Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Ms. Buikema

Date November 11, 2014
kindergarten__

\
Subject/ Topic/ Theme Learning of the syllables of N (na, ne, ni, no, nu) Part I Grade

I. Objectives
How does this lesson connect to the unit plan?
This lesson connects with the rest of the unit plan because the students have already learned what sound the letter makes, the pronunciation, and the students should be
able to recognize the letter N. From this point, we will move on to putting N with other letters, starting with the vowels. (Baby steps towards literacy).

Learners will be able to:

Apply letter sounds of N to pronounce the syllables na, ne, ni, no, nu
Pronounce words including multiple N syllable (ex. nana or neni)
Distinguish the syllables found it words (ex. nio- ni)
Write, pronounce, and identify the N syllables

cognitiveR U Ap An E C*

physical
development

Ap
Ap.
An
Ap

socioemotional

Common Core standards (or GLCEs if not available in Common Core) addressed:

CCSS.ELA-Literacy.RF.K.2.b
Count, pronounce, blend, and segment syllables in spoken words.

CCSS.ELA-Literacy.RF.K.3.a
Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each
consonant.

ART.D.V.K.3 Demonstrate the ability to draw alphabet letters in the air using parts of the body.

(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.

The students will need to know the pronunciation of the letter N, they will need to recognize the letter N, and be able to write
the letter N.
The students need to recognize, be able to pronounce, and write the vowels and other letters: a, e, i, o, and u.

Pre-assessment (for learning):

Review of learning from the previous day: what sound does the letter N makes, what is the name of the letter N, and how do
you write the letter N (writing the letters in the air)?
Also repeat the process for previously learned letters through the use of letter tiles.

Outline assessment
activities
(applicable to this lesson)

Formative (for learning):

During each lesson, the teacher will work one-on-one with each student and assess the progress they have made through the
process of obtaining pronunciation and pronunciation as a whole.

Formative (as learning):

Color by syllable worksheetthis shows whether or not the students are recognizing the syllables or not.

Summative (of learning):

Na, ne, ni, no, nu review flashcards at the end of small group.

What barriers might this

lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your

Provide Multiple Means of

Representation
Provide options for perceptionmaking information perceptible

Provide Multiple Means of

Action and Expression
Provide options for physical actionincrease options for interaction

Worksheets
Dice
Coloring

Color correspondent syllables

Writing the syllables
Throwing the dice

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Smaller groups
Better interaction with the teacher
Students helping other students

students to do this lesson?

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language
Coloring by syllable
Provide options for
comprehension- activate, apply &
highlight
Repetition on of the syllables of N
Review of the letter tiles

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to use?

Provide options for expression and

communication- increase medium
of expression

Provide options for sustaining

effort and persistence- optimize
challenge, collaboration, masteryoriented feedback

Worksheets
Book

Small group work

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection

Using prior knowledge to sound out

syllables

Independent work-color by syllable

Wooden dice, letter tiles, worksheet, book, book assessment worksheet, color by syllable worksheets, crayons, na, ne, ni, no, nu
flashcards, and pencils.

The classroom will be in the same set up as normal. There will be three groups of seven to eight students. One group will
begin in at the tables with the color by syllable worksheet. The second group will be with the teacher on the side table with the
books. The third group will be on the back tile floor with me working on the dice and creating the N syllables.

How will your classroom

be set up for this lesson?

III. The Plan

Time
1
minute
2-3
minutes

Components

Motivation
(opening/
introduction/
engagement)

1
minute
10-15
minutes

10-20
minutes
1
minute

5-7
minutes

Development
(the largest
component or
main body of
the lesson)

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
The teacher will break the students up into groups, the yellow
group in the back, the blue group at the tables, and the green
group at the side table.
The teacher will greet the students and ask them what they
learned yesterday.
If the students are unable to answer or have difficulties
producing and answer, the teacher will help the students if need
be.
After the students respond, the teacher will transition to the next
lesson. From the letter N, we also need to know the syllables
related to N: na, ne, ni, no, and nu.
Group One: Color by syllable worksheet

Before starting the teacher will explain the directions

to the students.

On the worksheet on each students desk is the a

square with all the different syllables of na, ne, ni,
no, nu. Each syllable is to be colored a different
color.

The student must find all of one syllable and color it

the marked color and repeat this process for the rest
of the syllables.

At the end, the student should find a hidden picture.

Second Group: Syllable writing

The teacher will explain to the students what the

objective of this group will be: the students will be
forming the syllables of N.

The teacher will hand a worksheet to each student.

Together the group will roll the dice. The students

The students will listen to the teachers instructions and then

move to their appropriate spots and listen to the teachers
greeting and questioning.
Then, hopefully the students will respond that the learned about
the letter N, the sounds it makes, and how to write the word.

Group One: Color by syllable worksheet

The students will listen to instructions and begin the color by
syllable.

If the students have any doubts they can ask for help.

The students will look at the color key when needed.

Students will color the worksheet to find the hidden

picture.

Second Group: Syllable writing

Students will listen to the instruction of the teacher

Students will ask questions if they do not understand

The students will receive the worksheet and write

down the vowels rolled.

will then write down the letter the die lands on in the
corresponding box.
The teacher will ask the students what sound each
letter makes and then what do they make when the
sounds crash together.
The teacher will do several rounds of this before
each student receives their own dice to practice with.
The teacher will then rotate around the group asking
the individuals questions such as: what sound do
these letters make together? Or what syllable does
this create?

Group Three: Book reading

The teacher will introduce the book of the week to

the students

The teacher will begin to read to the students,

pausing after she finishes a page.

At the end of the book, the teacher will ask the

students comprehension questions such as what
happened in this book?, and other book specific
questions.

Then the teacher will read the book by echo reading.

The teacher will read a line and the student will
repeat a line, etc. until the book is finished.

Once the book is finished, the teacher will hand a

worksheet that asks the students comprehension
questions and to portray a scene from the book, the
students will continue till it is time to change groups.
*materials are straight out of textbook curriculum and thus
are not included in this unit plan*

1-2
minutes
10-20
minutes
1
minute
7
minutes

10
minutes
5-7
minutes

1-2
minutes

Closure
(conclusion,
culmination,
wrap-up)

The students will watch the teacher and participate

when needed.
The student will pronounce the sound of each letter
and then try to put the sounds together.
After this, the student will continue to write down
the letters and roll the dice.
The student will repeat this several times and work
on their own.
The students will ask questions when needed
At the end of the lesson, the students will say what
five syllables they found of N.

Group Three: Book reading

The students will sit in a semi-circle around the

teacher and listen to the introduction and instructions
for the lesson.

The students will listen as the teacher reads a page

The students will answer the teachers questions of

comprehension in the book

The students will echo read the teacher

The students will fill out the worksheet to the best of

their abilities

At the end of each session, the teacher will review the questions
asked at the beginning of the lesson.

At the end of each session, the students will perform

assessments to verify that they understand letter and the
syllables of N.

Group One:
The students will be observed to see if they found the hidden
message.
The teacher will instruct the students to clean up their area and
put their papers in their cubbies.

Group One:
The students find the hidden message.
The students will clean up their area and put their papers in
their cubbies and then form a line.

Group Two:
At the end, the teacher will give the students pencils and paper
write the five syllable and asks the students what sounds they
also the teacher will ask the students how to pronounce each
syllable.
Group Three:
The teacher will observe the drawings of each child, asking for
explanations when need be. Then the teacher will summarize
the story with the help of the students.

Group Two:
The students will clarify the five syllables of N.

Group Three:
Complete the questions of comprehension as well as the
worksheet.

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)