Lesson Plan : A to Z Efficiency
Teacher Name: | Katy Sybesma |
Grade: | Kindergarten |
Subject: | Language Arts |
Topic: | Alphabet Fluency |
Content: | Subject matter: The lesson will be over the letters of the alphabet and the sounds of those letters as well as sight words the students have been studying. Cooperative Learning Structure: Chapter 10 Mastery Structures: Rallytoss Rationale: Rallytoss will be a good activity for this lesson because it will give the students a better review of the alphabet sounds/letters and sight words than just going over them and being tested over them. The students will be in pairs and will feel more at ease to give an answer. Also, being in pairs will be helpful because the students can try to help each other out when they are stuck. |
Goals: | TEKS: �110.2. English Language Arts and Reading, Kindergarten |
Objectives: | The students will be able to name the letters of the alphabet when the letters are written or sounded out to them. The students will be able to name sight words when shown to them. |
Materials: | dry erase boards, markers, balls, flash cards |
Introduction: | Gather the students to the carpet and have them sit in a circle. Tell them that they will be playing a game in which they will need to use their minds and their hands. |
Development: | Tell the students the rules of the game: The students will be split up into pairs. Each pair will get a dry erase board, marker, ball and set of flash cards. Have students stand about 3 feet apart from one other. One player must either show an alphabet letter, make the sound of that letter or show them a sight word. These letters and sight words will be on flashcards that will be given to the students. Then the other student must name the letter, make the sound the letter makes or name the sight word. If the other student names the letter, sounds it out or reads the word correctly, they get a point and then it is their turn to quiz their partner. Have the student who quizzed throw a ball to the other student when they get the answer correct. For every answer the student gets right, he or she will get a point and get the ball. Students will get only one attempt each time to get the answer right, then they will have to quiz their partner and will not get a point. Have the students write out the letters or sight words that they have trouble with on the dry erase board. After explaining the rules call a student up to the front of the room and show the students how to play the game. |
Practice: | Play the game as a whole class,give each student a chance to quiz and be quizzed and watch the students to make sure that they understand the game and follow the rules correctly. |
Accommodations: | Mix students into pairs of different learning levels. If this is not successful, have a group of students who is having trouble come work with you so that you can help them improve their letter fluency/sight word recognition. Go over the alphabet sounds and letters with these students in a small group and help them to identify the sight words. Have them practice writing and sounding out letters and sight words. |
Checking For Understanding: | Walk around the room as the students play the game and be sure to observe each pair for a few attempts to see if the students know the correct answers to the sight words and alphabet sounds/letters they are shown. Go over the letters and sight words that the students are struggling on with each pair. Join each pair and quiz the students on a few flash cards that they had trouble with as well as ones they hadn't gotten to yet. |
Closure: | Get the class back onto the carpet and play one more round of the game, giving every student a chance to answer. Next ask the students how they felt about the game and how they did. To end the lesson, talk about how practice can really help them to know their sight words and alphabet and that practice can be fun. |
Evaluation: | Jot down your observations for each individual child on a notebook and be sure to write which letters/sight words each child has trouble with. Also, check the scores on the dry erase boards to see how many answers each student got correct. |
Teacher Reflections: | For diverse learners who have been having trouble with sight words or the alphabet letters or sounds, give them 2 extra chances to guess the correct answer. Help them out when they ask for help and pair students who have trouble with a peer who knows the alphabet and sight words so that the peer can help them and give them hints on what the letter, sound or sight word is. Give the students who are having trouble two hints when they become frustrated, such as a letter sound and showing them the letter, then have them guess what the word is. |
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