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Berea College Education Studies

Word Study Lesson Plan
Taylor Gilbert

Planning

Content Standard/s
RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing
the primary or many of the most frequent sounds for each consonant.
Language Standard/s
HW.K.1 HW.1.1 Print all upper and lowercase letters and numerals
This lesson focus on letters.
Content Objective(s)
- Students will be able to verbalize single letter sounds on all/any of the letters in the alphabet.
Language Objective(s)
- Students will print uppercase letters on a whiteboard, legibly.
Academic Context
This lesson is taking place in a kindergarten classroom, closer to the beginning of the year. This
lesson will be taught in the middle of the Unit Plan, a check-in and review point We have been
reviewing letter sounds in which the students need some more support and review. Knowing single
letter sounds can help students in their reading, as a reading strategy. There are many students in
the class in which skip words and substitute words while reading. This a two-day lesson, in which
one day is large group lead and the second day is group work and individual group intervention. As a
classroom, we have practiced classroom management skills, such as “smelling the candle and
blowing out the candle” and call and response strategies. Leading up to this lesson, we have made
several anchor charts of letter sounds with pictures for visual aids. These anchor charts will help
guide the students in using the context of letter sounds from a book and during activities.

Classroom Context

Note: This lesson plan format and planning guide is based on the Culturally Responsive Instruction Observation Protocol (CRIOP) framework.

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My classroom is a Kindergarten classroom. The classroom is composed of 23 students, 13 of which

are girls and 10 of which are boys. Most of the students are Caucasian students from the Berea
area. There is one female African American student. The reading groups are groups of four to five
students depending on their reading levels, which range from B and D. The students in these groups
struggle with fluency because they struggle with letter sounds, as well as substituting words, There
is one student with an IEP for Emotional- Behavior disorder.

Materials
- Day One
- Benchmark Advance Kinesthetic Alphabet for
Kindergarten(https://www.youtube.com/watch?v=MNHr4BLTUlot
-Whiteboards and expo markers
- Day Two
-Letter Sounds Alphabet(\https://www.youtube.com/watch?v=vwxNBQnhRrM)
- Coloring worksheet(10 copies) (https://cdn.thisreadingmama.com/wp-
content/uploads/2016/01/Beginning-Sounds-Chart.pdf)
- Crayons
- Beginning Sounds Bingo
- Counters

Key Vocabulary
- Phonics
- Letter sounds

Implementation Phase

Instruction

DAY 1 (25-30 minutes block, based on engagement level and need for explanation)

Note: This lesson plan format and planning guide is based on the Culturally Responsive Instruction Observation Protocol (CRIOP) framework.

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Transition(2 minutes): After their special area, we will transition back to the carpet by say “ I hope you guys
had a great day at ______, what did you guys do? ______ .” Wait for responses, and observe the level of
energy of my kindergartners. “Can you guys join me at the carpet as you come in? make sure you still on
the right spot, please”

Introduction (3 minutes): “I noticed that some of you guys were struggling with beginning sentences
sound, so today and tomorrow, we are sometimes reviewing what we learned earlier in the year. Reading
takes practice and reviewing but, I m very proud of you guys for how well you are doing, okay? Like always
I’m gonna read that I can statements guys. Read the “ I can” statements written on board.

1. 1 I can say single letter sounds on all/ any of the letters in the alphabet.
2. I can read left to right without, skippings words and changing words from book.

Video Introduction: (1 minute) “I’m really confident that you guys can do that. So, we’re gonna start with a
video. You’ve seen this before, and it’s a teacher doing movements with each letter sound. She is gonna do
it then I’m gonna pause and do it with you. So, I need all of you humans to stand up and get moving with
me.

Video and Kinesthetic modeling: (15 minutes)play video and pause after each letter and do the modeling
with the students—work on all letters, A-Z.

Transition:(5-10) “Now, great job! Does any have any letters that they like or need more practice?” wait for
responses and go over letters again if students suggest it. Now that you guys are full of energy. I need you
guys to take a deep breath to show me you are ready to move on . Smell your flower and blow out your
candle” Practice this breathing twice as a classroom energy regulation tool. Wait for students to settle
Okay, do you have your listening ears on? Now we are gonna do back to over to our desks, but not yet.
Before you get to your desk, I need you to make a pitstop at the shelf and get one whiteboard and expo
marker? Give me a thumbs up if you get it. If your name has a *make A letter sound* in it, you can get up
and get your whiteboard and seat down. Wait for movement. If your name has a *, make E letter-sound* in
it, you can get up and get your whiteboard and seat down at your desk. Wait for the movement of
students. If your name has a *make O letter-sound* in it, you can get up and get your whiteboard and seat
down. So on and so on till all students are sitting down.

Word work (5-10 mins):Wait for students to transition and get into desks quietly. “Okay, I’m gonna say a
letter sound and I need you guys to guys to write on the book the letter. If you need help on remembering
how to write the letter, Look at the alphabet letters at the front of the group. If you don’t know if thats
okay, put a question mark or x. I’m just trying to see what you guys need extra support on.” Do five or so
letter sounds to practice and record students who still need assistance. “Okay perfect guys, thank you so
much for your hard work.”

Day 2 (20-25 minutes)

Introduction: Okay guys welcome back from ______. I hope you have a great time. We are going to be
doing beginning letter sounds like letter sounds. Like always, I’m gonna read the “I can” statements.

1. I can say single letter sounds on all/ any of the letters in the alphabet.
Note: This lesson plan format and planning guide is based on the Culturally Responsive Instruction Observation Protocol (CRIOP) framework.

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2. I can read left to right without, skippings words and changing words from the book.

“Okay, I’m so proud of you guys, you are doing great. Today, to start we are gonna plat this letter sound
video to review. You say the letter sound as they say it.

