LESSON PLANNING TEMPLATE

Name Londa Neely Grade level Kindergarten Observation: 1 2 3 4

general goals of LESSON long term: The goal of Heggerty Phonics is to continue the development of being able to hear, identify, and manipulate phonemes. The goal for the Royal Bees sentence is to continue the development of handwriting skills, proofreading, and listening. The goal for the read aloud is to continue to develop listening skills, talking with a purpose, and making a connection to what we have been learning and discussing through-out the week. short term: Students ability to focus on task at hand. specific goals of lesson long term: Being able to identify vowel sound e (segmenting- beginning of words and middle). Knowing to use spaces between words, conventions of print, and capitalizing letters. Noticing the signs that tell us spring is here (birds lay eggs, things being to growing). short term: James, DAnthony, and Tyler have a hard time focusing during Heggerty, Royal Bee and the read aloud. My goal for these three are to have at minimum of three redirects during this time for each, taking part in Heggerty, and not just rely on their classmates to do the work and feel that they can go unnoticed. 1. title of Research Lesson: A Little Bit of This and a Little Bit Of That 2. standards addressed:
CCSS.ELA-Literacy.SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. CCSS.ELA-Literacy.SL.K.1a Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).

CCSS.ELA-Literacy.RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). CCSS.ELA-Literacy.RF.K.2a Recognize and produce rhyming words. CCSS.ELA-Literacy.RF.K.2b Count, pronounce, blend, and segment syllables in spoken words. CCSS.ELA-Literacy.RF.K.2c Blend and segment onsets and rimes of single-syllable spoken words. CCSS.ELA-Literacy.RF.K.2d Isolate and pronounce the initial, medial vowel, and nal sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.1 (This does not include CVCs ending with /l/, /r/, or /x/.) CCSS.ELA-Literacy.RF.K.2e Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

3. background of the LESSON: Students do Heggerty Phonics, Royal Bee, and Story everyday. By taking part in this lesson they will continue to develop their phonemic awareness, listening skills, and writing skills.

4. Lesson Procedure
time activities (Divide this into sections. Sections might include: Set-up, Introduction, Teacher-guided instruction, Individual Practice, Group Work, Sharing Ideas, Summary, etc.) Logic Talk Transition the students from snack to the rug. dialogue (Teachers Questions; Anticipated Student Responses) T- If you are done with snack Tip Toe Go Joe to the rug. S-Are we doing logic talk? T-Yes S- Ugh, Yeah, No (May clap my hands, snap, and rub my hands together as a tool to get the students attention, wait time or inviting a few kids to sit closer or ask a child to choose a place on the rug where they know they can do their best) S- Dont raise your hand yet we need to hear all three clues> (Mostly likely Guy and Leor will most likely be the student raising his hand) T- Last one listen closely S- Call me Call me T- I am going to call a friend that I see with their hand raised and voice off. 11:00
Heggerty Phonics (We are doing Wednesday today)

environment (Materials, Strategies, Adaptations) Logic talk book and logic talk poster

comments

10:55

(Will have to stop for students who are not helping, will have to repeat a word 2x or 3x until all students help. Students who are helping will begin to look around, notice their friends who are not helping and tell them to help) T- We all need to help S- D Anthony help, Tyler help, James help

Heggerty Phonics Book

5. lesson procedures
time activities (Divide this into sections. Sections might include: Set-up, Introduction, Teacher-guided instruction, Individual Practice, Group Work, Sharing Ideas, Summary, etc.) Royal Bee (Depending on the childrens focus levels has a whole may not do white boards- to minimize the time spent on transitions. Quick without getting all the materials out. Less chance of loosing them) dialogue (Teachers Questions; Anticipated Student Responses)

page _________
environment (Materials, Strategies, Adaptations) comments

11:15

11:25

T- Make three rows. Markers- Big writing paper , White S- Are we using white boards? Boards, markers, socks. T- Yes or Not today. Tyler(may change if Tyler is not there) do you want to tell your friends something or ask them a question? (Once Tyler says what he wants to do, students will take turns writing on the white paper what Guy said. Will need to wait until students focus, 5,4,3,2,1) T- I see you are ready good job, High Five Rockstar. Repeated. - Now turn on yur pockets in faces the Story windows. A Busy Year By Leo Lionni Book Will change the tone of my voice to sound like different characters as I T- A Busy Year By Leo Lionni season are long read the story. T- Looking at the cover of the book and listen to the titles lets make a prediction about what the story will be about. S- A mouse, two mouse and a tree and they are busy. T- What are buds? Can anyone tell me what a bud is? S-Flower Buds T- Buds are flowers that have not yet bloomed into a full-size flower T-how do you think the twins are gong to protect Woody S- Maybe they will get water or make a sign. looking at the picture what do you think the twins did since Woody is asleep and they did not want to wake her? T- triumphantly that is a big word. say it tri-um phnt-ly means : you are successful that you are happy you were successful. T- Knee to knee with a partner and tell your partner what was your favorite month was from the book. And what season it was in.

11:35

Transition to Mrs . Newport

T- 5,4,3,2,1 ,1,1, Tip toe go joe to your tables

6. evaluation:

I will listen and watch the children during Heggerty to see if they accomplished my goals. After the class writes the sentence I will take time to go over the sentence and evaluate their conventions of writing. During the Knee to Knee I will listen in on some of the partner conversations to evaluate if they may connections to what we have been discussing in class for the past week.

7. post-lesson reflection:
What would you change about this One thing I would change about the lesson is the book. The book was small and hard for some of the children to see. Although the lesson and why would those changes book was good for making connections to what we have been learning about some of the children could not focus on something they improve it? could not see. This would improve the lesson because my visual learners will be able to stay focus longer.

How did your organization and My organization help a lot in this lesson. I spent time reviewing what I was doing for Heggerty Phonics before the lesson. Because I materials affect the success of the knew what was coming next in the lesson I was able to scan more. By being able to scan more classroom management was easier. lesson?

What were some challenges with this lesson? What surprised you?

What surprised me about this lesson was Tylers participation. I planned to have to redirected many times but only had to once. He respond to the task very well. I was not expecting him to focus as he did. The only time I had to redirect him was when he was writing his sentence, which could be aspected since he was the royal bee.

additional comments?

Although my follow through was there I need to work on balancing it with more positive feedback. By balancing between the two it wont seem like I am being to hard on the children.