Students will identify words starting with T, G, N, and P by playing a game with a partner. Students will take turns drawing a card, identifying the word represented by the picture on the card, and moving their game piece to the next closest space with the letter representing its initial sound.
Students will identify words starting with T, G, N, and P by playing a game with a partner. Students will take turns drawing a card, identifying the word represented by the picture on the card, and moving their game piece to the next closest space with the letter representing its initial sound.
Students will identify words starting with T, G, N, and P by playing a game with a partner. Students will take turns drawing a card, identifying the word represented by the picture on the card, and moving their game piece to the next closest space with the letter representing its initial sound.
Grade Level: Kindergarten 1. STANDARDS Reading 1.6 Recognize and name all uppercase and lowercase letters of the alphabet. 1.11 Distinguish orally stated one-syllable words and separate into beginning or ending sounds. 1.14 Match all consonant and short-vowel sounds to appropriate letters.
Listening and Speaking
1.1 Understand and follow one- and two-step oral directions. 2. OBJECTIVES Content: Students will identify words starting with T, G, N, and P by playing a game with a partner. Key Vocabulary: N/A 3. ASSESSMENT Informal or Formative: Students will be observed throughout the game to assess their ability to recognize the initial sound in a word. Formal or Summative: Students will complete the game on their own. 4. INSTRUCTIONAL STRATEGIES AND LEARNING TASKS I. ANTICIPATORY SET Motivation: Students will be motivated by getting to play a fun game after recess with a partner. Activate Prior Knowledge: Students will be reminded of the picture sorting center they did which also called upon their recognition of initial word sounds. II. INSTRUCTION AND MODELING (Best Practice Strategies) Students will help with a few turns as I demonstrate the game for them at the start of the lesson.
III. GUIDED PRACTICE
1. Students will get into pairs at the center. Each pair will have one game board, one set of cards, and two teddy bears as markers. 2.The teddy bears will be put on the space marked Start. 3.The student with the most pockets on their clothes that day will start the game. 4.Students will take turns drawing a card, identifying the word represented by the picture on the card, and moving their game piece to the next closest space with the letter representing its initial sound. 5.Students will continue taking turns until they reach the end of the game. They must draw a G or T to finish the game. IV. CLOSURE Students will be asked what they learned and if they enjoyed the activity at the end of their game. V. INDEPENDENT PRACTICE After assistance setting up the game and with the first few turns (as needed), the students will complete the game in pairs with support when they ask (for instance, with identifying what a picture is on the card). 5. DIFFERENTIATION STRATEGIES English Learners/Students with difficulty with phonics: We can sound out the words for the pictures together if they are stuck. Students will be paired to assist as well. IEPs: I will be at the table to assist students as needed. Other students may also assist their classmates. 6. INSTRUCTIONAL RESOURCES AND MATERIALS Gameboards (One per pair) Game Cards (One bag per pair) Game Markers (Two per pair) Folder with instructions
Started On Thursday, 6 August 2020, 6:12 PM State Finished Completed On Thursday, 6 August 2020, 6:16 PM Time Taken 3 Mins 52 Secs Grade 20.00 Out of 20.00 (100%)