Grade Level/Subject: Kindergarten Language Arts

Lesson #: Reading 7-3-4

Section One: Identify all standards and objectives
PA Standards
1.1.A. Develop book/print knowledge and conventions
1.1.B. Develop sentence awareness/ word awareness
1.1.C. Discriminate words and sounds
1.1.D. Discriminate, identify, and produce rhyming words and alliteration
1.1.G. Develop knowledge of letters and their sounds
Objectives
SWBAT identify letters, sounds and sight words
Identify final sounds of words
Read words with short vowel /o/
Section Two: Identify method(s) of assessment and point out use throughout lesson
Pre-assessment: Students will demonstrate their ability to identify letters, their
corresponding sounds and sight words.
Formative assessment: Teacher will assess students ability to identify the final sound.
Summative assessment: Students reading words with the short vowel /o/ and sight
words. Students begin reading Predecodable Book 3 What Can Hop?
Section Three: Identify the learning activities/instructional strategies and details as to
how the lesson will be carried out
Time Frame:
Lesson Details:
-Set Induction/Anticipatory Set
Lighting letters and sounds
Sight word flash cards
Waterford Song-letter sounds
-Scaffolded Activities (modeling, guided practice, independent practice, independent
application)
Modeling/Guided PracticeSound Hunt
Students will identify the final sound in the following provided words. Students will be
provided a worksheet with numerous letters. Teacher will say the word and students will
have to identify the beginning sound and color the corresponding letter
My word is gotcolor the letter that is the final sound red.---t

Provide the following words:

Got
Hop
Ox
On
Pack

Hand
Mall
Cab
Bad

Guided/Independent Practicesubstitute final sounds

Teacher will provide a word; change the final sound and ask students to say the new word
The word is rugchange the /g/ to /n/run
dogchange the /g/ to /t/.dot
pen.../n/ to /t/pet
sit/t/ to /p/sip
lip/p/ to /t /lit
sob/b/ to /k/sock
bed/d/ to /t/bet
nat/t/ to /d/mad
hop/p/ to /t/hot
-Closure
Present words with the short vowel /o/
Not hop
cop
mom
Introduce the book What Can Hop?
Identify Front cover, back cover, title page, author, illustrator
Model how to read the story
Place story at Buddy Reading Station
Materials:
Letter flashcards
Sight Word flash cards
Letter worksheet
Crayons
Pencils
Pre-decodable Book 3What Can Hop?
Special Accommodations:
Section Four: Lesson analysis
1. What went well?
Todays lesson was similar to yesterdays lesson. Therefore, I assumed it
would be very easy for me and the students to complete it. Although it is
definitely a lot better than previous lessons, I noticed a lot of my students
struggled with the concept. After analyzing many of their worksheets, I noticed
many of the students were identifying the initial sound instead of the ending

sound. I thought my modeling and guidance was clear; however, I probably

should have completed some more practice examples prior to the actual activity.
2. What was learned about planning?
I think my lessons still contain too much content and activities. Today, I
didnt introduce the new book. Instead, we used part of yesterdays lesson where
the students are required to write a sentence with an /op/ word. Im still
attempting to develop a content cohesive and time conscious lesson. Hopefully
within the next two weeks I will have developed my own style that works well for
my students.
3. What was learned about teaching?
Modeling is key for success in kindergarten. I also learned that if you
think you modeled it enough, you probably didnt. Today during the sound hunt,
my students struggled finding the final sound. However, we did it verbally, more
succeeded. I think I should have stopped and reviewed everything before
continuing with the lesson activities.
4. What did my students learned? How do I know they learned?
Again the final sound was review for my students. I think they only
struggled because it was in a different format. We also worked on identifying /op/
words. I was surprised because not many people knew them as I thought I would.
They also really struggled writing their sentence with the op word. I might have
jumped to far ahead of them because I didnt provided a sentence frame work.
5. What improvements will I make in an effort to be more effective with this
particular class of students?
For this class of students, I would review the directions and rules countless
times. I found numerous occasions on a daily basis students struggling because
they didnt pay attention. However, I do try to remember they are only five and
six. I personally need to plan even more within my lessons. There are many
words on their level that I simply cant think on the spot. So, Im working on a
word list to assist me through carpet or any time in the day. Lastly, I think I
should have provided the students with a sentence frame work. They should all
know sight words and how to write a sentence; however, I did notice it was only
their second day back form six days at home. Therefore, it is possible they
struggle with their supplies or language. Lastly, I know I need to work harder on
my enunciation.