University of Utah, Department of Special Education: Lesson Plan

Content Area: Reading

Grade level:
10/21/2014
Core Standard:
Language Arts. Kindergarten. Reading :
Foundational Skills Standard 3.
Know and apply grade-level phonics and word analysis
skills in decoding words

Kindergarten

Instructor Name: Lindsay Newton

Instructional Objective:
Students will learn the sound corresponding to
the letter d that says /ddd/.
Students will sound out words using a,m,t,s,i
and d.

Date:

Behavioral Objective:
Watch for my signal
Say sound of letter when I touch under the
letter
Eyes on me to let me know you are listening

IEP Goal:
Content (concepts, information, skills,
Instructional Materials Needed:
Britney will understand graphophonemic
new vocab, etc.):
Whiteboard
relationships by demonstrating 95% accuracy
Letter Sound Correspondence
Dry eraser marker
on 2 out of 3 trials on an aimsweb phoneme
Sounding Out Format (words)
Token system
segmentation probe in 9 weeks.
Lesson plan
Procedures/Activitie Teachers Role/What Im doing:
Students Role/What theyre
s:
doing:
1. Get students
1. Eyes on me in 5, 4, 3, 2, 1.
attention
1. Students will look at me to let
2. Academic review
me know they are ready and
/Gather background
2. We are going to review the sounds of the letters we have been learning.
listening
knowledge
When I touch under the letter, I want you to say the sound. Keep saying it as long
3. State instructional
as I touch under it.
2. /aaa/ /aaa/
objectives
I will point to letter.
Students will take turns saying
4. Review behavior
This letter says /aaa/. What sound? (signal) Again what sound?
sound individually when I say their
expectations
Ask students to say sound individually (as needed).
name and ask what sound.
5. Instruction
Repeat this process with m, t, s, i
Repeat process with m, t, s, i
a. Model
b. Guided Practice 3. Today we are learning the sound of a new letter and we are going to sound
c. Guided Group
out some new words. We will use letters and sounds we already know and we will 3. Students will have their eyes
Practice
also use our new letter and sound as well.
on me to let me know they are
d. Independent
paying attention.
practice
e. Error Correction 4. Watch for my signal. Say sound of letter when I touch under the letter. Eyes on
Procedures
me to let me know you are listening.
4. Eyes on me
5. a.
We will be learning a new letter and sound today. I will first show you and then it
is your turn.
5. Eyes on letter and me as I teach
I will touch under the letter.
new letter and sound.
This letter is d, it says /d/. What letter? (signal) What sound? Again what
/d/ /d/
sound?
Each student will say sound
Ask each student to say sound individually.
individually when I say their
6. Wrap up
I will write reviewed letters on board (a,m,t,s,i) and d.
name.
a. Review key
b.
concepts/
When I touch under the letter I want you to say the sound. Sequence of letter
Check for
touching will be: d, md, tmd, mtsd, amtsid
understanding
c.
/d/, /mmm/ /d/, /t/ /mmm/ /d/,
b. Review
Write: is on the board.
/mmm/ /t/ /sss/ /d/, /aaa/ /mmm/

objectives
c. Clean up

I will sound out this word. When I touch a letter, I will say the sound. Ill keep
saying the sound until I touch the next letter. I wont stop between the sounds.
Point to the left of the word. My turn to sound out this word.
Signal by touching under each letter. iiisss.
Point to the left of the word. Sound-out this word with me. Get ready.
(Signal by touching under each letter.) iiisss
Point to the left of the word. Your turn. Sound out this word by yourselves. Get
ready.
(Signal by touching under each letter.)
d.
Call on individuals to sound out the word once I say their name.
Repeat steps 2-5 with additional words (sit, am, sad, dim, mat)

/t/ /sss/ /iii/ /d/

Watch me as I model.
iiisss
iiisss
Individuals will sound out word
once I say their name
Repeat additional words.

e. Letter sound correspondence correction: I model, I lead, and then I test

students.

Adaptations/Modific
ations/
Accommodations:
Speech language
pathologist if needed.
Sound amplification for
students who are hard
of hearing

6. a. Today we learned a new sound and letter. I will point under the letter. On
my signal what sound?
b. Now you can say the sound for the letter d that says /ddd/. You also can say
and sound out words using a,m,t,s,i and d.
c. Clean up
Reinforcement Procedures:
Assessments:
Verbal Praise
Pre: Review a, m,t,s,i before
Token System
beginning lesson.
During: oral responses throughout
lesson.
Post: letter sound fluency
progress monitor with aimsweb

6. /ddd/

Follow-up Activities:
Continue to practice review letters
and sound and new letter and
sound (d)
Add new letter and sound
More sounding out of words with
review letters, d, and new letter