Video Review: Play the video review, modeling verbalizing the letter sounds.

Lesson and Small Group Introduction: “Okay. now I’m gonna give your instructions. So I hope you have
your listening ears on. If you have a blue circle on your desk, you are gonna joining in a small group. So you
can move now. Allow time for movement. “If you don’t, then you will get to working with pairs, practicing,
and coloring letter sounds. I have the pair written on the board, so everyone stands up and finds your
pairs.” Allow students to move around and transition. Okay now find desks that are closest to you guys. Co-
teacher will pass out worksheets. “Yall, I want you to make the letter sound them color the box, okay?
Thumbs up if you understand. Wait for responses and re-explain if necessary. “_______(co-teacher) be
walking around, so I’m sure she would love to help.”

The small group directed phonics lesson- Okay guys, we are gonna be playing something called Beginning
Sounds Bingo. It’s so fun, I’m so excited. Does anyone know what bingo is? Wait for responses. “Okay here
are your cards. Here is how it’s gonna work, so I hope you have your listening ears on. I’m gonna say a
sound and you guys are gonna take them counters and put it over the square that matches the picture.
Give example, For example, if I say *A letter sound” I would put the counter over the apple square because
apple starts with the “A” sound A-, A-, Apple. Hold up counter and demonstrate putting counter over it.
You win if you have the counters in a straight line like this or this. demonstrate with the cards, vertically
and horizontally. Go through a list of letter sounds, in which you observe the students most struggle. Say
letter sounds and observe students as they place the counters. After they place counters, I will go over
letter sounds and they will verbalize the sound and say the picture they place a counter over. Do about 10
letter sounds, recording what sounds each student struggles with a previously written chart.

Transition and Closing: After the small group is over, I will transition the students in groups back to
assigned desks, using call and response. “Guys, 1,2,3” Wait for “Eyes on my response. We are moving on so
I need one person from your pair and to bring me your paper and find your assigned seats. Wait for
movement and collet paper from students. Okay, guys. I am so proud of you. You are gonna pull some
more groups this week and have a tiny quiz on Friday on beginning letter sounds. How are you guys feeling
about it? Thumbs up if you feel good, halfway if your ify and thumbs down and you are struggling a bit,
which is okay. Observe responses. End the lesson with praise and answer any questions and review for “I
can” statements.

Cultural Considerations –

★ It’s important to note letter sounds might sound different due to the Appalachian dialect with
multiple students from the Appalachian region.
★ Accommodations would be made for the students who have EBD. As proactive prevention, I would
try to sit this student beside my desk to monitor behaviors more carefully and observe triggers. I
would make sure to clearly state the lesson sequence for these students to know what is coming
Note: This lesson plan format and planning guide is based on the Culturally Responsive Instruction Observation Protocol (CRIOP) framework.

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next. If the student starts to feel overwhelmed, they can do a unique spot called the “Safe Space” to
calm. This activity would (hopefully ) not trigger the student with EBD, because they will be able to
move around the classroom and take breaks throughout the lesson. Those students will also have
the opportunity to converse with their peers.

Discourse Considerations –

★ Within the lesson, there are several times for the students to talk to one another. This activity will
be conducted on the carpet, so the students can look at each other and observe each other while
kinesthetic modeling letter sounds. The students will be encouraging and supportive of each other
during this activity, which I modeled as the teacher. Overall, this activity builds the classroom
culture with my classroom, allowing them to sit in a group and learn simultaneously. The classroom
set up as groups is also conducive for student discourse. The students not working in the small
group will be working in groups of two for the coloring sheets.

Vocabulary Considerations –
★ I will continuously bring the vocabulary words throughout the lesson and activity. To understand
this standard, the students must have a strong understanding of phonics and letter sounds. It’s
essential to recognize the importance of producing the letter sound correctly and accurately. An
anchor chart presented throughout the classroom can also be used as a helpful tool. Letter sounds
can be integrated into other content areas, as well. When doing numbers, I can ask what level
sound does this number begins with.

Assessment Considerations –
o Formative
▪ Throughout the lesson, there will be consistent questioning and discussion to ensure
students understand the activity concept. Observation also plays an essential role during
this lesson. The closing worksheet will be used to evaluate each student at the end of the
lesson. Because we are assessing, I chose to do an assessment with minimal words, so it
is truly assessing math skills rather than reading and reading comprehension.
▪ Note: There will be no formal assessment accommodations for my student with EBD
because they are on grade level in this area
o Summative
▪ There will be no formative assessment directly after this lesson. It is an already lengthy
lesson for kindergarten to keep engaged. However, I will be conducting more data about
the students in a small group, through the weekly running record on their level and the
areas of struggle regarding their reading capabilities.
Post-Instruction and Planning Rationale
I did not teach this lesson in the classroom setting. As a teacher, I planned this lesson in a way that is
active for the students. This lesson can also be applied to different types of learners and their
unique learning styles. There is a visual( writing on a whiteboard and seeing the letter), auditory
(hearing me verbally), and kinesthetic( the hand movement associated with letter sound) aspect in
this lesson. This lesson expanded on phonemic awareness and foundation knowledge covered in
Note: This lesson plan format and planning guide is based on the Culturally Responsive Instruction Observation Protocol (CRIOP) framework.

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previous lessons. This lesson is lead by one teacher and allows time for differentiated learning of the
other team member in my kindergarten classroom if needed. As young children are very active and
social, so as a teacher, I designed this lesson with those two factors in mind. A teacher needs to
relate new concepts to real lids scenarios and introductory concepts learned.

Note: This lesson plan format and planning guide is based on the Culturally Responsive Instruction Observation Protocol (CRIOP) framework.