cat very slowly to try and
figure out what letters make up the word and how to spell it. For instance,
*then sound out the word slowly and break it into pieces and have him identify
what letter goes with each sound you make. Also have him repeat the sound
you make which pointing at the row of letter bubbles your focusing on
(beginning, middle, or end letter)* (Caaa- is both the sound for c and k but the
word cat begins with the letter c. then caa- ahhh , what letter makes the ahh
sound? I or A? then caa-ahh-tuh, what letter makes the tuh sound, d or t?) You
will then move onto the writing section and show him the dotted lines that say
CAT on the lines provided. You will tell him that he will write the word of the
object at the end of figuring out what every object is an coloring in the bubble
letters. You will tell him to trace over the word cat that is provided for him. You
will then tell him to try to the next one on his own. If he seems to be
struggling, you can repeat the process of assistanting him as described above,
without repeating the directions for each section. You can also just ask him
open-ended questions guiding him to the correct answer.
Observation/Note Taking Throughout
While doing these activities, try to jot down anything he does that stands
out to you and anything he struggled with. Also jot down anything he answered
correctly on his own that he didnt know before. If you are too busy with the
helping him throughout the whole activity, try to remember any of the things
that stood out to you that you would have wanted to write down.

5. CLOSURE AND CLEANUP

Once the worksheet is fully completed; you will then collect the worksheet,
take a photo for your record of observation, and put a check and a smiley face
on the top. You will then ask him what which activity he liked most and why.
You will then ask him if he feels like he learned more from the activities. After
having a brief discussion with the student about how he feels and any
feedback you can get out of him, tell him to go put the finished worksheet in
 PINAURO LESSON PLAN 04-27-17
his mailbox to bring home and allow him to go join the rest of the class and
continue his play.
Once you dismissed him, this is your time to quickly grab your notepad and
pen and write them down the discussion you just had with the student, along
with any thing you remembered during the activity that stood out to you that
you didnt get a chance to jot down.
You will then put all of the materials back to where you got them, and make
sure the area you just worked in is completely cleared and cleaned.

PLANS FOR DIFFERENTIATION

There are no plans for differentiation because this lesson plan is designed
specifically and only for one student, based on what he needs to improve on.

WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO
ABOUT IT?

Problem: The student may get frustrated if he cant come up with the correct
answer when going over the pamphlet and/or the worksheet or when not being
able to recognize some of the letters in the letter cards game.
Solution: In regards to the pamphlet and/or the worksheet, remind your student
that not being able to come with something on his own is okay, and that is why
Im here to help. Assist him in whichever part of the pamphlet or worksheet he is
getting frustrated with and remind him that its okay to mess up at first is how
hes going to learn. Remind him that nobody is watching him and he can take his
time and tell me he doesnt know if he doesnt know. In regards to the game,
remind the student that there is no losing in this game, and that hell get a chance
to win back the card he missed if he keeps practicing the letter and the sound the
letter makes.

Problem: Lack of time for the activity

Solution: Make sure that you are not the only teacher in the classroom while doing
this activity. Make sure there is another teacher that is working with the literacy
center groups at the other group table, following the routine per usual so you
dont have to stress over time. If the time set aside for Literacy Centers ends
when in the middle of the activity, tell him you two will complete this later on in
the day or tell him to complete the rest of the worksheet on his if he has free time
throughout the rest of the day (they always do before playtime and after snack,
etc.) and make sure he knows he can come to you for help or with any questions
he has about it.
Activity 1 Alphabet Letter Cards Gam

Aa
Gg
HhNn
Bb
Ee
Cc
Ff Jj
Ii
Oo
Kk Pp
Qq
Ll Vv
Uu
Rr
SsWw
Yy
TtXx
Zz
Page

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Activity 2 - Pamphlet Pages (12 pages)

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Activity 3 Sound it out Worksheet