UNLV/Department of Teaching & Learning

Elementary Lesson Plan Template

UNLV Student:
Lesson Plan Title:
Date:
Grade Level:

Madison Bartlett
Small Group
5.25.16
Kindergarten

PSMT Name:
Lesson Plan Topic:
Estimated Time:
School Site:

Jennifer Lougee
Reading Small Groups
20 min
Lake E.S.

1. State Standard(s):
a. RF.K.1a - Follow words from left to right, top to bottom, and page by page.
b. RF.K.1b - Recognize that spoken words are represented in written language by
specific sequences of letters.
c. RF.K.3a - Demonstrate basic knowledge of one-to-one letter-sound
correspondences by producing the primary or many of the most frequent sounds
for each consonant.
d. RF.K.3b - Associate the long and short sounds with common spellings
(graphemes) for the five major vowels.
e. RF.K.3c - Read common high-frequency words by sight (e.g., the, of, to, you, she,
my, is, are, do, does).
f. RF.K.3d - Distinguish between similarly spelled words by identifying the sounds
of the letters that differ.
g. RF.K.4 - Read emergent-reader texts with purpose and understanding.
2. Lemov Strategies:
a. The shortest path
3. Teaching Model(s):
a. Concept Teaching
4. Objective(s):
a. I can follow words from left to right, top to bottom, and page by page.
b. I can track my words with my finger to associate each written word with its
spoken word.
c. I can produce one-to-one letter sounds for all letters.
d. I know that vowels have 2 sounds.
e. I can recognize sight words in written text.
f. I can blend sounds in words.
g. I can read text with purpose and understanding.

5. Materials and Technology Resources

a. Read Well Kangaroo Books.
b. Alphabet letters
c. Bumpy and Smooth Cards
d. Read Well sight word cards
e. Whisper Phones
f. Read Well Magazines
6. Instructional Procedures:
a. Motivation/Engagement:
i. Students meet at the small group table.
ii. T hands out whisper phones to each student.
iii. S and T say alphabet letter name, sound, and a word with the same
beginning sound. (A, /a/, apple)
iv. Students then put away whisper phones and review words we will be
reading in our up-coming story and words that we have previously read.
Mostly sight words.
v. S and T review the Bumpy and Smooth cards from Read Well kit. These
cards show explicit phonics. (/i/, /i/, /i/. Then blending it) This week we
are working on the sound /k/. We discussed that c makes the /k/ sound, k
makes the /k/ sound, and ck makes the /k/ sound.
b. Developmental Activities or Learning Experiences:
i. T hands out magazines that come with Read Well.
ii. T and S review letter of the week. This weeks letter is K.
iii. S and T review the letter sounds and words on the maze in the front page.
Because it is the first day, this is all and students hand in magazines.
iv. T hands out the book for this week called Kangaroos.
v. T asks students to point to the title. S point to the title.
vi. T askes students to read the title. S reads the title.
vii. T asks what the author and the illustrator do.
viii. T and S turn to the first page and review who the characters of the story
are.
ix. S choral read the book together.
x. T ask comprehension questions along the way.
c. Closure:
i. T asks students what makes the /k/ sound.
d. Extension:
i. S take copies pages of the book home to practice. S also go to centers
where they practice writing sight words in the air, magnets, or stamps.
7. Accommodations, Modifications and Differentiations for Diverse Learners:
a. Accommodations:
i. Teacher reads with students during choral reading.
ii. S keep whisper phones to help with focusing.

b. Modifications:
i. Students are moved into higher or lower groups as need to fit their level,
challenge them more, or to help them become successful.
c. Differentiation:
i. Each groups is working on a different book which words on different
skills. Group 1: Practicing Decoding. Group 2: Practicing letter
sounds/blending. Group 3: Practicing long vowel sounds. Group 4:
Practicing identifying decoding as well.
8. Assessment and Evaluation of Learning:
a. Formative:
i. T watches students during small group time making notes of each
students strengths, weaknesses, and improvements.
b. Summative:
i. At the end of this unit, each S reads one page on their on from the book of
the unit. This shows the T if they grasped the concept of what the unit was
focused on.
9. Homework Assignment:
a. Copied story for home. (not required)
10. Reflection:
a. Strengths:
i. I really enjoy the way that this Read Well is set up and the students really
benefit from it, I can tell. I think a strength that I have gained from this is
comfortability with the students and the ability to see where each student
struggles. I think that before a teacher does small groups or even
individual conferences, you never really know your students or what their
strengths are. This could stump teachers during whole group instruction,
and other very important this. This is really the time you get to know your
kids.
b. Concerns:
i. One concern I have about this is that it is too scripted. The looks literally
have the comprehension questions written into the passage. Although I add
my own little spin on things when I know the students could benefit from
it such as digging deeper into the questions or asking foundational
questions such as why do we track with our fingers, etc. I dont want to be
so scripted that I become robotic. That is not a good way to get to know
your students.
c. Insights:
i. One thing that I really like about the small groups is that it is very simple
to differentiate. I dont really agree with how my teacher split up her
groups, but in my own class I will have groups bases on level and what

they all need help with. This will be used through the iReady testing
because it sets up small groups for you. It groups students with the same
needs as far as reading and math are concerned. This way I can work in
more depth and help students more on what they need help with or
challenge the students that needed a little push.