Saint Mary-of-the-Woods College

Education Department
Lesson/Activity Plan Template
Teacher Candidate ___Amber White__________________________________
Name of Lesson __Word Cards______________________________________
Subject _English/Language Arts_________________

Grade __K Tier 3 Small Group___

Rationale for lesson:

Students are working on their development of phonemic awareness. The students have been
doing lessons from the Starlit kit to increase their awareness of how separate words make up a
sentence. The lesson for today is called Word Cards and the skill it focuses on is segmenting
sentences into words.
Learning outcomes/objectives:
Increasing the students ability to recognize that sentences are made up of separate words.
Assessment of student outcomes:
The students will listen to a sentence and place a card in the pocket chart for each word that they
hear.
Related Foundations/Indiana? Academic Standard:

K.RF.1 Understand and apply knowledge of print concepts, phonics, phonemic

awareness, vocabulary, and fluency and comprehension as a foundation for developing
reading skills
K.RF.2.4 Identify and name all uppercase (capital) and lowercase letters of the alphabet
K.RF.2.2 Recognize that written words are made up of sequences of letters.

Materials Needed:
StarLIT pocket chart, student pocket charts, blank cards
Lesson/Activity Presentation:
Anticipatory set:
Remind students of ticket system and how they earn tickets. Give them time to
count their tickets before beginning the lesson. Ask the students if they know any nursery

rhymes? Tell them about the one that says boys are made of snips and snails and puppy dog tails
but what are girls made of? Then, ask them if they know what a sentence is made of? Tell them
how a sentence is made up of separate words. When we hear a sentence, we might think the
words sound all connected but there are small pauses in between each word.
Teaching procedures:
Model by saying a sentence. Open the door. Think about the words I hear. Say
the sentence a second time, slowly and as I say each word, place a card in the top row of the
pocket chart to show that each card stands for a word in the sentence. Explain that words in a
sentence go from left to right. Count the number of cards in the row. I count three cards, so the
sentence, open the door, has three words. Did you see that I put the first word on the left side
of the chart? Thats because the first word in a sentence starts on the left side of the sentence.
The words follow in a left-to-right direction. Say the next sentence: We are here. Continue
modeling and saying sentences until I see students are ready to try on their own.
Guided & independent practice:
Ask the students to make up a sentence. Have each student repeat the sentence
and put the cards in their chart from left to right to represent the words in the sentences. Give
each student a turn to make up a sentence. Then, have the students stand up and move away
from the table. Have students take one giant step for each word they hear in the sentence I say to
them. How many steps did you take? How many words are in the sentence? Does everyone
agree?
Closure:
Tell students when our time is up and have them go back to the table to count
their tickets. If they have 10 tickets, then let them have a trip to the treasure box or candy bear.
Have students line up in order according to who is the line leader for the day and lead them back
to their classrooms.
Differentiated instruction:
Give each student a chance to segment and count the words in 2 to 3 sentences of up to 6
words. Check for understanding with each student.
Cultural diversity emphasis (if appropriate):
N/A
Technology (if appropriate):
N/A
Reflection on lesson: